tag:blogger.com,1999:blog-67688973275516048132024-02-18T21:48:14.837-08:00HandoutsGarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.comBlogger51125tag:blogger.com,1999:blog-6768897327551604813.post-42774338095630288792012-12-06T00:49:00.001-08:002012-12-06T01:05:28.362-08:00Santa ClausSanta Claus is coming to town
Christmas in different languages.
• Nadolig
• Crăciun
• Božić
• Natal
• Karácsony
• Jul
• Kerstmis
And the languages are…
• Welsh
• Romanian
• Serbian
• Portuguese
• Hungarian
• Norwegian
• Dutch
It is fun to do this with different topics that you are studying in class.
Christmas Questions.
When I start teaching a class I quite often put answers about me on the board and ask students to work out the questions. This is the same but with Chistmas. Of course you could do the different culture thing about anything, birthdays, special holidays, school systems etc.
Some of the answers
Romanian
• What __________________________? A whole pig
• When __________________________? 25th December
• Who ___________________________? Mos Craciun
• Where _________________________? Under the tree
• Three weeks before Christmas Romanians slaughter a pig, they then use all of the pig to make delicacies for the Christmas feast, including fried skin called Shorlic.
Portuguese
• What __________________________? Cod
• When __________________________? 25th December
• Who ___________________________? Baby Jesus
• Where _________________________? In a shoe
• During a Christmas feast in Portugal some families have an extra place reserved at the table for dead family members. But this tradition is slowly dying out.
British
• What __________________________? Turkey
• When __________________________? 25th December
• Who ___________________________? Father Christmas
• Where _________________________? In a stocking
• What
• In Britain People put money in the Christmas pudding, it is thought to be lucky to find the coin. But not if it breaks your teeth or you swallow it.
Zombie
• What __________________________? Brains
• When __________________________? at Easter
• Who ___________________________? Zombie Father Christmas
• Where _________________________? under a weeping willow
• What?
Zombies celebrate the rebirth – the coming back to life, so their Christmas is at Easter time.
Serbian
• What __________________________? Pork
• When __________________________? 1st January
• Who ___________________________? Deda Mraz
• Where _________________________? Under the tree
• In Serbia the first male person to visit someone’s house on Christmas day is called the ‘polaznik.’ That person is meant to bring good luck and is given lots of food and wine.
Vampire
• What __________________________? Blood
• When __________________________? 24th December
• Who ___________________________? Santa Drac
• Where _________________________? Christmas stocking
• What _________________________ ?
Santa Drac has a sleigh pulled by tiny bats. To enter the houses he turns into a bat and swoops down the chimney.
Using Songs
Matching Collocations
Students try to match words that go together first and then list to see if they were right.
• ho ho ho
• reindeers
• red
• white
• long
• laugh
• suit
• cap
• sleigh
• nose
• beard
Flashcards
Students listen and hold up their flashcards when they hear the words on it.
Singing in Rounds
put them in 4 groups
group one starts singing when they reach way group 2 join in at the beginning when they reach way group 3 start singing . etc.
Singing in rounds is a traditional way to sing.
London’s burning is the classic rounds song.
It is fun in the classroom and creates a friendly competitive outcome.
True or False Questions
Correct the Words.
These ideas can be used ofr any suitable song. An idea is for life not just for Chirstmas.
A little song to the tune of heads shoulders knees and toes for the little ones.
• Cap, beard, belt and gloves (belt and gloves)
• Cap, beard, belt and gloves (belt and gloves)
• Look at Santa in his suit
• Cap, beard, belt and gloves (belt and gloves)
If you like this then check out this website. http://www.oxfordmagazine.es/2012/12/01/christmas-top-tips-and-activities/
Santa hats.
Guess the Santa,
Who has been good enough to deserve a visit?
What presents would you give them?
The songs used in this were
Must be Santa Bob Dylan Tommy Steele
Santa Claus is coming to town Bruce Springsteen / Frank Sinatra etc.
GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-85647613501460329842012-11-28T06:48:00.001-08:002012-11-28T06:48:30.468-08:00Hello - Webtools
this was the blog we set up
helloostrava.posterous.com
and to view it you need the password
hello1
To go back and edit it you will need the email and password which i will give you individually if you need it.
GarethGarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-32450461622688781212012-11-28T06:44:00.000-08:002012-11-28T06:44:35.592-08:00Hello Ostrava - Receptive SkillsReceptive Skills are not naturally transferred from one language to another.
Students often read or listen one word at a time, without really thinking about the overall meaning.
Therefore we really are teaching receptive skills.
Lesson Plan Outline
Create interest - general and then specific
Pre-teach vocabulary
Set task and time limit for a gist task. (They need a reason to read.)
Pairwork and feedback
Set task and time limit for a more detailed reading.
Pairwork and feedback
Discussion
Language work.
These are the problems that my colleagues came up with from around the globe.
Feel free to write solutions in the comment section below.
Students often try to understand every single word, or try to translate the text into their own language
Students don't always read the instructions carefully and so don't understand what they are listening for
They get lost so easily, try to understand every word or complain the speakers are going to quickly.
Students equate reading with misery, school and tests, they don’t even read in their own language
In tests the wording of each item can cause problems: weaker students tend to focus on the exact words they see in the question, and are confused when they don't find them.
This sound bite generation… anything longer than a couple of paragraphs and they lose interest
I don’t have a lot of time in class, so I skip the listening or find it easier to read the text to the students
They don't get it when there is cultural info in the text...because they generally focus on form and literal meaning.
It’s so difficult to pay attention to a voice coming out of a box in the corner of the room, you can see them looking out of the window.
Students fail to register discourse markers. so rely on keywords which can skew meaning
Who is the author / speaker?
Out pictures of people on the board, ask students to read quickly or listen once and decide which person is the author / speaker.
Alternative gist Questions
Who is the author?
What was their motivation to write this?
Do you feel the facts are accurate? Why or why not?
Is the author or reporter giving equal attention to all sides of the issue?
How does this piece make you feel personally?
Do you agree or disagree with the author?
Do you believe the ‘facts’ in this article?
How would others (from other countries, cultures, political groups, etc.) feel about it?
Question Predictions
Give the students the questions and ask them to predict the answers before they listen. This encourages the students to read the questions then they will know what they are listening for.
Facebook status
Ask students to read the text and create a status update as if they were sharing the text with their friends. Then ask them to comment on each others' statuses.
Using Wordle.net or similar.
Useful tips
Don't be afraid to break listening and reading texts down into shorter segments. Students do have a short attention span - don't fight it... accept it and adapt. :-)
Show you are interested in the text as well, even if you have heard the tape 100 times still oooh and ahh in all the right places.
Use pairwork after reading and listening exercises before class feedback. Give students a chance to check with their friends if they have the same answers. This will make them more confident when giving you the answers. It is what we do in real life; when we read or listen to something we often chat about it to our nearest and dearest.
Can you find a way to get your students up and active either before or during a reading activity?A little bit of movement helps to get oxygen to the brain and that increases attention span. Or can you open a window and have a blast of fresh air?GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-75490777929325506752012-11-06T08:11:00.001-08:002012-11-06T08:11:35.998-08:00IWBSome links to my musings about IWBS<br />
<br />
Some of this stuff might be repeated but it is all here.<br />
<br />
<a href="http://gareth140words.blogspot.cz/2012/04/it-doesnt-all-have-to-be-whistles-and.html">http://gareth140words.blogspot.cz/2012/04/it-doesnt-all-have-to-be-whistles-and.html</a><br />
<a href="http://handoutscz.blogspot.cz/2012/03/some-practical-itools-ideas.html">http://handoutscz.blogspot.cz/2012/03/some-practical-itools-ideas.html</a><br />
<b><a href="http://handoutscz.blogspot.cz/2012/03/interactve-whiteboard-revisited.html">http://handoutscz.blogspot.cz/2012/03/interactve-whiteboard-revisited.html</a></b><br />
<b><a href="http://garethsitoolsdemo.blogspot.cz/">http://garethsitoolsdemo.blogspot.cz/</a></b>GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-8570481364550497512012-10-07T03:33:00.000-07:002012-10-07T08:14:32.615-07:00Exam Smiles <b>Finding links </b><br />
Put 5 random pictures on the board ask students to find links between the pictures.<br />
Put words and 2 pictures on the board ask students to think which words match 1 picture match both pictures or match neither picture.<br />
Put a list of words on the board and ask students to put them into categories.<br />
Put a list of words on the board, ask students to choose 1, then find a link to a second one. Then they take the second one and find a link to a third one, then they try to link the third to a fourth and so on until they have all the words. (Each time a different word, they can't go back.)<br />
<br />
<b>Memory </b><br />
Do a part 2 type exam task but with a twist.
Ask students to look at picture 1 for 30 seconds, then replace it with picture 2.
Ask them to compare and contrast the pictures.
<br />
Do a part 3 type exam task.
Show all 5 pictures for about a minute then take away the pictures and ask students to the task without looking at the pictures.<br />
At the end of a lesson ask students to remember all the pictures used in a lesson.<br />
<b><br /></b>
<b>Alphabet game.</b>
Ask the students to come up with 5 items that begin with the same letter.
Verb, adjective, girl’s name, place and sport. Ask them to write a sentence using the grammar structure you are working on.<br />
<br />
<b>Manipulating texts. </b><br />
Reuse a text by asking students to make a gapfill exercise for other groups in the class.<br />
Reuse a text by putting it on the board and asking students to take words out but the text should still make sense. (Roughly the saem sense.)<br />
<br />
<b>Using Questions</b>
Tell students you are going to do a listening or reading but you are not going to tell the students what it is about. Ask them to read the questions and get them to tell you what they know about the text just by reading the questions.
Then ask them to answer the questions before looking at or hearing the text.
This is a great way to encourage students to see how reading the questions gives them som much information.<br />
<br />
<b>Writing </b>
One word at a time... as students to work in group, give them a piece of paper, tell them they are going to write a story or letter one word at a time. Ask person 1 in the group to write the first word, then pass the paper to the second person who writes the next word then to the 3rd person and so on.
<br />
<br />
140 Characters.
That is the length of a tweet or a text message.
Ask the students to write a answer to an exam question using only 140 characters, letters, punctuation, spaces. When they have done ask them to give their text to a different students who writes a reply also in 140 characters.
Getting Feedback
Ask students to read out the answers in the manner of the adverbs on the board.
GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-70196210747581272192012-10-03T10:27:00.002-07:002013-02-27T01:36:46.165-08:00Gareth's Grammar Session<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
<span lang="EN-US">Making
grammar fun <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Gareth
session. This is the handout if you came to Gareth’s version of the session. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Whatever
type of grammar teacher you are, grammar needs to be made fun so that it is
memorable for students. <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Below are
the five ideas I showed in the session. Let me know if they work for you. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Ideas <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Change
Places if… <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Ask
students to stand in a circle. Say a sentence using the grammar point you want
to practice. Students respond if it is true for them. Ask students to then come
up with their own statements. <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Examples: <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Change
places if you like Twilight<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Change
places if you are wearing green. <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Change
places if you have been to Wales. etc etc. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Human
Pexeso <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Ask your students
to stand up and stand in a circle. Give each one a pexeso card. </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">In the
session I used simple words but you could use pictures. </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Start by
doing a demonstration. </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Ask one
student randomly ‘ What can you do?’ </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">the student
looks at their card and says I can … </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">then you
ask a second student ‘What can you do?’</span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">the
students say what is on their card. If it is a match the question wins a point.</span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Now ask the
student on your left to ask a question to any student randomly wait for the answer then the student asks
another student if it is a match then the student who questions wins a point and the ones with
the cards put their cards down. But stay in the circle because it will be their
turn to ask soon. </span><o:p></o:p></div>
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<span lang="EN-US">If the
student picks someone with a match to themselves they win 2 points. </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Now move on
to the next student in the circle who can ask the question. </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">this could
be done with a range of other language points. </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">what have
you got – cards with bike football doll etc</span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">what do you
look like – cards with picutres of people</span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">where are
you going - cards with words or pictures
of places railway station etc etc </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">This
activity is fun but it is a drill of a language form . what can you do I can play tennis etc. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Controlled
Practice Runaround <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">After a
multiple choice controlled practice ask your students to stand up. Tell them
that the back of the classroom is option A, the left is option B and the right
is option C Read out the question and
ask them to move to the part of the room they think is the correct answer. Then
confirm the answers for them. <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">This gets
some movement into the lesson and brings some fun to a gap fill. <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">If you feel
this would be too disruptive ask students to point to the correct answer. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Substitution
Tables <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Create a
substitution table like the one below. Ask students to create true sentences
for themselves using the table. see how many they can make. See who can make
the most. This personalizes the language but provides safe controlled practice.
<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEha3IyoO9qZuMgdDj8BDluztVduGi5brRZo82ZkqqOLUxT8lSgYdlUo2ABThCetqkD5-FCEHP9sXM-fPcRrbKmUkOT5wI-BVH5CBh93zJG16cy0g4icXi6-azvyYU2Ex0-8za_vAb9Q6Ko/s1600/Screen+Shot+2012-10-03+at+19.19.26.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="152" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEha3IyoO9qZuMgdDj8BDluztVduGi5brRZo82ZkqqOLUxT8lSgYdlUo2ABThCetqkD5-FCEHP9sXM-fPcRrbKmUkOT5wI-BVH5CBh93zJG16cy0g4icXi6-azvyYU2Ex0-8za_vAb9Q6Ko/s400/Screen+Shot+2012-10-03+at+19.19.26.png" width="400" /></a></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Alphabet
game. <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Ask the
students to come up with 5 items that begin with the same letter. <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Verb,
adjective, girl’s name, place and sport. Ask them to write a sentence using the
grammar structure you are working on. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Timelines
and concept check questions <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">See my
video blog on these. You’ll find it here. <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><a href="http://gareth140words.blogspot.co.uk/2012/05/in-praise-of-humble-timeline.html">http://gareth140words.blogspot.co.uk/2012/05/in-praise-of-humble-timeline.html</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment-->GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com1tag:blogger.com,1999:blog-6768897327551604813.post-84051019560439704502012-10-03T10:23:00.001-07:002012-10-09T09:48:43.301-07:00managing for success<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
Managing for Success <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
What is classroom management? For me classroom management
are all the considerations about a lesson that aren’t the methodology and the
content. <o:p></o:p></div>
<div class="MsoNormal">
The picture below is a mind map of some of the things that
people suggested make up classroom management in the first few sessions. Have I
missed anything? Add your thoughts in the comments section below. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikBEx8DIGk77iOqvPxaBkTMEDt0S1F712KMNKHeTXq4wOtdQObCjk8mdGZwQobfTGataaSPJsulzJOiZbwAaO6wgASothk0jNnyG4aF-UhCwHSvPbe5vvlaC10iHAYFeIZjEwBjRndVYM/s1600/Screen+Shot+2012-10-03+at+17.55.01.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="288" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikBEx8DIGk77iOqvPxaBkTMEDt0S1F712KMNKHeTXq4wOtdQObCjk8mdGZwQobfTGataaSPJsulzJOiZbwAaO6wgASothk0jNnyG4aF-UhCwHSvPbe5vvlaC10iHAYFeIZjEwBjRndVYM/s400/Screen+Shot+2012-10-03+at+17.55.01.png" width="400" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The session looked at two areas of classroom management,
instructions and movement but it also touched on feedback and seating arrangements
too. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Instructions<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Here is a video of me giving terrible instructions. What is
wrong with them?<o:p></o:p></div>
<div class="MsoNormal">
<iframe height="385" src="https://docs.google.com/file/d/0B2ImFlIR5VgBOWJvUlMtVTA1bWM/preview" width="580"></iframe>
</div>
<div class="MsoNormal">
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="p1">
<br />
<br />
<a href="https://docs.google.com/file/d/0B2ImFlIR5VgBOWJvUlMtVTA1bWM/edit">https://docs.google.com/file/d/0B2ImFlIR5VgBOWJvUlMtVTA1bWM/edit</a></div>
<br />
<br />
<br />
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Here are the instructions for instructions that you came up
with in the session. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<ul style="margin-top: 0cm;" type="square">
<li class="MsoNormal"><span lang="EN-US">stand in one place</span><o:p></o:p></li>
<li class="MsoNormal"><span lang="EN-US">wait till you have attention.</span><o:p></o:p></li>
<li class="MsoNormal"><span lang="EN-US">slow down </span><o:p></o:p></li>
<li class="MsoNormal"><span lang="EN-US">repeat key facts </span><o:p></o:p></li>
<li class="MsoNormal"><span lang="EN-US">check students have understood.
</span><o:p></o:p></li>
<li class="MsoNormal"><span lang="EN-US">only say what needs saying </span><o:p></o:p></li>
<li class="MsoNormal"><span lang="EN-US">don’t over complicate </span><o:p></o:p></li>
<li class="MsoNormal"><span lang="EN-US">do an example</span><o:p></o:p></li>
<li class="MsoNormal"><span lang="EN-US">know what you want to say </span><o:p></o:p></li>
</ul>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Movement
and pair work. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Sitting in
a different seat every lesson helps students to concentrate. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt;">
<span lang="EN-US">Research suggests that seeing a room from a
different angle can improve attention levels in the classroom. That suggests
that sitting in the some seat every lesson can have a negative effect on
students. </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Students
like working with the same people so why bother move them. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt;">
<span lang="EN-US">This is true, so one has to make the decision
do the negatives outweigh the positives. </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Pair work
reduces pressure on the students. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt;">
<span lang="EN-US">Pair work helps students to feel more
comfortable. They are not performing in front of the whole class. it means they
have time to rehearse before having to tell the class. </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Movement in
a lesson helps students to improve concentration.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt;">
<span lang="EN-US">It is said that even minimal movement can help
to get oxygen into the brain and that in turn helps to prolong the
concentration span. So ask students to put their hands on their heads or point
to something can be beneficial. </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Pair work
or group work means I lose control of the classroom. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt;">
<span lang="EN-US">This is an understandable concern, what are the
students doing in pairs and groups are they doing what I have asked them to?
Bit even when the class works as a whole there might be people not paying
attention, day dreaming etc. Again do the positives outweigh the negatives. </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Working
with different students improves the classroom dynamics.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt;">
<span lang="EN-US">We want to foster cooperation in our classes.
The best way to do that is to encourage students to work and learn from
everyone in the room. But that is in a perfect world and I know reality is
different. </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Changing
classroom positions is good for discipline. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt;">
<span lang="EN-US">This could be true, moving students around can
help the break up disruptive pairs. If you do this randomly then students don’t
feel like they are being picked on. </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Changes in
groups should be temporary so students can go back to their comfort zones.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt;">
<span lang="EN-US">I think this is true, I often sit with my
friends in lessons because I like them, I don’t mind working with other people
but I want to go back to my friends. <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Collaboration
(working together) helps to improve learning.</span><o:p></o:p></div>
<div class="MsoNormal" style="margin-left: 36.0pt;">
<span lang="EN-US">As Sir Ken Robinson said in this video<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt;">
<span lang="EN-US"><a href="http://www.youtube.com/watch?v=zDZFcDGpL4U">http://www.youtube.com/watch?v=zDZFcDGpL4U</a><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt;">
<span lang="EN-US">collaboration is important for education. Pair
work and group work can become important learning tools. What we think of as
copying could be thought of as peer teaching and collaborative development.
Allowing students to steal ideas from each other is fun and can help them grow.
During the mind map or poster activity in some locations I let 1 member of each
group go off and spy on the others. <br />
Also reflect on what you learnt in this seminar. Who did you learn it from. All
I really did in the session was manage the room and set up the activities. It
was you who shared, reflected and learnt with and from each other. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">In the
session I showed you 5 ways to change the groups around, they were <o:p></o:p></span></div>
<ul style="margin-top: 0cm;" type="square">
<li class="MsoNormal"><span lang="EN-US">numbers</span><o:p></o:p></li>
<li class="MsoNormal"><span lang="EN-US">musical chairs </span><o:p></o:p></li>
<li class="MsoNormal"><span lang="EN-US">dots </span><o:p></o:p></li>
<li class="MsoNormal"><span lang="EN-US">spokesperson </span><o:p></o:p></li>
<li class="MsoNormal"><span lang="EN-US">ladders</span><o:p></o:p></li>
</ul>
<div class="MsoNormal">
<span lang="EN-US">Which ways
do you move your students? Leave a comment in the section below. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">I also
showed you 5 activities for classroom use, they were<o:p></o:p></span></div>
<ul style="margin-top: 0cm;" type="square">
<li class="MsoNormal"><span lang="EN-US">mind maps</span><o:p></o:p></li>
<li class="MsoNormal"><span lang="EN-US">stop game </span><o:p></o:p></li>
<li class="MsoNormal"><span lang="EN-US">making posters </span><o:p></o:p></li>
<li class="MsoNormal"><span lang="EN-US">turn over discussions </span><o:p></o:p></li>
<li class="MsoNormal"><span lang="EN-US">draw and describe</span><o:p></o:p></li>
</ul>
<div class="MsoNormal">
<span lang="EN-US">Have you
used any of them? Where they successful? Tell us using the comments below. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Finally I
used a range of ways to do feedback, did you spot them? Again let me know using
the comments section below. <o:p></o:p></span><br />
<span lang="EN-US"><br /></span>
<span lang="EN-US">here is the ken Robinson video in full</span><br />
<span lang="EN-US"><br /></span>
<span lang="EN-US">http://www.youtube.com/watch?v=zDZFcDGpL4U</span></div>
<!--EndFragment-->GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com2tag:blogger.com,1999:blog-6768897327551604813.post-19103429792953169982012-07-03T06:32:00.001-07:002012-07-03T06:32:06.803-07:00In Praise of Workbooks<!--[if gte mso 9]><xml>
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4 reasons to take another look at your workbook <o:p></o:p></div>
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It seems to me in the modern age workbooks have become a
little old fashioned and unpopular amongst teachers. Seen as ‘only controlled
practice or homework books’ they are not seen to be communicative enough and
are often forgotten about or underused. But actually the workbook is a useful
tool for the teacher and student and now that we have online workbooks they can
be a key part of the language learning process helping to create a blended
learning package for our students.<o:p></o:p></div>
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In this short blog, I will suggest four reasons why
workbooks are useful tools and look at how the electronic versions enhances
this further. <o:p></o:p></div>
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The first reason that workbooks are useful is that students
tend to like them. It is true that many of the exercises in the workbook are
controlled practice but a good controlled practice helps students to feel more
comfortable with the language. Controlled
practice helps students to remember the language and have more confidence when
using it freely. Controlled practice allows students to analyse and manipulate
the language they are studying. Success
in controlled practice can be measured and gives students a sense of
achievement that freer practice activities don’t always provide and this might be
why a study done by Peters, Weinberg, and Sarma (2009) suggested that students
preferred doing mechanical workbook type activities online than more creative
tasks like making wikis etc. <o:p></o:p></div>
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The second reason is that a good workbook can act as a
substitute teacher. The grammar reference, study tips, functions banks etc can
answer the students questions and help them become independent learners. With a
little bit of learner training the students can take responsibility for their
own learning. The online workbook helps this even more. The smart key helps
students to see why they have got answers wrong, the dictionary look up helps
them to deal with unknown vocabulary, the chance to do activities again helps
them to measure their own progress. This instant feedback allows for immediacy.
If students do homework and wait three days for their next English lesson then
the impact is lost but with the online workbook they can see their success
straight away.<o:p></o:p></div>
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Thirdly workbooks provide variety. I said in the previous section
that workbook exercise are mostly controlled practice but a good workbook would
have a range of activities to focus on different language points and in
different ways for example gap fills, readings, matching, crosswords, word searches
etc. Online workbooks can include listening and speaking activities too. With a
paper workbook I often allowed my students a choice of homework; I allowed them
to do any two activities from the page. This meant that the students could
choose their homework depending on their own taste and learning styles. This
was of course difficult in terms of marking but the online version has instant
marking for teachers. This means I can see who has done what and how they have
done. This of course is very helpful with mixed ability classes too. It means I
can set different tasks for different groups. The stronger ones will not be
demotivated by it being too easy while the weaker ones will not be demotivated
because it is too difficult. <o:p></o:p></div>
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Finally a workbook provides consolidation of what is done in
class. Students need to realise that coming to English lessons two or three
times a week is not enough. They need extra practice and exposure to English
outside the classroom. Because the workbook is closely linked to the student’s
book, students don’t have to look far to get useful and relevant practice using
similar topics and vocabulary. With online workbooks you as a teacher can
design a blended course, covering what you feel is important in class and
leaving the rest for students to do online. And what’s more students don’t even
have to carry around their books; all they need is their login details and a
Wi-Fi signal and they can practice on the go. <o:p></o:p></div>
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So pick up your workbook and have another look at it. Ask
yourself how it can help your students improve their English and then consider
how an online version could bring real possibilities to your teaching. <o:p></o:p></div>
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Reference <o:p></o:p></div>
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<a href="http://journals.cambridge.org/action/displayFulltext?type=6&fid=8364393&jid=APL&volumeId=31&issueId=-1&aid=8364392&fulltextType=RA&fileId=S026719051100002X">http://journals.cambridge.org/action/displayFulltext?type=6&fid=8364393&jid=APL&volumeId=31&issueId=-1&aid=8364392&fulltextType=RA&fileId=S026719051100002X</a><o:p></o:p></div>
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And thanks to <o:p></o:p></div>
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@nikkifortova <o:p></o:p></div>
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@sandymillin<o:p></o:p></div>
<h3 style="background: white; line-height: 15.0pt; margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: Cambria; font-size: 12.0pt; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><a href="https://twitter.com/kevchanwow"><span style="color: windowtext; text-decoration: none; text-underline: none;">@kevchanwow</span></a><o:p></o:p></span></h3>
<h3 style="background: white; line-height: 15.0pt; margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: Cambria; font-size: 12.0pt; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><a href="https://twitter.com/michaelegriffin"><span style="color: windowtext; text-decoration: none; text-underline: none;">@michaelegriffin</span></a><o:p></o:p></span></h3>
<h3 style="background: white; line-height: 15.0pt; margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: Cambria; font-size: 12.0pt; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><a href="https://twitter.com/MrChrisJWilson"><span style="color: windowtext; text-decoration: none; text-underline: none;">@MrChrisJWilson</span></a><o:p></o:p></span></h3>
<h3 style="background: white; line-height: 15.0pt; margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: Cambria; font-size: 12.0pt; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> </span></h3>
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<!--EndFragment-->GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-51359550380636200452012-06-15T01:18:00.001-07:002012-06-15T01:18:45.815-07:00Jeremy's handout<br />
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<div class="column">
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,Bold'; font-size: 14.000000pt;">Learning to remember:<br />
Some ideas on encountering new vocabulary
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,Bold'; font-size: 12.000000pt;">Repetition
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 11.000000pt;">‘It has been estimated that, when reading, words stand a good chance of being
</span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 11.000000pt;">remembered if they have been met at least </span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,Bold'; font-size: 11.000000pt;">seven times </span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 11.000000pt;">over spaced intervals.’
</span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 11.000000pt;">(Scott Thornbury)
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 11.000000pt;">It’s important that we make sure students understand new vocabulary and give them time to do so.
It’s worth bearing in mind that students will be more likely to remember what happens at the
beginning and end of the lesson, rather than what happens in the middle.<br />
Using a variety of different situations and contexts to review vocabulary is the key to keeping
students interested and engaged.
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,BoldItalic'; font-size: 11.000000pt;">Classroom activity: </span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,Bold'; font-size: 11.000000pt;">Learning a text by heart<br />
</span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 11.000000pt;">Give the students a text. It can be from the student’s book.<br />
Ask them to work in pairs.<br />
Student A: writes down the text, but only the odd words, leaving big enough spaces for the other
words.<br />
Student B: does the same with the even words.<br />
In pairs, they exchange what they have written verbally, and then complete their texts.<br />
The whole class together, from memory, students come to the board and re-write the text.
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,Bold'; font-size: 12.000000pt;">Retrieval
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 11.000000pt;">Our memories love the absurd, the unusual, the vivid and exciting. As a teacher, one of
the most important skills is the ability to transform the abstract into something that is
attention-grabbing and unforgettable.
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,Bold'; font-size: 11.000000pt;">Mnemonics </span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 11.000000pt;">can help students remember and retrieve new words more easily. To make a word such
as </span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,Italic'; font-size: 11.000000pt;">beorn </span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 11.000000pt;">(the old English word for man) more memorable, we should try and connect the sound of
the word with an image that is linked to the word’s meaning. For example we could imagine </span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 11.000000pt;">‘a </span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 11.000000pt;">man
being born’ or the famous Swedish tennis player, Bjorn Borg.
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,BoldItalic'; font-size: 11.000000pt;">Classroom activity: </span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,Bold'; font-size: 11.000000pt;">Cross associations<br />
</span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 11.000000pt;">As students read a text, ask them to note down any new words and then find out their meanings,
uses, etc. in a dictionary. Then build up a separate list of famous people the students suggest.<br />
Ask students to write down any associations they can make between the words and the people. The
more ridiculous and sillier, the more memorable these will be.
</span><br />
</div>
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<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 12.000000pt;">Jeremy Bowell, Oxford University Press jeremy.bowell@oup.com
</span><br />
</div>
</div>
</div>
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<div class="section">
</div>
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<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,Bold'; font-size: 12.000000pt;">Spacing
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 11.000000pt;">The psychologist, Herman Ebbinghaus discovered that our memories grow
continuously weaker, and that we will forget 50% of something within an hour of
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 11.000000pt;">seeing it. However, he also found that the rate at which our memories fade lessens each
time we review information, and furthermore, that our memories get stronger with each
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 11.000000pt;">review. This is crucial to how we teach vocabulary. Reviewing new vocabulary after a few minutes,
an hour, a day, a few days, a week, and so on will enable our students to effectively commit
vocabulary to their long term memories.<br />
Actively retrieving words (rather than passively reading them) will help strengthen our memories
and improve our ability to recall.
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,Italic'; font-size: 11.000000pt;">Maturita Solutions VocApp </span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 11.000000pt;">is a great tool that your students can download on to their
phones that will help them to revise vocabulary and prepare for tests whenever and
wherever they are.<br />
There are wordlists with translations, context sentences and audio, and quizzes to
encourage active retrieval of key vocabulary.
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,Bold'; font-size: 12.000000pt;">Use
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 12.000000pt;">Use it or lose it. The more variety of ways that we use the vocabulary with our
students, the more likely it is that they will remember and use the words
themselves.<br />
Personalising and making new vocabulary meaningful for the students is
crucial to success. Storytelling and drama are memorable, fun and imaginative
ways we can get our students to use new words in context.
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,BoldItalic'; font-size: 12.000000pt;">Classroom activity: </span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,Bold'; font-size: 12.000000pt;">Wordbag<br />
</span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 12.000000pt;">An old favourite, but a great way to get students to take responsibility for their own
vocabulary learning. Fill a bag with blank slips of paper and at the start of each lesson
appoint two students to write down any new words that they encounter. Ensure they write
the word on one side and a translation/definition/context sentence on the other. Then
place all the words in the bag.<br />
Over time you have a great resource to use for quick revision at the start and end of each
lesson.
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,Bold'; font-size: 12.000000pt;">References:
</span><br />
<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 12.000000pt;">Resource Books for Teachers: Vocabulary, John Morgan, Mario Rinvolucri, OUP
Memory Games, </span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,Italic'; font-size: 12.000000pt;">The Guardian<br />
</span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 12.000000pt;">Keeping words on the tip of your </span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 12.000000pt;">...., </span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 12.000000pt;">Scott Thornbury, </span><span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri,Italic'; font-size: 12.000000pt;">The Guardian.
</span><span style="color: rgb(0.000000%, 0.000000%, 100.000000%); font-family: 'Calibri'; font-size: 12.000000pt;">www.memrise.com
</span><br />
</div>
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<span style="color: rgb(0.000000%, 12.500000%, 37.600000%); font-family: 'Calibri'; font-size: 12.000000pt;">Jeremy Bowell, Oxford University Press jeremy.bowell@oup.com </span><br />
</div>
</div>
</div>GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-33371155605289156932012-04-30T00:53:00.002-07:002012-04-30T00:53:48.347-07:00Bulgarian Culture Vultures<!--[if !mso]>
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<br />
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What makes a cultural group?<o:p></o:p></div>
<div class="MsoNormal">
Does this mind map made at <a href="http://www.mind2map.com/">www.mind2map.com</a>
answer that question?<o:p></o:p></div>
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<br /></div>
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<br /></div>
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Should Culture (UK / US / Aus etc) be integrated into
English lessons?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
What do tweeters say?<o:p></o:p></div>
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No!<o:p></o:p></div>
<ul style="margin-top: 0cm;" type="square">
<li class="MsoNormal">English
is an international language <o:p></o:p></li>
<li class="MsoNormal">Topics
should be relevant to students <o:p></o:p></li>
<li class="MsoNormal">Cultural
specific topics can confuse<o:p></o:p></li>
<li class="MsoNormal">Often
leads to stereotyping<o:p></o:p></li>
<li class="MsoNormal">More
interesting things than UK and US culture <o:p></o:p></li>
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<br /></div>
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Yes <o:p></o:p></div>
<ul style="margin-top: 0cm;" type="square">
<li class="MsoNormal">Helps
with motivation <o:p></o:p></li>
<li class="MsoNormal">Helps
reflects on our own culture <o:p></o:p></li>
<li class="MsoNormal">Helps
to contextualise language <o:p></o:p></li>
<li class="MsoNormal">Helps
to provide ‘comprehensible input’<o:p></o:p></li>
<li class="MsoNormal">Popular
culture based in UK / US culture.<o:p></o:p></li>
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<br /></div>
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I am sure you, like me, can pick some truths out of both
camps. But as course books tend to have a lot of culture and we tend to use the
course book in class then we need to include culture in our teaching and these
are some ways how. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Cinema</span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Unique
events </span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Lyrics</span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Traditions</span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Useful
knowledge / language</span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Real people</span><o:p></o:p></div>
<div class="MsoNormal">
<span lang="EN-US">Entertainment
</span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
These are some others that some Czech teachers came up with <o:p></o:p></div>
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<span style="background: white; color: #222222; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Course book, comparison
cinema. computers card, cds, cartoons customs, creativity, communication</span><span style="color: #222222; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><br />
<span style="background: white;">Understanding. unabridged books</span><br />
<span style="background: white;">Listening, literature., learning., language</span><br />
<span style="background: white;">Tales, text. teacher, technology, traditions
travelling tastes textbook</span><br />
<span style="background: white;">Universal unique information usage useful
knowledge</span><br />
<span style="background: white;">Reading, riddles, radio role-play realia, rumour
and gossip, religion</span><br />
<span style="background: white;">Entertainment, extracts, etiquette</span></span><span style="font-size: 10pt;"><o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This is a link to another session I did on culture to see
more reasons why it should be integrated. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="http://handoutscz.blogspot.co.uk/2011/12/culture-vulture.html">http://handoutscz.blogspot.co.uk/2011/12/culture-vulture.html</a><o:p></o:p></div>
<!--EndFragment-->GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-14191167097519491232012-04-30T00:42:00.001-07:002012-04-30T00:42:37.155-07:00Bulgaria Skills<br />
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<br />
<div class="MsoNormal">
Reading and listening are essential parts of the language learning
process. But students often struggle with them. These are some of the reasons
why.<o:p></o:p></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; mso-bidi-font-family: "Times New Roman";">These are the problems that my colleagues came
up with from around the globe.</span><o:p></o:p></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt;">
<span style="color: #222222; mso-bidi-font-family: "Times New Roman";">Feel free to write
your own solutions to these problems in the comment section below.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="color: #222222; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><!--[endif]--><span style="color: #222222; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Students often try to understand every single word, or try to
translate the text into their own language<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="color: #222222; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><!--[endif]--><span style="color: #222222; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Students don't always read the instructions carefully and so
don't understand what they are listening for<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="color: #222222; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><!--[endif]--><span style="color: #222222; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">They get lost so easily, try to understand every word or
complain the speakers are going to quickly.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="color: #222222; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><!--[endif]--><span style="color: #222222; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Students equate reading with misery, school and tests, they
don’t even read in their own language<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="color: #222222; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><!--[endif]--><span style="color: #222222; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">In tests the wording of each item can cause problems: weaker
students tend to focus on the exact words they see in the question, and are
confused when they don't find them.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="color: #222222; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><!--[endif]--><span style="color: #222222; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">This sound bite generation… anything longer than a couple of
paragraphs and they lose interest<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="color: #222222; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><!--[endif]--><span style="color: #222222; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">I don’t have a lot of time in class, so I skip the listening or
find it easier to read the text to the students<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="color: #222222; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><!--[endif]--><span style="color: #222222; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">They don't get it when there is cultural info in the
text...because they generally focus on form and literal meaning.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="color: #222222; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><!--[endif]--><span style="color: #222222; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">It’s so difficult to pay attention to a voice coming out of a
box in the corner of the room, you can see them looking out of the window.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; text-indent: -27.0pt;">
<br /></div>
<div class="MsoNormal" style="background: white; text-indent: -27.0pt;">
<span style="color: #222222; mso-bidi-font-family: "Times New Roman";">Some Solutions to
these problems <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="background: white; margin-left: 9.0pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Prepare the students well for the tasks they face. Get lots of
discussion and interest about the topic. <o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="background: white; margin-left: 9.0pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Set interesting tasks, maybe that personalise the reading or
listening. <o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="background: white; margin-left: 9.0pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Allow students to break the text down into manageable chucks. For
instance allowing them to stop and discuss with a partner during the listening.
<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="background: white; margin-left: 9.0pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Set interesting follow up tasks that encourage students to use
what they have read. <o:p></o:p></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal" style="background: white; margin-left: -21.3pt;">
Below are some
practical ideas that I didn’t have time to show you in the session but are
worth reading through. <o:p></o:p></div>
<div class="MsoNormal" style="background: white; margin-left: -21.3pt;">
<br /></div>
<div class="MsoNormal" style="background: white;">
<span style="color: #222222; mso-bidi-font-family: "Times New Roman";">Mind maps<br />
Use mind maps to brainstorm information before the reading activity or to help
introduce cultural information. Then when students read ask them to complete
the mind maps. It shows greater understanding of the text than comprehension
question questions alone so moving from simple comprehension to gaining knowledge.<br />
<br />
Who’s the author?<br />
Put the some pictures of people on the whiteboard, ask the students to read the
text and decide who wrote it . Get them to give reasons and discuss their
answers. This is getting them to start to negotiate meaning in a text, to think
of the author and their reasons for writing.</span><o:p></o:p></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt;">
<span style="color: #222222; mso-bidi-font-family: "Times New Roman";">Write your own
questions<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt;">
<span style="color: #222222; mso-bidi-font-family: "Times New Roman";">Tell the students
what you are going to listen to. Ask them to write their own questions about
the subject. Then they listen and see if their questions are answered. Try
doing this with the pictures as well to help.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt;">
<span style="color: #222222; mso-bidi-font-family: "Times New Roman";">Say stop<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt;">
<span style="color: #222222; mso-bidi-font-family: "Times New Roman";">Allow the class to
stop the recording during the listening if they feel a bit lost or confused.
Get them to compare their notes in pairs first and then continue.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal" style="background: white;">
Facebook updates<o:p></o:p></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal" style="background: white;">
As students to write a Facebook update for one
of the characters in the listening.<o:p></o:p></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal" style="background: white;">
Some tips<o:p></o:p></div>
<div class="MsoNormal" style="background: white;">
<span style="color: #222222; mso-bidi-font-family: "Times New Roman";">Don't be afraid to break listening and reading
texts down into shorter segments. Students do have a short attention span -
don't fight it... accept it and adapt. :-)</span><o:p></o:p></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt;">
<span style="color: #222222; mso-bidi-font-family: "Times New Roman";">Show you are
interested in the text as well, even if you have heard the tape 100 times still
oooh and ahh in all the right places.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt;">
<span style="color: #222222; mso-bidi-font-family: "Times New Roman";">Use pairwork after
reading and listening exercises before class feedback. Give students a chance
to check with their friends if they have the same answers. This will make them
more confident when giving you the answers. It is what we do in real life; when
we read or listen to something we often chat about it to our nearest and
dearest.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt;">
<span style="color: #222222; mso-bidi-font-family: "Times New Roman";">Can you find a way
to get your students up and active either before or during a reading activity?A
little bit of movement helps to get oxygen to the brain and that increases
attention span. Or can you open a window and have a blast of fresh air?<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt;">
<span style="color: #222222; mso-bidi-font-family: "Times New Roman";">And Finally.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 13.5pt;">
<span style="color: #222222; mso-bidi-font-family: "Times New Roman";">Make sure there is
something do do before during and after the listening or reading to make it
engaging for the students<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-left: -21.3pt;">
<br /></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment--><br />
<div>
<div style="background-color: white;">
<div style="text-indent: -36px;">
</div>
</div>
</div>GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com2tag:blogger.com,1999:blog-6768897327551604813.post-46113741021267034882012-04-20T00:29:00.003-07:002012-04-20T00:29:34.802-07:00When Grammar comes to life! Anette Igel<!--[if gte mso 9]><xml>
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<span style="font-size: large;"><span style="line-height: 27px;"><b><br /></b></span></span></div>
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<span style="font-size: 12.0pt; line-height: 115%;">These are
the ideas/activities from the session. Some ideas are my original ones, the
others I have learnt from other teachers and teacher trainers. As I cannot
remember who I got which activity from, I cannot give credits to them. The
grammar exercises on the slides are all taken from 'new edition Grammar one' by
Jennifer Seidl, OUP.<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 14.0pt; line-height: 115%;">Snowball or Table-ball? <o:p></o:p></span></b></div>
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<span style="font-size: 12.0pt; line-height: 115%;">Divide the
class into smaller groups. In each group the students get a number from 4 - 8
(depending on the size of the group and the amount of sentences). Hand out
small pieces of paper to the students (the number of papers needs to match the
numbers of sentence halves per group).Dictate the two halves of the sentences
to the students: Number 1 write...., Number 2 write ...., so that each student
writes at least one half of a sentence. The ask them what they play in winter
and elicit 'snow ball fight'. The students then crumble up their pieces of
paper. They 'fight' against each other in their groups, either throwing or
blowing the 'snowballs' across the table. Allow them up to 2 min (you want them
to work afterwards again!), then they collect all 'snowball', unfold them and
together match the sentence halves in their groups.<o:p></o:p></span></div>
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<b><span style="font-size: 14.0pt; line-height: 115%;">I can and I can’t!<o:p></o:p></span></b></div>
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<span style="font-size: 12.0pt; line-height: 115%;">Version 1:
Draw a table on the board and the students write their names into the correct
category (can/can't). They then make sentences about each other.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Version 2:
In pairs they interview each other and then write true sentences about each
other.<o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 115%;">Version 3:
In smaller groups they create their own table, each student adding something
he/she can do especially well, then the others add if they can or can't do it.
They can then report back to the class.<o:p></o:p></span></div>
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<b><span style="font-size: 14.0pt; line-height: 115%;">What a puzzle!<o:p></o:p></span></b></div>
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<span style="font-size: 12.0pt; line-height: 115%;">Version 1:
Prepare sentences so that there is a
word for each student on an A5 sheet. Each sentence has its own colour. The
students either get or take randomly a word. They then have to find their group
and have to stand in a row so that they show the correct sentence. It can be
turned into a competition: Which group is the first to have a correct sentence?<o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 115%;">Version 2:
Prepare sets of sentences for each group of students. Each sentence is cut up,
so that they have single words. They then have to put in their groups the words
into sentences.<o:p></o:p></span></div>
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<b><span style="font-size: 14.0pt; line-height: 115%;">Mistake-Auction<o:p></o:p></span></b></div>
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<span style="font-size: 12.0pt; line-height: 115%;">Explain what
an auction is. Put the students into small teams. Each team needs to decide
which of the sentences is correct and which has got a mistake. If they decide
that a sentence is correct, they put a tick behind it. If they think the
sentence is not correct, they have to write down the correct form. Then they
have to decide how much they bet on each of their sentences. They can bet
altogether £500. The group that has most correct or properly corrected
sentences at the end wins.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment-->GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-54272374044379935762012-04-15T02:37:00.002-07:002012-04-15T02:40:00.439-07:00Handout for Primary session National Testiong - Don't PanicHandout for session done by Ludmila Balikova and Petra Lexova<div> <!--[if gte mso 9]><xml> <o:documentproperties> <o:revision>0</o:Revision> <o:totaltime>0</o:TotalTime> <o:pages>1</o:Pages> <o:words>1553</o:Words> <o:characters>8857</o:Characters> <o:company>gjd</o:Company> <o:lines>73</o:Lines> <o:paragraphs>20</o:Paragraphs> <o:characterswithspaces>10390</o:CharactersWithSpaces> <o:version>14.0</o:Version> </o:DocumentProperties> <o:officedocumentsettings> <o:pixelsperinch>96</o:PixelsPerInch> <o:targetscreensize>800x600</o:TargetScreenSize> </o:OfficeDocumentSettings> </xml><![endif]--> <!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> 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– 2. období (5. ročník)<o:p></o:p></span></b></a></p> <p class="MsoNormal"><span lang="CS" style="mso-bidi-font-size:16.0pt;font-family:Arial"> </span></p> <p class="MsoNormal"><span lang="CS" style="mso-bidi-font-size:16.0pt;font-family:Arial"> </span></p> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">UČIVO<br /></span></b><span lang="CS" style="font-family:Arial">(slouží ke specifikaci obsahu a rozsahu očekávaných výstupů nebo indikátorů)<br /><br /><b><u>Typy textů</u></b></span><a href="#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><b><u><span lang="CS" style="font-family:Arial"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b><u><span lang="CS" style="font-size: 12pt; ">[1]</span></u></b></span><!--[endif]--></span></u></b></span></a><b><u><span lang="CS" style="font-family:Arial"><o:p></o:p></span></u></b></p> <p class="Default" style="margin-top:1.0pt"><span lang="CS" style="font-family:Arial;color:windowtext">formulář, blahopřání, pozdrav, krátký neformální dopis, email, </span><span lang="CS" style="font-family:Arial">pozvánka</span><span lang="CS" style="font-family:Arial; color:windowtext">, sms, vzkaz, pohlednice např. z prázdnin, žádost, omluva, popis, návod, nápis, jízdní řád, leták, plakát, pokyn, příkaz, říkanka, básnička a písnička, pohádka, komiks <o:p></o:p></span></p> <p class="Default" style="margin-top:1.0pt"><span lang="CS" style="font-family:Arial"> </span></p> <p class="Default" style="margin-top:1.0pt"><b><u><span lang="CS" style="font-family:Arial; color:windowtext">Tematické okruhy<br /></span></u></b><span lang="CS" style="font-family:Arial;color:windowtext"> domov, rodina, škola a vyučovací předměty, volný čas a zájmová činnost, město a venkov, názvy povolání, lidské tělo, čas: hodiny, dny v týdnu, měsíce v roce, oblékání, nákupy, jídlo a potraviny, příroda, roční období a počasí, tradice a zvyky, svátky, základní důležité zeměpisné údaje, děti a mládež v jiných zemích Evropy<br /><br /><b><u>Slovní zásoba</u></b> ve vztahu k tematickým okruhům<br /><br /><b><u>Jazykové prostředky</u></b><br />- základní fonetické znaky, základní pravidla výslovnosti slov, pravopis osvojených slov a tvarů<o:p></o:p></span></p> <p class="Default" style="margin-top:1.0pt"><span lang="CS" style="font-family:Arial;color:windowtext">- množné číslo podstatných jmen, člen určitý, neurčitý, </span><span lang="CS" style="font-family:Arial">přídavná jména (</span><span lang="CS" style="font-family:Arial; color:windowtext">základní a </span><span lang="CS" style="font-family:Arial">přivlastňovací),</span><span lang="CS" style="font-family:Arial; color:windowtext"> zájmena (osobní, přivlastňovací, tázací, ukazovací), číslovky (základní, řadové), základní předložky místa a času<o:p></o:p></span></p> <p class="Default" style="margin-top:1.0pt"><span lang="CS" style="font-family:Arial;color:windowtext">- slovesa to be, have, can a známá plnovýznamová slovesa v přítomném čase (prostý a průběhový), rozkazovací způsob<br />- věta jednoduchá, tvorba otázky a záporu, pořádek slov ve větě, </span><span lang="CS" style="font-family:Arial">otázky s „who/what/when/where/how/why“, </span><span lang="CS" style="font-family:Arial;color:windowtext">vazba there is/ there are<br /><br /><!--[if !supportLineBreakNewLine]--><br /><!--[endif]--><o:p></o:p></span></p> <p class="Default" style="margin-top:1.0pt"><u><span lang="CS" style="font-size:10.0pt;font-family:Arial;color:windowtext">Poznámky:<o:p></o:p></span></u></p> <p class="Default" style="margin-top:1.0pt;margin-right:0cm;margin-bottom:0cm; margin-left:36.0pt;margin-bottom:.0001pt;text-indent:-18.0pt;mso-list:l0 level1 lfo1; tab-stops:list 36.0pt"><!--[if !supportLists]--><span lang="CS" style="font-size:10.0pt;font-family:Arial;mso-fareast-font-family:Arial; color:windowtext">1)<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span lang="CS" style="font-size:10.0pt; font-family:Arial;color:windowtext">Očekávané výstupy z RVP ZV, které jsou rozpracovány do jednotlivých indikátorů, jsou vyznačeny tučným písmem.<o:p></o:p></span></p> <p class="Default" style="margin-top:1.0pt;margin-right:0cm;margin-bottom:0cm; margin-left:36.0pt;margin-bottom:.0001pt;text-indent:-18.0pt;mso-list:l0 level1 lfo1; tab-stops:list 36.0pt"><!--[if !supportLists]--><span lang="CS" style="font-size:10.0pt;font-family:Arial;mso-fareast-font-family:Arial">2)<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span lang="CS" style="font-size:10.0pt; font-family:Arial">Netestovatelné </span><span lang="CS" style="font-size:10.0pt;font-family:Arial;color:windowtext">očekávané výstupy z RVP ZV včetně rozpracovaných indikátorů jsou vyznačeny odlišnou barvou.</span><span lang="CS" style="font-size:10.0pt;font-family:Arial"><o:p></o:p></span></p> <b><span lang="CS" style="font-size:12.0pt; font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-bidi-font-family: "Times New Roman";mso-ansi-language:CS;mso-fareast-language:CS;mso-bidi-language: AR-SA"><br clear="all" style="page-break-before:always"> </span></b> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">RVP ZV, CJ, 1. stupeň<o:p></o:p></span></b></p> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">(Č=čtení s porozuměním, PO=poslech s porozuměním, P=psaní, M=mluvení)<br /><!--[if !supportLineBreakNewLine]--><br /><!--[endif]--><o:p></o:p></span></b></p> <table class="MsoNormalTable" border="1" cellspacing="0" cellpadding="0" style="border-collapse:collapse;border:none;mso-border-alt:solid windowtext .5pt; mso-yfti-tbllook:480;mso-padding-alt:0cm 5.4pt 0cm 5.4pt;mso-border-insideh: .5pt solid windowtext;mso-border-insidev:.5pt solid windowtext"> <tbody><tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-bottom:none;mso-border-top-alt:solid windowtext .5pt;mso-border-left-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">RECEPTIVNÍ ŘEČOVÉ DOVEDNOSTI<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-bottom:none;mso-border-top-alt:solid windowtext .5pt;mso-border-left-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">CJ-5-2-01<o:p></o:p></span></b></p> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">Rozumí známým slovům a jednoduchým větám se vztahem k osvojovaným tématům.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--></span></b><span lang="CS" style="font-family:Arial"><o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">Č</span></b><span lang="CS" style="font-family:Arial;mso-bidi-font-weight:bold"> </span><span lang="CS" style="font-family:Arial">CJ-5-2-01.1<o:p></o:p></span></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial">V textech rozpozná známá slova.<o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">Č</span></b><span lang="CS" style="font-family:Arial;mso-bidi-font-weight:bold"> </span><span lang="CS" style="font-family:Arial">CJ-5-2-01.2<o:p></o:p></span></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial;mso-bidi-font-weight:bold">Rozumí krátkým pokynům v učebnici.</span><span lang="CS" style="font-family:Arial"><o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">PO </span></b><span lang="CS" style="font-family:Arial">CJ-5-2-01.3<o:p></o:p></span></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial;mso-bidi-font-weight:bold">Rozumí známým slovům a základním větám, které se vztahují k rodině, škole, volnému času a dalším známým tématům v projevu, který je pronášen pomalu a zřetelně.</span><b><span lang="CS" style="font-family:Arial"><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">PO</span></b><span lang="CS" style="font-family:Arial"> CJ-5-2-01.4<o:p></o:p></span></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial;mso-bidi-font-weight:bold">Rozumí základním číselným údajům.</span><span lang="CS" style="font-family:Arial"><o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966">PO</span></b><span lang="CS" style="font-family:Arial; color:#339966"> CJ-5-2-01.5<o:p></o:p></span></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial;color:#339966;mso-bidi-font-weight:bold">Rozumí pokynům učitele.</span><span lang="CS" style="font-family:Arial"><o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-top-alt:solid windowtext .5pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">CJ-5-2-02<o:p></o:p></span></b></p> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">Rozumí obsahu a smyslu jednoduchých autentických materiálů (časopisy, obrazové a poslechové materiály) a využívá je při své práci.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--></span></b><span lang="CS" style="font-family:Arial"><o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">Č </span></b><span lang="CS" style="font-family:Arial">CJ-5-2-02.1<br /> Porozumí nápisům, nadpisům a krátkým popiskám s využitím vizuální opory.<o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">PO </span></b><span lang="CS" style="font-family:Arial">CJ-5-2-02.2<b><br /> </b>Rozumí obsahu a smyslu ústních sdělení a otázek, které se vztahují k rodině, škole, volnému času a dalším známým tématům, v projevu, který je pronášen pomalu a zřetelně.<b><o:p></o:p></b></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-top-alt:solid windowtext .5pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966;mso-bidi-font-style:italic">CJ-5-2-03<br /> Čte nahlas plynule a foneticky správně jednoduché texty obsahující známou slovní zásobu.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--></span></b><b><span lang="CS" style="font-family:Arial; color:#339966"><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966">Č</span></b><span lang="CS" style="font-family:Arial; color:#339966;mso-bidi-font-weight:bold"> CJ-5-2-03.1<br /> </span><span lang="CS" style="font-family:Arial;color:#339966">Srozumitelně vyslovuje čtený text obsahující známou slovní zásobu.<b><o:p></o:p></b></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-top-alt:solid windowtext .5pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">CJ-5-2-04<br /> Vyhledá v jednoduchém textu potřebnou informaci a vytvoří odpověď na otázku.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--></span></b><span lang="CS" style="font-family:Arial"><o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">Č </span></b><span lang="CS" style="font-family:Arial">CJ-5-2-04.1<b><br /> </b>V textech v učebnici vyhledá tichým čtením požadované informace.<o:p></o:p></span></p> </td> </tr> <tr style="mso-yfti-irow:14;height:13.9pt"> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt;height:13.9pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">Č</span></b><span lang="CS" style="font-family:Arial"> CJ-5-2-04.2<br /> Tichým čtením vyhledá odpověď na otázku, která kontroluje porozumění textu.<o:p></o:p></span></p> </td> </tr> <tr style="mso-yfti-irow:15;height:13.85pt"> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt;height:13.85pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">Č</span></b><span lang="CS" style="font-family:Arial"> CJ-5-2-04.3<br /> Vyhledá informace k tématu v časopise nebo na webové stránce<b>.<o:p></o:p></b></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-top-alt:solid windowtext .5pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966">CJ-5-2-05<br /> Používá dvojjazyčný slovník.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--><o:p></o:p></span></b></p> </td> </tr> <tr style="mso-yfti-irow:17;height:31.05pt"> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt;height:31.05pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966">Č </span></b><span lang="CS" style="font-family:Arial; color:#339966">CJ-5-2-05.1<br /> Využije znalosti české a anglické abecedy a vyhledá neznámé slovo v anglicko-české i česko-anglické části slovníku.<b><o:p></o:p></b></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-top-alt:solid windowtext .5pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial"> </span></b></p> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial"> </span></b></p> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">PRODUKTIVNÍ ŘEČOVÉ DOVEDNOSTI<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-bottom:none;mso-border-top-alt:solid windowtext .5pt;mso-border-left-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">CJ-5-3-01<br /> Sestaví gramaticky a formálně správně jednoduché písemné sdělení, krátký text a odpověď na sdělení, vyplní své základní údaje do formulářů.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">P </span></b><span lang="CS" style="font-family:Arial">CJ-5-3-01.1<b><br /> </b>Napíše blahopřání, pohlednici nebo krátký neformální email kamarádovi.<o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">P </span></b><span lang="CS" style="font-family:Arial">CJ-5-3-01.2<br /> Napíše jednoduchou odpověď na sdělení.<o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">P</span></b><span lang="CS" style="font-family:Arial"> CJ-5-3-01.3<br /> Vyplní osobní údaje ve formuláři.<o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-top-alt:solid windowtext .5pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">CJ-5-3-02<br /> Reprodukuje <span style="color:#00B050">ústně</span> i písemně obsah přiměřeně obtížného textu a jednoduché konverzace.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">P</span></b><span lang="CS" style="font-family:Arial; mso-bidi-font-weight:bold"> CJ-5-3-02.1<br /> Písemně převypráví obsah textu </span><span lang="CS" style="font-family:Arial">s pomocí obrázku nebo osnovy.<o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">P </span></b><span lang="CS" style="font-family:Arial">CJ-5-3-02.2<br /> Shrne písemně obsah krátké slyšené konverzace.<o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><span lang="CS" style="font-family:Arial;color:#339966;mso-bidi-font-weight:bold">M CJ-5-3-02.3<o:p></o:p></span></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial;color:#339966;mso-bidi-font-weight:bold">Ústně převypráví obsah textu </span><span lang="CS" style="font-family:Arial;color:#339966">s pomocí obrázku nebo osnovy.<b><o:p></o:p></b></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><span lang="CS" style="font-family:Arial;color:#339966;mso-bidi-font-weight:bold">M CJ-5-3-02.4<o:p></o:p></span></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial;color:#339966;mso-bidi-font-weight:bold">Shrne ústně obsah krátké slyšené konverzace.<o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-top-alt:solid windowtext .5pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;mso-bidi-font-style:italic">CJ-5-3-03<br /> Obměňuje krátké texty se zachováním smyslu textu.</span></b><b><span lang="CS" style="font-family:Arial"><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">Č </span></b><span lang="CS" style="font-family:Arial">CJ-5-3-03.1<br /> Svými slovy vyjádří smysl textu.<b><o:p></o:p></b></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-top-alt:solid windowtext .5pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966">INTERAKTIVNÍ </span></b><b><span lang="CS" style="font-family:Arial;color:#339966">ŘEČOVÉ DOVEDNOSTI<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-bottom:none;mso-border-top-alt:solid windowtext .5pt;mso-border-left-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966">CJ-5-4-01<br /> Aktivně se zapojí do jednoduché konverzace, pozdraví a rozloučí se s dospělým i kamarádem, poskytne požadovanou informaci.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--></span></b><b><span lang="CS" style="font-family:Arial; color:#339966"><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966">M </span></b><span lang="CS" style="font-family:Arial; color:#339966">CJ-5-4-01.1<br /> Na základě reálné situace jednoduše reaguje v zadané roli, pozdraví, zeptá se a odpoví na otázky, rozloučí se.<b><o:p></o:p></b></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966">M </span></b><span lang="CS" style="font-family:Arial; color:#339966">CJ-5-4-01.2<o:p></o:p></span></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial;color:#339966">Mluví o tom, co má a nemá rád, co se mu líbí a nelíbí, co dělá ve volném čase.<b><o:p></o:p></b></span></p> </td> </tr> </tbody></table> <p class="MsoNormal"><span lang="CS" style="font-family:Arial"> </span></p> <span lang="CS" style="font-size:12.0pt;font-family:Arial;mso-fareast-font-family: "Times New Roman";mso-ansi-language:CS;mso-fareast-language:CS;mso-bidi-language: AR-SA"><br clear="all" style="page-break-before:always"> </span> <p class="MsoNormal" align="center" style="text-align:center"><b><span lang="CS" style="font-family:Arial">2. stupeň (9.ročník)<o:p></o:p></span></b></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial"> </span></p> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">UČIVO</span></b><span lang="CS" style="font-family: Arial"><br />(slouží ke specifikaci obsahu a rozsahu očekávaných výstupů nebo indikátorů)<br /><br /><b><u>Typy textů<a href="#_ftn2" name="_ftnref2" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b><u><span lang="CS" style="font-size: 12pt; ">[2]</span></u></b></span><!--[endif]--></span></a><o:p></o:p></u></b></span></p> <p class="Default" style="margin-top:1.0pt"><span lang="CS" style="font-family: Arial;color:windowtext">oslovení, pozdrav, reakce na oslovení, přivítání, představování, omluva, reakce na omluvu, poděkování a reakce na poděkování, prosba, formální a neformální žádost, návrh a nabídka, zpráva, přání, souhlas/nesouhlas, telefonování, osobní dopis, email, formulář, dotazník, detailní popis osoby, věci a události, příkaz, zákaz a rada, recept, referát, ilustrovaný příběh, komiks, adaptované literární dílo<o:p></o:p></span></p> <p class="MsoNormal" style="text-align:justify"><span lang="CS" style="font-family: Arial"><br /><b><u>Tematické okruhy<o:p></o:p></u></b></span></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial">domov, rodina, bydlení, škola, volný čas a zájmová činnost, kultura, sport, péče o zdraví, pocity a nálady, vnitřní a vnější charakteristika člověka, různé stravovací návyky, město, nákupy a móda, příroda a životní prostředí, počasí, člověk a společnost, volba povolání, moderní technologie a média, zeměpisné údaje, cestování, problémy mládeže<o:p></o:p></span></p> <p class="Default" style="margin-top:1.0pt"><span lang="CS" style="font-family: Arial;color:windowtext"><br /><b><u>Slovní zásoba</u></b> ve vztahu k tematickým okruhům<o:p></o:p></span></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial"><br /><b><u>Jazykové prostředky</u></b><br />- fonetický přepis slov, základní pravidla <span style="letter-spacing:-.15pt">výslovnosti větných celků a hlásek</span>, frázování, slovní a větný přízvuk, výška a síla hlasu, tempo řeči; fonetická transkripce<o:p></o:p></span></p> <p class="Default" style="margin-top:1.0pt"><span lang="CS" style="font-family: Arial;color:windowtext">- člen určitý a neurčitý, </span><span lang="CS" style="font-family:Arial">abstraktní podstatná jména</span><span lang="CS" style="font-family:Arial;color:windowtext">, stupňování přídavných jmen, </span><span lang="CS" style="font-family:Arial">pořadí rozvíjejících přídavných jmen</span><span lang="CS" style="font-family:Arial;color:windowtext">, zájmena (osobní, přivlastňovací, ukazovací, tázací, vztažná, neurčitá a jejich složeniny), číslovky (řadové), příslovce (neurčitá), tvoření a stupňování příslovcí, předložky místa a času, spojovací výrazy<o:p></o:p></span></p> <p class="Default" style="margin-top:1.0pt"><span lang="CS" style="font-family: Arial;color:windowtext">- slovesné časy – přítomný prostý, průběhový, minulý prostý, průběhový, vyjadřování budoucnosti, předpřítomný čas prostý, modální slovesa, rod činný a trpný, podmiňovací způsob, základní slovesné vazby<br />- stavba věty, druhy vět dle postoje mluvčího (tvorba otázek a záporu)<br /></span><span lang="CS" style="font-family:Arial">- pravopis – psaní malých a velkých písmen, dělení slov, pravidla interpunkce</span><span lang="CS" style="font-family:Arial;color:windowtext"><o:p></o:p></span></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial"> </span></p> <p class="Default" style="margin-top:1.0pt"><u><span lang="CS" style="font-size: 10.0pt;font-family:Arial;color:windowtext">Poznámky:<o:p></o:p></span></u></p> <p class="Default" style="margin-top:1.0pt;margin-right:0cm;margin-bottom:0cm; margin-left:36.0pt;margin-bottom:.0001pt;text-indent:-18.0pt;mso-list:l0 level1 lfo1; tab-stops:list 36.0pt"><!--[if !supportLists]--><span lang="CS" style="font-size: 10.0pt;font-family:Arial;mso-fareast-font-family:Arial;color:windowtext">3)<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span lang="CS" style="font-size:10.0pt; font-family:Arial;color:windowtext">Očekávané výstupy z RVP ZV, které jsou rozpracovány do jednotlivých indikátorů, jsou vyznačeny tučným písmem.<o:p></o:p></span></p> <p class="Default" style="margin-top:1.0pt;margin-right:0cm;margin-bottom:0cm; margin-left:36.0pt;margin-bottom:.0001pt;text-indent:-18.0pt;mso-list:l0 level1 lfo1; tab-stops:list 36.0pt"><!--[if !supportLists]--><span lang="CS" style="font-size: 10.0pt;font-family:Arial;mso-fareast-font-family:Arial">4)<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span lang="CS" style="font-size:10.0pt;font-family:Arial">Netestovatelné </span><span lang="CS" style="font-size:10.0pt;font-family:Arial;color:windowtext">očekávané výstupy z RVP ZV včetně rozpracovaných indikátorů jsou vyznačeny odlišnou barvou.</span><span lang="CS" style="font-size:10.0pt;font-family:Arial"><o:p></o:p></span></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial"> </span></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial"> </span></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial"> </span></p> <span lang="CS" style="font-size:12.0pt;font-family:Arial;mso-fareast-font-family: "Times New Roman";mso-ansi-language:CS;mso-fareast-language:CS;mso-bidi-language: AR-SA"><br clear="all" style="page-break-before:always"> </span> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">RVP ZV, CJ, 2. stupeň<br /><!--[if !supportLineBreakNewLine]--><br /><!--[endif]--><o:p></o:p></span></b></p> <table class="MsoNormalTable" border="1" cellspacing="0" cellpadding="0" style="border-collapse:collapse;border:none;mso-border-alt:solid windowtext .5pt; mso-yfti-tbllook:480;mso-padding-alt:0cm 5.4pt 0cm 5.4pt;mso-border-insideh: .5pt solid windowtext;mso-border-insidev:.5pt solid windowtext"> <tbody><tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-bottom:none;mso-border-top-alt:solid windowtext .5pt;mso-border-left-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">RECEPTIVNÍ ŘEČOVÉ DOVEDNOSTI<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--><span style="color:#339966;mso-bidi-font-weight:bold;mso-bidi-font-style: italic"><o:p></o:p></span></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-bottom:none;mso-border-top-alt:solid windowtext .5pt;mso-border-left-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966;mso-bidi-font-style:italic">CJ-9-1-01<br /> Čte nahlas plynule a foneticky správně texty přiměřeného rozsahu.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--></span></b><span lang="CS" style="font-family:Arial;color:#339966"><o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966">Č</span></b><span lang="CS" style="font-family:Arial;color:#339966;mso-bidi-font-weight:bold"> CJ-9-1-01.1<br /> </span><span lang="CS" style="font-family:Arial;color:#339966">Při výslovnosti užívá správné frázování, slovní a větný přízvuk, výšku a sílu hlasu, tempo řeči pro zajištění plynulosti promluvy přiměřeného rozsahu.<b><o:p></o:p></b></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-top-alt:solid windowtext .5pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">CJ-9-1-02<br /> Rozumí obsahu jednoduchých textů v učebnicích a obsahu autentických materiálů s využitím vizuální opory, v textech vyhledá známé výrazy, fráze a odpovědi na otázky.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--></span></b><span lang="CS" style="font-family:Arial"><o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">Č</span></b><span lang="CS" style="font-family:Arial;mso-bidi-font-weight:bold"> CJ-9-1-02.1<br /> Rozumí obsahu krátkých textů v učebnici a s využitím vizuální opory obsahu neadaptovaných textů.</span><span lang="CS" style="font-family:Arial"><o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">Č </span></b><span lang="CS" style="font-family:Arial">CJ-9-1-02.2<b><br /> </b>V textech vyhledá známé výrazy, fráze a odpovědi na otázky.<b><o:p></o:p></b></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">Č </span></b><span lang="CS" style="font-family:Arial">CJ-9-1-02.3<o:p></o:p></span></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial">Pracuje s autentickými materiály pro vyhledání a zpracování nových informací, např. s internetem, encyklopedií.<b><o:p></o:p></b></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-top-alt:solid windowtext .5pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">CJ-9-1-03<br /> Rozumí jednoduché a zřetelně vyslovované promluvě a konverzaci.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--></span></b><span lang="CS" style="font-family:Arial"><o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">PO </span></b><span lang="CS" style="font-family: Arial;mso-bidi-font-weight:bold">CJ-9-1-03.1<br /> Rozumí základním informacím o rodině, přátelích, škole a volném čase, pokud jsou vysloveny pomalu a pečlivě.<o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">PO </span></b><span lang="CS" style="font-family:Arial;mso-bidi-font-weight:bold">CJ-9-1-03.2<br /> Rozumí důležitým informacím v krátkých nahrávkách.</span><b><span lang="CS" style="font-family:Arial"><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">PO </span></b><span lang="CS" style="font-family: Arial;mso-bidi-font-weight:bold">CJ-9-1-03.3<br /> </span><span lang="CS" style="font-family:Arial">Rozliší téma formálního i neformálního rozhovoru nebo diskuse, pokud se jedná o pomalou a jasně vyslovovanou promluvu, která se týká základních témat jako jsou rodina, přátelé, škola či volný čas.<o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-top-alt:solid windowtext .5pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">CJ-9-1-04<br /> Odvodí pravděpodobný význam nových slov z kontextu textu.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--></span></b><span lang="CS" style="font-family:Arial"><o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">Č</span></b><span lang="CS" style="font-family:Arial"> CJ-9-1-04.1<br /> Využívá kontext a znalost klíčových slov k odhadu významu neznámých slov.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--><o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-top-alt:solid windowtext .5pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966">CJ-9-1-05<br /> Používá dvojjazyčný slovník, vyhledá informaci nebo význam slova ve vhodném výkladovém slovníku.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966">Č</span></b><span lang="CS" style="font-family:Arial;color:#339966"> CJ-9-1-05.1<br /> Využívá různé slovníkové příručky, v dvojjazyčném i výkladovém slovníku samostatně vyhledá neznámé slovo a pochopí jeho význam.<o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-bottom:none;mso-border-top-alt:solid windowtext .5pt;mso-border-left-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">PRODUKTIVNÍ ŘEČOVÉ DOVEDNOSTI<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-bottom:none;mso-border-top-alt:solid windowtext .5pt;mso-border-left-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">CJ-9-2-01<br /> Sestaví jednoduché (</span></b><span lang="CS" style="font-family:Arial; color:#339966;mso-bidi-font-weight:bold">ústní</span><b><span lang="CS" style="font-family:Arial"> i písemné) sdělení týkající se situací souvisejících s životem v rodině, škole a probíranými tematickými okruhy.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--><o:p></o:p></span></b></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial"> </span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">P </span></b><span lang="CS" style="font-family:Arial; mso-bidi-font-weight:bold">CJ-9-2-01.1<br /> Napíše e-mail související s tématy, která mu jsou blízká, jako kamarádi, rodina, koníčky, škola.</span><span lang="CS" style="font-family:Arial"><o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><span lang="CS" style="font-family: Arial;color:#339966;mso-bidi-font-weight:bold">M CJ-9-2-01.2<br /> Ústně popíše sebe, svou rodinu, svou školu, známá místa a předměty.</span><b><span lang="CS" style="font-family:Arial; color:#339966"><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-top-alt:solid windowtext .5pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">CJ-9-2-02<br /> Písemně, gramaticky správně tvoří a obměňuje jednoduché věty a krátké texty.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">P </span></b><span lang="CS" style="font-family:Arial; mso-bidi-font-weight:bold">CJ-9-2-02.1<br /> Na základě výchozího textu napíše několik vět o sobě.</span><b><span lang="CS" style="font-family:Arial"><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">P</span></b><span lang="CS" style="font-family:Arial"> CJ-9-2-02.2<o:p></o:p></span></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial">Písemně reaguje na krátké sdělení obsahující otázky.<o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-top-alt:solid windowtext .5pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">CJ-9-2-03<br /> Stručně reprodukuje obsah přiměřeně obtížného textu, promluvy i konverzace.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">P</span></b><span lang="CS" style="font-family:Arial;mso-bidi-font-weight:bold"> CJ-9-2-03.1<br /> Písemně shrne informace z krátkých textů za pomoci frází a vět, které jsou spojeny jednoduchými spojkami (např. „a“, „ale“ a „protože“). <b><o:p></o:p></b></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><span lang="CS" style="font-family: Arial;color:#339966;mso-bidi-font-weight:bold">M CJ-9-2-03.2<br /> Ústně shrne hlavní myšlenky krátkého textu nebo konverzace.<o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-top-alt:solid windowtext .5pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">CJ-9-2-04<br /> Vyžádá jednoduchou informaci.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--></span></b><span lang="CS" style="font-family:Arial;mso-bidi-font-weight: bold"><o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial">P</span></b><span lang="CS" style="font-family:Arial;mso-bidi-font-weight:bold"> CJ-9-2-04.1<br /> Vyžádá písemně informaci/informace týkající se známých témat a poděkuje za ně.<o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><span lang="CS" style="font-family: Arial;color:#339966;mso-bidi-font-weight:bold">M CJ-9-2-04.2<br /> </span><span lang="CS" style="font-family:Arial;color:#339966">V reálných situacích si vyžádá informaci a při neporozumění klade doplňující otázky.<o:p></o:p></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-top-alt:solid windowtext .5pt;mso-border-top-alt:solid windowtext .5pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966;mso-bidi-font-style:italic">INTERAKTIVNÍ </span></b><b><span lang="CS" style="font-family:Arial;color:#339966">ŘEČOVÉ DOVEDNOSTI<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-bottom:none;mso-border-top-alt:solid windowtext .5pt;mso-border-left-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966;mso-bidi-font-style:italic">CJ-9-3-01<br /> Jednoduchým způsobem se domluví v běžných každodenních situacích.<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--></span></b><b><span lang="CS" style="font-family:Arial;color:#339966"><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966;mso-bidi-font-style:italic">M </span></b><span lang="CS" style="font-family:Arial;color:#339966;mso-bidi-font-weight:bold; mso-bidi-font-style:italic">CJ-9-3-01.1<br /> S kamarády se domluví na společném programu (co, kdy a kde budou dělat).</span><b><span lang="CS" style="font-family:Arial;color:#339966"><o:p></o:p></span></b></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border-top:none;border-left: solid windowtext 1.0pt;border-bottom:none;border-right:solid windowtext 1.0pt; mso-border-left-alt:solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt; padding:0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966;mso-bidi-font-style:italic">M </span></b><span lang="CS" style="font-family:Arial;color:#339966;mso-bidi-font-weight:bold; mso-bidi-font-style:italic">CJ-9-3-01.2<b><o:p></o:p></b></span></p> <p class="MsoNormal"><span lang="CS" style="font-family: Arial;color:#339966">Vyjadřuje se o současných a minulých hypotetických situacích.<b><o:p></o:p></b></span></p> </td> </tr> <tr> <td width="461" valign="top" style="width:460.6pt;border:solid windowtext 1.0pt; border-top:none;mso-border-left-alt:solid windowtext .5pt;mso-border-bottom-alt: solid windowtext .5pt;mso-border-right-alt:solid windowtext .5pt;padding: 0cm 5.4pt 0cm 5.4pt"> <p class="MsoNormal"><b><span lang="CS" style="font-family:Arial;color:#339966;mso-bidi-font-style:italic">M </span></b><a name="OLE_LINK16"></a><a name="OLE_LINK15"><span lang="CS" style="font-family:Arial;color:#339966;mso-bidi-font-weight:bold; mso-bidi-font-style:italic">CJ-9-3-01.3<b><o:p></o:p></b></span></a></p> <p class="MsoNormal"><span lang="CS" style="font-family:Arial; color:#339966">Adekvátně reaguje ve formálních i neformálních situacích, např. v obchodě, ve škole, v hovoru s kamarádem</span><span lang="CS" style="font-family:Arial; color:#339966">.<b><o:p></o:p></b></span></p> </td> </tr> </tbody></table> <p class="MsoNormal"><span lang="CS" style="font-family:Arial"> </span></p> <div><!--[if !supportFootnotes]--><br clear="all"> <hr align="left" size="1" width="33%"> <!--[endif]--> <div id="ftn1"> <p class="MsoFootnoteText"><a href="#_ftnref1" name="_ftn1" title=""><span class="MsoFootnoteReference"><span lang="CS" style="font-size:8.0pt;font-family:Arial"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="CS" style="font-size: 8pt; ">[1]</span></span><!--[endif]--></span></span></a><span lang="CS" style="font-size:8.0pt;font-family:Arial"> Všechny uvedené typy textů jsou přiměřené úrovni A1 a odpovídají věkové kategorii žáků. Jsou zde uvedeny takové typy textů, které se týkají specifických komunikačních situací. Základní typy textů, které jsou obsaženy v indikátorech, např. otázka, odpověď, dialog, zde uvedeny nejsou. S těmito typy textů se operuje ve větné skladbě, proto se mohou také objevit v jazykových prostředcích.<o:p></o:p></span></p> </div> <div id="ftn2"> <p class="MsoFootnoteText"><a href="#_ftnref2" name="_ftn2" title=""><span class="MsoFootnoteReference"><span lang="CS" style="font-size:8.0pt;font-family:Arial"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="CS" style="font-size: 8pt; ">[2]</span></span><!--[endif]--></span></span></a><span lang="CS" style="font-size:8.0pt;font-family:Arial"> Všechny uvedené typy textů jsou přiměřené úrovni A2 a odpovídají věkové kategorii žáků. Jsou zde uvedeny takové typy textů, které se týkají specifických komunikačních situací. Základní typy textů, které jsou obsaženy v indikátorech, např. otázka, odpověď, dialog, zde uvedeny nejsou. S těmito typy textů se operuje ve větné skladbě, proto se mohou objevit v jazykových prostředcích.<o:p></o:p></span></p> </div> </div> <!--EndFragment--><div><br /></div></div>GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-72332078644434498042012-04-15T02:27:00.001-07:002012-04-15T02:27:45.189-07:00Drama Handout Primary conference Bohemia<div class="section"> <div class="layoutArea"> <div class="column"> <p><span style="font-size: 20.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">Notes to a workshop for OUP seminars </span></p> <p><span style="font-size: 15.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">(Workshop prepared by David Fisher, presented by Christopher Good and Kathryn Hume-Cvancarova) </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700; font-style: italic">A Scale </span></p> <p><span style="font-size: 11.000000pt; font-family: 'TimesNewRomanPSMT'">Tell the students to go to one corner of the room if they feel, for example, very very happy and to go to the opposite corner if they feel for example very very unhappy, and to stand in a place along that scale according to how they feel. Then they should talk to somebody close to them about it for 20 seconds or so. </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">Walking Game 1 (Hello) </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Students have to 'meet' everybody in the room, that is to say that they must shake hands, look in the other person's eyes and say 'Hello!' For the first time give them a strict time limit to meet everybody else, for example 45 seconds. Then repeat the activity with various conditions e.g. imagine that they are very old, very shy, or that they are good friends who haven't seen eachother for a long time. </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">Crazy couples (another ice-breaker) </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Everybody has to think of an adjective that begins with the same letter as their name and introduce themselves with it. For example my name is David so I could use the adjective 'dangerous' and introduce myself as 'Dangerous David'. When everybody has their new adjective name, they should make couples and walk around together meeting other couples and introducing their partners ..... E.g. ' Hello, this is my friend Active Angela.' </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">Articulate </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">In the Czech Republic this well known game is called “Kufr”, after a TV show that used it. Recently in England I found it as a board game called “Articulate”. The idea is simply that a word is shown (e.g. written on the board), that some students can see and others can't. Students who can see the words have to describe them without using gestures or parts of the words themselves. The other students have to guess what the word is. This is a good short game to use at the beginning or at the end of a lesson to review new vocabulary. Tip: be sure to prepare the words ahead before you play the game as it is easy to suddenly dry up if you try to make them up on the spot (at least that's what often happens to me.) </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">Human Puppet Theatre </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">This is a good technique to get students performing in the classroom in a well-structured and low- pressure way. Here is an example scene from The Bear Educational theatre show 'DIY Theatre.' </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Narrator </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">- </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">It was ten past seven. It was raining. Angela was waiting outside the cinema. She was wearing a beautiful red hat. She was wet. She had left her umbrella at home. But she was happy. She was looking forward to seeing a film with Chris. </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Angela looked at her watch. She sighed. She opened her handbag, she took out a mirror. She saw a spot on her nose. She squeezed the spot. </span></p> </div> </div> <div class="section"> </div> <div class="section"> </div> </div> <div class="section"> <div class="layoutArea"> <div class="column"> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">While she was squeezing the spot, Chris arrived. He smiled. Angela smiled. He took a letter out of his pocket. He gave the letter to Angela. He said: </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Chris </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">- </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Angela, please give this to Barbara tomorrow. It’s very important. Thanks.<br />Narrator </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">- </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Chris kissed Angela on the cheek. </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-style: italic">(Chris looks dubious, Girl 1 urges him on). </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">He went </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">away. Angela put the letter into her handbag. She threw away the cinema program. She went home. </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">Setting up Little Red Riding Hood </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">The principle of Human Puppet Theatre is quite simple, but here is a demonstration of a more ambitious project, playing the whole story with a class, in about fifteen minutes. </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">Stage 1 (Tableaux) </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">There are two main settings for this story, a forest and Grandmother's house. The students can create these settings using the principle of tableaux. Half the class sit down and watch the other half make a tableaux of a forest. When the picture is being made teachers should be sure to emphasise the following presentation skills - be totally still and quiet (the tableau should be a picture, not a moving scene), don't stand behind anybody else, show your face to the front (i.e. don't hide yourself).Then they change over and the other group make a tableaux of Grandmother's house. </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">Stage 2 (walking as characters) </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">The next stage to get students tuned into the story is another walking game. This time they should walk around the space pretending to be different characters from the story. The teacher should shout these out. E.g. ' Now walk around as if you were the Hunter.' Etc... </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">Stage 3 (A quick rehearsal) </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Now the teacher should cast the characters in the play. So they should find somebody to play Riding Hood, the mother, the grandmother, the wolf and the hunter. It is a good idea to do one more exercise before performing the show itself. It gets everybody tuned in and focused. The teacher explains that everybody is to walk around the room, but when you shout 'Stop!' they should all go straight to the back of the stage. They will then shout the name of one of the characters. This character will then walk across the stage on their own. However if the teacher shouts 'forest' or ' house' the rest of the students who are not playing one of the characters should move forward and create their tableaux again. Running this exercise could for example go like this ........ </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">' Everybody walk around please.....walk around ..... Stop! Everybody to the back of the stage quickly ..... now, Hunter. Hunter walk across the stage please ....... good, thank you. Now everybody walk around please .... walk around ..... Stop! Forest! Who is in the forest? Step forwards and make your picture, looking forwards, this way ..... Good. Walk around... walk around ......' etc. </span></p> </div> </div> <div class="section"> </div> <div class="section"> </div> <div class="section"> </div> </div> <div class="section"> <div class="layoutArea"> <div class="column"> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">Stage 4 (The show itself) </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">So now it is time to put up the show. If it is a different story, you will have to prepare the text for the narrators yourself. My tip for this is to focus on short sentences which have actions that are easy to perform. You will notice that the text here is a mixture of instructions describing movements and spoken words. It is possible to ask the students playing the different characters to improvise the text. For example they should all have a good idea what Red Riding Hood's mother says to her. However, in case you prefer to give actual text to your students I have included this in brackets.Also I have underlined phrases that the narrator could emphasise as a cue for action from the 'actors'. </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">---------------------------------------------------------------------------------------------------------------------------- </span></p> <p><span style="font-size: 10.000000pt; font-family: 'Courier'">Once upon a time there was a girl called Litte Red Riding Hood. </span><span style="font-size: 10.000000pt; font-family: 'Courier'">(LRRH should come forward). </span><span style="font-size: 10.000000pt; font-family: 'Courier'">One day her mother (Pause </span><span style="font-size: 10.000000pt; font-family: 'Courier'">here so that the mother can come forward) </span><span style="font-size: 10.000000pt; font-family: 'Courier'">gave Little red riding Hood a basket with food and wine and the mother said ___________. (Pause </span><span style="font-size: 10.000000pt; font-family: 'Courier'">here for the mother character to improvise a line. It could be ...... ' Take this basket to your grandmother.) </span></p> <p><span style="font-size: 10.000000pt; font-family: 'Courier'">Little Red Riding Hood answered ________________________.<br />(Pause </span><span style="font-size: 10.000000pt; font-family: 'Courier'">here for the LRRH character to improvise a line. It could be ...... ' Yes mother.')<br /></span><span style="font-size: 10.000000pt; font-family: 'Courier'">So Little Red Riding Hood took the basket and went to the forest.<br />(Pause </span><span style="font-size: 10.000000pt; font-family: 'Courier'">here while the forest people make the tableau of the forest.)<br /></span><span style="font-size: 10.000000pt; font-family: 'Courier'">While she was in the forest she met a wolf.<br />The wolf asked Little Red Riding Hood ___________________? </span></p> </div> </div> <div class="section"> </div> <div class="section"> </div> <div class="section"> </div> <div class="section"> </div> <div class="layoutArea"> <div class="column"> <p><span style="font-size: 10.000000pt; font-family: 'Courier'">(Pause </span><span style="font-size: 10.000000pt; font-family: 'Courier'">here for the wolf character to improvise a are you going?')<br /></span><span style="font-size: 10.000000pt; font-family: 'Courier'">Little red Riding Hood answered ________________. (Pause </span><span style="font-size: 10.000000pt; font-family: 'Courier'">here for the LRRH character to improvise a this basket of food to my grandmother.”) </span></p> <p><span style="font-size: 10.000000pt; font-family: 'Courier'">The wolf said ______________<br />(Pause </span><span style="font-size: 10.000000pt; font-family: 'Courier'">here for the wolf character to improvise a<br />way. It is quicker.' </span><span style="font-size: 10.000000pt; font-family: 'Courier'">)<br />Little Red Riding Hood went on through the forest<br />Grandmother's House.<br />(Pause </span><span style="font-size: 10.000000pt; font-family: 'Courier'">here while the forest people go back and the house group make the tableau of Grandmother's house.)<br /></span><span style="font-size: 10.000000pt; font-family: 'Courier'">The wolf knocked on the door and Grandmother opened the door.<br />The grandmother asked the wolf ....<br />(Pause </span><span style="font-size: 10.000000pt; font-family: 'Courier'">here for the Grandmother character to improvise a line. It could be “What do you want?”)<br /></span><span style="font-size: 10.000000pt; font-family: 'Courier'">the wolf said ________.<br />(Pause </span><span style="font-size: 10.000000pt; font-family: 'Courier'">here for the wolf character to improvise a line. It could be “I want to eat you.” </span><span style="font-size: 10.000000pt; font-family: 'Courier'">)<br />The wolf ate the grandmother. Then he put on the grandmother's clothes and got into her bed. Little Red Riding Hood came to Grandmother's house. She opened the door, and she said ____________.<br />Then the wolf said _______________.<br />Little Red Riding Hood said ________________.<br />The wolf said _______________<br />Then she said __________, then the wolf said ___________.<br />(series </span><span style="font-size: 10.000000pt; font-family: 'Courier'">of pauses here for the LRRH and wolf characters to improvise lines. They could be ‘Why do you have such big eyes.' 'So that I can see you better.' ' Why do you have such big ears?' 'So that I can hear you better.' 'Why do you have such big teeth?' ' So that I can eat you.')<br /></span><span style="font-size: 10.000000pt; font-family: 'Courier'">Then the wolf ate Little red Riding Hood. The wolf fell asleep. While he was sleeping a Hunter came to Grandmother's house. He looked in the window and he saw the wolf. Then he went into the house, he took out his knife. He cut open the wolf's tummy. Little Red Riding Hood and the grandmother came out of the wolf's stomach. They were very happy. And they all lived happily ever after. Apart from the wolf. The End. </span></p> </div> </div> <div class="layoutArea"> <div class="column"> <p><span style="font-size: 10.000000pt; font-family: 'Courier'">line. It </span></p> <p><span style="font-size: 10.000000pt; font-family: 'Courier'">line. It </span></p> </div> <div class="column"> <p><span style="font-size: 10.000000pt; font-family: 'Courier'">could be ...... ' Where could be “I'm taking could be ...... ' Go this </span></p> </div> </div> <div class="layoutArea"> <div class="column"> <p><span style="font-size: 10.000000pt; font-family: 'Courier'">line. It<br /></span><span style="font-size: 10.000000pt; font-family: 'Courier'">but the wolf ran quickly ahead to </span></p> </div> </div> <div class="section"> </div> <div class="section"> </div> <div class="section"> </div> </div> <div class="section"> <div class="layoutArea"> <div class="column"> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Extra games and ideas </span></p> </div> </div> <div class="section"> </div> <div class="layoutArea"> <div class="column"> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">Walking Game (A variation) </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">You can use the simple idea of walking around the space to practice specific grammar. For example give the command ..'walk around as if you were going to meet somebody you love after two years,' or .... ' as if you had just eaten a worm by mistake' . </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">Spontaneity Games </span></p> <p><span style="font-size: 11.000000pt; font-family: 'TimesNewRomanPSMT'">Here are two spontaneity games for different levels, that can also be used as warm ups. In all cases the aim is for students to react immediately without preparing. </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">What are we doing? (What am I doing?) (Elementary) </span></p> <p><span style="font-size: 11.000000pt; font-family: 'TimesNewRomanPSMT'">This can be played by the students in pairs or in teams or with the class as one team and the teacher as the other. One team asks „What are we doing?“ The other team then tells them an activity that they are doing, e.g. „You are swimming.“ The first team then mimes that activity for a short while, before the second team then asks, „What are we doing?“ </span></p> <p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700">Word association. (Lower Intermediate to Advanced) </span></p> <p><span style="font-size: 11.000000pt; font-family: 'TimesNewRomanPSMT'">In a circle the teacher says a word and the first student has to say the first word that they think of which is associated with that word. The next student thinks of a word that is associated with the first student’s word, and so on around the circle. 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style="font-size:22.0pt;mso-bidi-font-size:27.0pt;font-family:Georgia; mso-bidi-font-family:Georgia">The Power of Business Video – Part 1: Using ‘graded video’ in Business English teaching<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:13.0pt;text-align:justify;mso-pagination: none;mso-layout-grid-align:none;text-autospace:none"><i><span lang="EN-US" style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial">Ahead of his talk at </span></i><span lang="EN-US"><a href="http://elt.oup.com/feature/global/besig_2011"><i><span style="font-size: 13.0pt;font-family:Arial;mso-bidi-font-family:Arial;color:windowtext; text-decoration:none;text-underline:none">BESIG</span></i></a></span><i><span lang="EN-US" style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial"> on 19th November, </span></i><span lang="EN-US"><a href="http://oupeltglobalblog.com/blog-authors/#johnhughes"><i><span style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial; color:windowtext;text-decoration:none;text-underline:none">John Hughes</span></i></a></span><i><span lang="EN-US" style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial"> examines the case for using graded video in the first of two posts on using video in the Business English classroom.</span></i><span lang="EN-US" style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial"><o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:13.0pt;text-align:justify;mso-pagination: none;mso-layout-grid-align:none;text-autospace:none"><span lang="EN-US" style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial">At my BESIG presentation in Dubrovnik this November, I’ll be talking about the power of video in Business English teaching both as an informational tool and for language development.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:13.0pt;text-align:justify;mso-pagination: none;mso-layout-grid-align:none;text-autospace:none"><span lang="EN-US" style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial">In particular, I’ll be supporting my arguments with extracts from a new series of ‘graded’ video material produced by Oxford University Press to accompany the popular </span><span lang="EN-US"><a href="http://elt.oup.com/catalogue/items/global/business_esp/business_result/"><i><span style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial; color:windowtext;text-decoration:none;text-underline:none">Business Result</span></i></a></span><span lang="EN-US" style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial"> series. By ‘graded’ video, I mean that the listening part of the video has been adapted or carefully controlled (in terms of vocabulary and speed of delivery) for a particular level of learner in much the same way that graded readers are books that have been adapted or written with a certain level in mind.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:13.0pt;text-align:justify;mso-pagination: none;mso-layout-grid-align:none;text-autospace:none"><span lang="EN-US" style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial">So you might ask: why use ‘graded’ video when you could draw on the vast amounts of authentic video content which is freely available for use via the internet? Authentic is always better, right? Well, I’m not sure that it is and here are some reasons why.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;text-align: justify;line-height:24.0pt;mso-pagination:none;mso-layout-grid-align:none; text-autospace:none"><span lang="EN-US" style="font-size:20.0pt;font-family:Georgia; mso-bidi-font-family:Georgia">Logically organized and ease of access<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:13.0pt;text-align:justify;mso-pagination: none;mso-layout-grid-align:none;text-autospace:none"><span lang="EN-US" style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial">I just mentioned the ‘vast amounts’ of video available on sites like YouTube, and that in itself is part of the problem. Where do you start looking if you need a video for a lesson on the vocabulary of retail or a good model version for the presentation skills lesson? You can spend several hours searching in order to find something appropriate.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:13.0pt;text-align:justify;mso-pagination: none;mso-layout-grid-align:none;text-autospace:none"><span lang="EN-US" style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial">A set of graded video clips which are logically organized by content and language need solves this problem. It saves time for the teacher, and this ease of access means a learner can watch the video in their own time as well as in class.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;text-align: justify;line-height:24.0pt;mso-pagination:none;mso-layout-grid-align:none; text-autospace:none"><span lang="EN-US" style="font-size:20.0pt;font-family:Georgia; mso-bidi-font-family:Georgia">Removing barriers to comprehension<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:13.0pt;text-align:justify;mso-pagination: none;mso-layout-grid-align:none;text-autospace:none"><span lang="EN-US" style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial">As with graded readers, graded video removes the barriers to real comprehension. By ‘real comprehension’ I mean comprehension where the student understands 90-100% of the video content, not just parts of it. By ‘barriers’ I mean the content, the language, but also the cultural barriers to understanding. Many YouTube videos have strong cultural bias which can be exploited in some cases but can also frustrate the learner and so demotivate them.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;text-align: justify;line-height:24.0pt;mso-pagination:none;mso-layout-grid-align:none; text-autospace:none"><span lang="EN-US" style="font-size:20.0pt;font-family:Georgia; mso-bidi-font-family:Georgia">Graded language doesn’t mean graded content<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:13.0pt;text-align:justify;mso-pagination: none;mso-layout-grid-align:none;text-autospace:none"><span lang="EN-US" style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial">Graded video (by definition) means that use of video is open to every level. The new <i>Business Result</i> videos go from Elementary to Advanced levels but the real pleasure of graded video is that a video made for an elementary learner with elementary language structures still includes visual content which treats the learner as an intelligent working adult. It is pitched at a learner with sophisticated views on the world of business regardless of language level.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;text-align: justify;line-height:24.0pt;mso-pagination:none;mso-layout-grid-align:none; text-autospace:none"><span lang="EN-US" style="font-size:20.0pt;font-family:Georgia; mso-bidi-font-family:Georgia">Ready-made materials support<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:13.0pt;text-align:justify;mso-pagination: none;mso-layout-grid-align:none;text-autospace:none"><span lang="EN-US" style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial">Graded video has the advantage of being accompanied by plenty of ready-made support materials. For example, each <i>Business Result</i> video is linked to a unit in the Student’s Book. This means you can pre-teach a lot of the language and content from the course book which is then recycled in the video.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:13.0pt;text-align:justify;mso-pagination: none;mso-layout-grid-align:none;text-autospace:none"><span lang="EN-US" style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial">Alternatively, the video can be used with stand-alone worksheets which can be downloaded from the Class DVD. There are further exercises linked to the video through the Interactive DVD-ROM, and the videos include a subtitles option on screen.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt;text-align: justify;line-height:24.0pt;mso-pagination:none;mso-layout-grid-align:none; text-autospace:none"><span lang="EN-US" style="font-size:20.0pt;font-family:Georgia; mso-bidi-font-family:Georgia">Greater sense of achievement and confidence<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:13.0pt;text-align:justify;mso-pagination: none;mso-layout-grid-align:none;text-autospace:none"><span lang="EN-US" style="font-size:13.0pt;font-family:Arial;mso-bidi-font-family:Arial">Finally, if you still think ‘authentic’ is better, then you have to ask what is ‘authentic’? The <i>Business Result</i> graded videos include interviews with real business people sharing their knowledge and experience. They show real companies at work and deal with the issues facing them. The only difference between this and the recorded interview with a business expert on CNN or a BBC finance report is that the language has been graded to make the whole experience more satisfying for the student.<o:p></o:p></span></p> <p class="MsoNormal"><span lang="EN-US" style="font-size:13.0pt;font-family:Arial; mso-bidi-font-family:Arial">Which video activity gives your students more confidence to pursue their language learning: the one they only understand half of, or the one they watch, enjoy, understand everything and come away from with a greater sense of achievement?<o:p></o:p></span></p> <p class="MsoNormal"><span lang="EN-US"><a href="http://oupeltglobalblog.com/2011/11/03/the-power-of-business-video-part-1-using-graded-video-in-business-english-teaching/"><span style="color:windowtext">http://oupeltglobalblog.com/2011/11/03/the-power-of-business-video-part-1-using-graded-video-in-business-english-teaching/</span></a><o:p></o:p></span></p> 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</span></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt">Using informal language for a team meeting. 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... for me? <o:p></o:p></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt"> <o:p></o:p></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt"><b>Summarising the action to be taken</b><o:p></o:p></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt">To recap / To sum up<o:p></o:p></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt">I’m going to... / We’re going to... / He’s going to<o:p></o:p></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt">We’ve also agreed that... <o:p></o:p></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt"><span lang="EN-US"> </span></p> <p class="MsoNormal" style="margin-bottom:0cm;margin-bottom:.0001pt"><span lang="EN-US"> </span></p> <!--EndFragment-->GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-54159920497243198172012-03-22T02:58:00.001-07:002012-03-22T03:03:43.631-07:00Some practical iTools ideas.<!--[if gte mso 9]><xml> <o:documentproperties> <o:revision>0</o:Revision> <o:totaltime>0</o:TotalTime> <o:pages>1</o:Pages> <o:words>394</o:Words> <o:characters>2249</o:Characters> <o:company>gjd</o:Company> <o:lines>18</o:Lines> <o:paragraphs>5</o:Paragraphs> <o:characterswithspaces>2638</o:CharactersWithSpaces> <o:version>14.0</o:Version> </o:DocumentProperties> <o:officedocumentsettings> <o:allowpng/> </o:OfficeDocumentSettings> </xml><![endif]--> <!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> <w:trackformatting/> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> 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</w:LatentStyles> </xml><![endif]--><!--[if !supportAnnotations]--> <script></script> <!--[endif]--> <!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <![endif]--> <!--StartFragment--> <p class="MsoNormal"><b>Guess the word!</b><o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Equipment: iTools on IWB or data projector<o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Aim: to review words in a reading text. <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">When: after completing the reading or at the start of the next lesson. <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Preparation: <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Enlarge a reading text by choosing the magnify tool. <span class="MsoCommentReference"><span style="font-size:8.0pt;line-height:115%"><!--[if !supportAnnotations]--><a class="msocomanchor" id="_anchor_1" href="#_msocom_1" language="JavaScript" name="_msoanchor_1">[g1]</a><!--[endif]--> </span></span><o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; "> Choose the thick black pen from the tool box <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Use the pen to black out words in the text. (When the text goes back to normal size the pen marks stay.) <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">In the lesson: <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Put students into groups and tell them they are going to guess some words in a text. <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Enlarge the text and give them a few minutes working in their groups to try to guess or remember what the words are. <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Elicit the words from the class rubbing them off as you go along. Award points for the groups for getting the correct words. You could also award points for synonyms.<o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">If students are struggling reveal just part of the word to help them. <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Variation: To make this a little easier write the missing works around the text.<o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; "><b>Correct the Mistake<o:p></o:p></b></p> <p class="MsoNormal" style="font-weight: normal; ">Equipment: iTools on IWB<o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Aim: to revisit gap-fill exercises or to get feedback on gap-fill exercises. <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">When: as a warmer at the start of the next lesson or straight after the activity.<o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Preparation:<o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Enlarge a gap-fill exercise using the magnify tool. <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Choose the thin pen. <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Write the answers in to the gaps; some correct some incorrect. . (When the text goes back to normal size the pen marks stay.) <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">In the lesson: <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Tell the students they will see the answers but some are correct and some are incorrect. <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Give them a few minutes working in pairs to try to spot the incorrect answers. <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Elicit the answers and correct them using the pen tool. <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Variation: Turn this into a game by putting students into teams and awarding points for correct answers.<o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; "><b>What’s in the picture?<o:p></o:p></b></p> <p class="MsoNormal" style="font-weight: normal; ">Equipment: iTools on IWB or Data Projector<o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Aim: to review vocabulary or to create interest in a reading / listening using pictures.<o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">When: when using the pictures before a reading or listening or as a warmer in the next lesson. <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Preparation: <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Enlarge a picture by choosing the magnify tool. <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Choose the thick white pen from the tool box <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Use the pen to hide items in the picture (When the text goes back to normal size the pen marks stay.) <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">In the lesson: <o:p></o:p></p> <p class="MsoNormal" style="font-weight: normal; ">Tell the students they are going to look at some pictures and try to identify what is missing. <o:p></o:p></p> <p 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mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <![endif]--> <!--StartFragment--> </p><p class="MsoNormal"><b>Choral Drill Dialogue<o:p></o:p></b></p> <p class="MsoNormal">Equipment: iTools on IWB or Data Projector <o:p></o:p></p> <p class="MsoNormal">Aim: to practice pronunciation <o:p></o:p></p> <p class="MsoNormal">When: Any everyday English Dialogue<o:p></o:p></p> <p class="MsoNormal">Preparation: none<o:p></o:p></p> <p class="MsoNormal">In the lesson: <o:p></o:p></p> <p class="MsoNormal">Divide the class into two parts A and B (or how ever many roles there are in the dialogue). Tell them that they are going to read the dialogue in the book. <o:p></o:p></p> <p class="MsoNormal">Assign a role to each half of the class and then play the listening with the sound down but the script open. <o:p></o:p></p> <p class="MsoNormal">The students read along in unison with their roles. Following the Karaoke bars. <o:p></o:p></p> <p class="MsoNormal">Do it twice or three times before swapping roles. Then put students into pairs, one A one B. Ask them to do the same but speaking to each other. <o:p></o:p></p> <p class="MsoNormal"><b>Guess the Picture<o:p></o:p></b></p> <p class="MsoNormal">Equipment: iTools on IWB or Data Projector <o:p></o:p></p> <p class="MsoNormal">Aim: create interest in a reading or listening <o:p></o:p></p> <p class="MsoNormal">When: Before a reading or listening <o:p></o:p></p> <p class="MsoNormal">Preparation: find an interesting picture or pictures, cover the picture with post-it notes by pressing the T button and dragging the notes where you want them. <o:p></o:p></p> <p class="MsoNormal">In the lesson: <o:p></o:p></p> <p class="MsoNormal">Divide the class into three or four groups, each group comes to the board in turn and clicks the x to remove a post-it. They then have to guess what’s in the picture. repeat until someone guesses correctly or all the post-its have been removed. <o:p></o:p></p> <p class="MsoNormal">Variation: Just put one note in the middle of the picture. Ask students to discuss with their partners what they believe the note is covering. <o:p></o:p></p> <p class="MsoNormal"><b>Picture Memory Game<o:p></o:p></b></p> <p class="MsoNormal">Equipment: iTools or iTutor on an IWB<o:p></o:p></p> <p class="MsoNormal">Aim: create interest in a reading or listening <o:p></o:p></p> <p class="MsoNormal">When: Before a reading or listening <o:p></o:p></p> <p class="MsoNormal">Preparation: find an interesting picture. <o:p></o:p></p> <p class="MsoNormal">In the lesson: <o:p></o:p></p> <p class="MsoNormal">Divide the class into three or four groups, display the picture for a short time and then blank the board. Get students to write a list of all they can remember in the picture. To get feedback go around each group award a point for the words they give. <o:p></o:p></p> <span style="font-size:11.0pt;line-height:115%;font-family:Calibri;mso-ascii-theme-font: minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin; mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-GB;mso-fareast-language: EN-US;mso-bidi-language:AR-SA">Variation: Do this in reverse, tell students briefly about the picture they are going to see. Ask the to talk to their partners and predict what things they think will be in the picture. Elicit some answers then show the pictures, students award themselves points for words they have on their lists. </span><!--EndFragment--><p></p><p class="MsoNormal" style="font-weight: normal; "><br /></p><div style="font-weight: normal; "> <!--[endif]--> <div><!--[if !supportAnnotations]--> <div id="_com_1" class="msocomtxt" language="JavaScript"><!--[endif]--><!--[if !supportAnnotations]--><a name="_msocom_1"></a><!--[endif]--> <p class="MsoCommentText"><span class="MsoCommentReference"><span style="font-size: 8.0pt"> </span></span> <o:p></o:p></p> <!--[if !supportAnnotations]--></div> <!--[endif]--></div> </div> <!--EndFragment-->GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-57139951751728746642012-03-22T02:54:00.001-07:002012-03-22T02:57:16.576-07:00Interactive Whiteboard Revisited<!--[if gte mso 9]><xml> <o:documentproperties> <o:revision>0</o:Revision> <o:totaltime>0</o:TotalTime> 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0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:Calibri;} </style> <![endif]--> <!--StartFragment--> <p class="MsoNormal" style="margin-bottom: 0.0001pt; "><span style="font-size:10.0pt">Why should I use an IWB?<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; "><span style="font-size:10.0pt">Interactive whiteboards offer you everything a whiteboard offers you but can add more to the classroom. Because you can move words around, make them bigger or smaller, spin them, cover them with shapes, you can make a range of impromptu games for your classes. You also never need to erase anything, which means you can revisit things you have already done in the lesson or even in previous lessons. <o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; "><span style="font-size:10.0pt"><o:p> </o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; "><span style="font-size:10.0pt">Recent research from the UK suggested that both students and teachers liked using IWBs. <o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; "><span style="font-size:10.0pt">On the one hand:<o:p></o:p></span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 36pt; margin-bottom: 0.0001pt; text-indent: -18pt; "><!--[if !supportLists]--><span style="font-size:10.0pt;font-family:Arial;mso-fareast-font-family:Arial">•<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span style="font-size:10.0pt">Students feel more empowered <o:p></o:p></span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 36pt; margin-bottom: 0.0001pt; text-indent: -18pt; "><!--[if !supportLists]--><span style="font-size:10.0pt;font-family:Arial;mso-fareast-font-family:Arial">•<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span style="font-size:10.0pt">Students feel more engaged<o:p></o:p></span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 36pt; margin-bottom: 0.0001pt; text-indent: -18pt; "><!--[if !supportLists]--><span style="font-size:10.0pt;font-family:Arial;mso-fareast-font-family:Arial">•<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span style="font-size:10.0pt">Students feel there is more variety and interactivity<o:p></o:p></span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 36pt; margin-bottom: 0.0001pt; text-indent: -18pt; "><!--[if !supportLists]--><span style="font-size:10.0pt;font-family:Arial;mso-fareast-font-family:Arial">•<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span style="font-size:10.0pt">Students feel there is more support. <o:p></o:p></span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 36pt; margin-bottom: 0.0001pt; text-indent: -18pt; "><!--[if !supportLists]--><span style="font-size:10.0pt;font-family:Arial;mso-fareast-font-family:Arial">•<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span style="font-size:10.0pt">Students feel there is shared ownership in the lesson.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; "><span style="font-size:10.0pt">While teachers spoke of:<o:p></o:p></span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 36pt; margin-bottom: 0.0001pt; text-indent: -18pt; "><!--[if !supportLists]--><span style="font-size:10.0pt;font-family:Arial;mso-fareast-font-family:Arial">•<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span style="font-size:10.0pt">the support for the range of learning styles<o:p></o:p></span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 36pt; margin-bottom: 0.0001pt; text-indent: -18pt; "><!--[if !supportLists]--><span style="font-size:10.0pt;font-family:Arial;mso-fareast-font-family:Arial">•<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span style="font-size:10.0pt">the fact that lessons became more interactive<o:p></o:p></span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 36pt; margin-bottom: 0.0001pt; text-indent: -18pt; "><!--[if !supportLists]--><span style="font-size:10.0pt;font-family:Arial;mso-fareast-font-family:Arial">•<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span style="font-size:10.0pt">learners having a role within the classroom as something other than passive recipients of knowledge.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; "><span style="font-size:10.0pt"><o:p> </o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; "><span style="font-size:10.0pt">However outside observers dispute that, they have found that IWBs encourage a direct approach to teaching, with students stuck to their desks, while classes without IWBs have more creativity and variety. <o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; "><span style="font-size:10.0pt">Therefore the introduction of IWB’s in the classroom alone does not transform the learning process. It is up to teachers, trainers and publishers to introduce better practices to ensure the benefits for both the teacher and the students. <o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; "><span style="font-size:10.0pt"><o:p> </o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; "><span style="font-size:10.0pt">Best Practices <o:p></o:p></span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 36pt; margin-bottom: 0.0001pt; text-indent: -18pt; "><!--[if !supportLists]--><span style="font-size:10.0pt;font-family:Arial;mso-fareast-font-family:Arial">•<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span style="font-size:10.0pt">avoid chalk and talk – keep the lesson student centred, you don’t always need to be involved when the students are working with the board.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 36pt; margin-bottom: 0.0001pt; text-indent: -18pt; "><!--[if !supportLists]--><span style="font-size:10.0pt;font-family:Arial;mso-fareast-font-family:Arial">•<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span style="font-size:10.0pt">involve the students – empower them – give them the chance to display their own things on the board or decide what to click on. <o:p></o:p></span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 36pt; margin-bottom: 0.0001pt; text-indent: -18pt; "><!--[if !supportLists]--><span style="font-size:10.0pt;font-family:Arial;mso-fareast-font-family:Arial">•<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span style="font-size:10.0pt">limit IWB use – only use it when it adds something to the lesson. <o:p></o:p></span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 36pt; margin-bottom: 0.0001pt; text-indent: -18pt; "><!--[if !supportLists]--><span style="font-size:10.0pt;font-family:Arial;mso-fareast-font-family:Arial">•<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span style="font-size:10.0pt">be willing to move back and forth through slides – the board allows us to move between slides, and do activities again, take advantage of this, it improves the learning experience. <o:p></o:p></span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 36pt; margin-bottom: 0.0001pt; text-indent: -18pt; "><!--[if !supportLists]--><span style="font-size:10.0pt;font-family:Arial;mso-fareast-font-family:Arial">•<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span style="font-size:10.0pt">appeal to different learning styles – think of ways to appeal to visual, audio and kinaesthetic learners. <o:p></o:p></span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-left: 36pt; margin-bottom: 0.0001pt; text-indent: -18pt; "><!--[if !supportLists]--><span style="font-size:10.0pt;font-family:Arial;mso-fareast-font-family:Arial">•<span style="font-family: 'Times New Roman'; font-size: 7pt; "> </span></span><!--[endif]--><span style="font-size:10.0pt">avoid alienating students with a lack of discussion of answers – don’t rely on the computer to give the answer, discuss answers and encourage per correction. <o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; "><span style="font-size:10.0pt"><o:p> </o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; "><span style="font-size:10.0pt">The ability for learners to visualize a process through the sequence presented on an interactive whiteboard is an extremely powerful reason for using IWBs. The use of colours, movement, the ability to move backwards and forwards between stages of a process all provide learning reinforcement for students <o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size:10.0pt; mso-fareast-font-family:Geneva">Seeing the meaning. The impact of interactive whiteboards on teaching and learning Cuthell, J. P.</span><span style="font-size:10.0pt"><o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt; "><span style="font-size:10.0pt">But in order to bring those benefits the teachers have to be willing to examine their teaching approach and adapt it to suit the IWB. <o:p></o:p></span></p> <!--EndFragment-->GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-749153233833947442012-03-22T01:08:00.002-07:002012-03-22T01:17:46.493-07:00Jihlava Reading and Listening<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; "><span style="font-size: 100%;">Reading and listening are essential parts of the language learning process. But students often struggle with them. These are some of the reasons why. </span></span><div><span style="font-style: normal; font-variant: normal; font-weight: normal; color: rgb(34, 34, 34); line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><span >These are the problems that my colleagues came up with from around the globe.</span></span><div style="font-style: normal; font-variant: normal; font-weight: normal; color: rgb(34, 34, 34); line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><span ><br /></span></div><div style="font-style: normal; font-variant: normal; font-weight: normal; color: rgb(34, 34, 34); line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><span >Feel free to write solutions in the comment section below.</span></div><div style="text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><ul style="color: rgb(34, 34, 34); font-style: normal; font-variant: normal; font-weight: normal; padding-top: 0px; padding-right: 2.5em; padding-bottom: 0px; padding-left: 2.5em; margin-top: 0.5em; margin-right: 0px; margin-bottom: 0.5em; margin-left: 0px; line-height: 1.4; "><li style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span ><span style="text-indent: -0.38in; ">Students often try to understand every single word, or try to translate the text into their own </span><span style="text-indent: -0.38in; ">language</span></span></li><li style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span ><span style="text-indent: -0.38in; ">Students don't always read the instructions carefully and so don't understand what they are listening </span><span style="text-indent: -0.38in; ">for</span></span></li><li style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span ><span style="text-indent: -0.38in; ">They get lost so easily, try to understand every word or complain the speakers are going to quickly</span><span style="text-indent: -0.38in; ">.</span></span></li><li style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span ><span style="text-indent: -0.38in; ">Students equate reading with misery, school and tests, they don’t even read in their own </span><span style="text-indent: -0.38in; ">language</span></span></li><li style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span ><span style="text-indent: -0.38in; ">In </span><span style="text-indent: -0.38in; ">tests the wording of each item can cause problems: weaker students tend to focus on the exact words they see in the question, and are confused when they don't find them.</span></span></li><li style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span ><span style="text-indent: -0.38in; ">This sound bite generation… anything longer than a couple of paragraphs and they lose </span><span style="text-indent: -0.38in; ">interest</span></span></li><li style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span style="text-indent: -0.38in; "><span >I don’t have a lot of time in class, so I skip the listening or find it easier to read the text to the students</span></span></li><li style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span ><span style="text-indent: -0.38in; ">They don't get it when there is cultural info in the text...because they generally focus on form and literal meaning</span><span style="text-indent: -0.38in; ">.</span></span></li><li style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span style="text-indent: -0.38in; "><span >It’s so difficult to pay attention to a voice coming out of a box in the corner of the room, you can see them looking out of the window.</span></span></li></ul><span ><span style="line-height: 22px;"><div style="text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><span ><span style="line-height: 22px;"><br /></span></span></div>So what can we do. Here are a couple of ideas I showed you </span></span></div><div style="text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><span ><span style="color: rgb(34, 34, 34); line-height: 18px; ">Mind maps</span><br style="color: rgb(34, 34, 34); line-height: 18px; "><span style="color: rgb(34, 34, 34); line-height: 18px; ">Use mind maps to brainstorm information before the reading activity or to help introduce cultural information. Then when students read ask them to complete the mind maps. It shows greater understanding of the text than comprehension question questions alone so moving from simple comprehension to gaining knowledge.</span><br style="color: rgb(34, 34, 34); line-height: 18px; "><br style="color: rgb(34, 34, 34); line-height: 18px; "><span style="color: rgb(34, 34, 34); line-height: 18px; ">Who’s the author?</span><br style="color: rgb(34, 34, 34); line-height: 18px; "><span style="color: rgb(34, 34, 34); line-height: 18px; ">Put the some pictures of people on the whiteboard, ask the students to read the text and decide who wrote it . Get them to give reasons and discuss their answers. This is getting them to start to negotiate meaning in a text, to think of the author and their reasons for writing.</span></span></div><div style="text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><span style="color: rgb(34, 34, 34); line-height: 18px; "><span ><br /></span></span></div><div style="text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><div style="color: rgb(34, 34, 34); line-height: 18px; "><span >Write your own questions</span></div><div style="color: rgb(34, 34, 34); line-height: 18px; "><span >Tell the students what you are going to listen to. Ask them to write their own questions about the subject. Then they listen and see if their questions are answered. Try doing this with the pictures as well to help.</span></div><div style="color: rgb(34, 34, 34); line-height: 18px; "><span ><br /></span></div><div style="color: rgb(34, 34, 34); line-height: 18px; "><span >Say stop</span></div><div style="color: rgb(34, 34, 34); line-height: 18px; "><span >Allow the class to stop the recording during the listening if they feel a bit lost or confused. Get them to compare their notes in pairs first and then continue.</span></div><div><br /></div><div>Facebook updates </div><div><br /></div><div>As students to write a Facebook update for one of the characters in the listening. </div><div><span ><br /></span></div><div><span >Some tips </span></div><div><span style="color: rgb(34, 34, 34); line-height: 18px; "><span >Don't be afraid to break listening and reading texts down into shorter segments. Students do have a short attention span - don't fight it... accept it and adapt. :-)</span></span><div style="color: rgb(34, 34, 34); line-height: 18px; "><span ><br /></span></div><div style="color: rgb(34, 34, 34); line-height: 18px; "><span >Show you are interested in the text as well, even if you have heard the tape 100 times still oooh and ahh in all the right places.</span></div><div style="color: rgb(34, 34, 34); line-height: 18px; "><span ><br /></span></div><div style="color: rgb(34, 34, 34); line-height: 18px; "><span >Use pairwork after reading and listening exercises before class feedback. Give students a chance to check with their friends if they have the same answers. This will make them more confident when giving you the answers. It is what we do in real life; when we read or listen to something we often chat about it to our nearest and dearest.</span></div><div style="color: rgb(34, 34, 34); line-height: 18px; "><span ><br /></span></div><div style="color: rgb(34, 34, 34); line-height: 18px; "><span >Can you find a way to get your students up and active either before or during a reading activity?A little bit of movement helps to get oxygen to the brain and that increases attention span. Or can you open a window and have a blast of fresh air?</span></div></div><div style="color: rgb(34, 34, 34); line-height: 18px; "><span ><br /></span></div><div style="color: rgb(34, 34, 34); line-height: 18px; "><span >And Finally. </span></div><div style="color: rgb(34, 34, 34); line-height: 18px; "><span >Make sure there is something do do before during and after the listening or reading to make it engaging for the students </span></div><div style="color: rgb(34, 34, 34); line-height: 18px; "><span ><br /></span></div><div style="color: rgb(34, 34, 34); line-height: 18px; "><span ><br /></span></div><div style="color: rgb(34, 34, 34); line-height: 18px; "><span >and here are the alternative gist questions. </span></div><div style="color: rgb(34, 34, 34); line-height: 18px; "><div class="post-body entry-content" id="post-body-928313204201491177" style="width: 570px; font-size: 13px; line-height: 1.4; position: relative; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; "><div class="O1" style="margin-top: 5.76pt; margin-bottom: 0pt; margin-left: 0.4in; text-indent: -0.4in; direction: ltr; unicode-bidi: embed; vertical-align: baseline; "><p class="MsoNormal" style="margin-bottom: 0.0001pt; vertical-align: baseline; "><span style="font-family: Arial, sans-serif; ">Who is the author?<o:p></o:p></span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt; vertical-align: baseline; "><span style="font-family: Arial, sans-serif; ">What was their motivation to write this?<o:p></o:p></span></p><p class="MsoNormal" style="text-align: justify; margin-bottom: 0.0001pt; vertical-align: baseline; "><span style="font-family: Arial, sans-serif; text-indent: -0.4in; ">Do you feel the facts are accurate? Why or why not?</span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt; vertical-align: baseline; "><span style="font-family: Arial, sans-serif; ">Is the author or reporter giving equal attention to all sides of the issue?<o:p></o:p></span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt; vertical-align: baseline; "><span style="font-family: Arial, sans-serif; ">How does this piece make you feel personally?<o:p></o:p></span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt; vertical-align: baseline; "><span style="font-family: Arial, sans-serif; ">Do you agree or disagree with the author?<o:p></o:p></span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt; vertical-align: baseline; "><span style="font-family: Arial, sans-serif; ">Do you believe the ‘facts’ in this article?<o:p></o:p></span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt; vertical-align: baseline; "><span style="font-family: Arial, sans-serif; ">How would others (from other countries, cultures, political groups, etc.) feel about it?<o:p></o:p></span></p></div><div style="clear: both; "></div></div><div class="post-footer" style="line-height: 1.6; margin-top: 20px; margin-right: -2px; margin-bottom: 0px; margin-left: -2px; padding-top: 5px; padding-right: 10px; padding-bottom: 5px; padding-left: 10px; color: rgb(102, 102, 102); border-bottom-width: 1px; border-bottom-style: solid; border-bottom-color: rgb(238, 238, 238); font-size: 11px; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; "></div></div><div style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; "><br /></div></div><div style="text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><span ><span style="line-height: 22px;"><br /></span></span><div style="color: rgb(34, 34, 34); font-style: normal; font-variant: normal; font-weight: normal; line-height: 18px; text-indent: -36px; "><span >Iden</span></div></div></div>GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-12424389715136349672012-03-01T03:44:00.003-08:002012-03-01T04:04:04.126-08:00EF Tour Belgium and The Netherlands 2012<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; ">Language, Motivation and Opportunity. </span><div style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; "><span><br /></span></div><div style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; "><span>The reasons students are not happy to speak in the classroom that you came up with fell into the first two categories. </span></div><div style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; "><span><br /></span></div><div style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; "><span>Language: the don't know the vocabulary, they don't know the pronunciation. </span></div><div style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; "><span>Motivation: fear of making mistakes, fear of being laughed at, just being teenagers, a lack of interest.</span></div><div style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; "><span>Some tips to help with the motivation.</span></div><div style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; "><span><br /></span></div><div style="font-style: normal; font-variant: normal; "><ul type="square" style="font-weight: normal; padding-top: 0px; padding-right: 2.5em; padding-bottom: 0px; padding-left: 2.5em; margin-top: 0cm; margin-right: 0px; margin-bottom: 0.5em; margin-left: 0px; line-height: 18px; color: rgb(34, 34, 34); text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span>The more they speak … the more mistakes they make.<o:p></o:p></span></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span>Give time to prepare and plan.<o:p></o:p></span></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span>Encourage a friendly, supportive environment.<o:p></o:p></span></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span>Allow for lots of variety.<o:p></o:p></span></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span>Allow chance to repeat the activity.<o:p></o:p></span></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span>Favour pair and group work rather than whole class</span></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span>Don’t make them do what they don’t want to.</span></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; "><span>Pick topics that will interest and won’t embarrass.</span></li></ul><div style="font-weight: normal; text-align: -webkit-auto; "><span><span style="line-height: 18px;"><br /></span></span></div><div style="font-weight: normal; text-align: -webkit-auto; "><span><span style="line-height: 18px;">Finding the right topic always helps. </span></span></div><div style="text-align: left;font-weight: normal; "><span><span style="line-height: 18px;">A quote for Christina and Clive.</span></span></div><div style="text-align: -webkit-auto; "> <!--StartFragment--> <p style="text-align: left;margin-top: 6.72pt; margin-bottom: 0pt; margin-left: 0in; text-indent: 0in; direction: ltr; unicode-bidi: embed; vertical-align: baseline; "><span>A good topic for us is one that both the student and the teacher can contribute to from their own knowledge and experience. </span></p><p style="text-align: left;margin-top: 6.72pt; margin-bottom: 0pt; margin-left: 0in; text-indent: 0in; direction: ltr; unicode-bidi: embed; vertical-align: baseline; "><span>So for example:</span></p><p style="text-align: left;margin-top: 6.72pt; margin-bottom: 0pt; margin-left: 0in; text-indent: 0in; direction: ltr; unicode-bidi: embed; vertical-align: baseline; "> <!--StartFragment--> </p><div style="margin-top: 6.72pt; margin-bottom: 0pt; margin-left: 0.38in; text-indent: -0.38in; direction: ltr; unicode-bidi: embed; vertical-align: baseline; "><span>Things that matter to you</span></div> <div style="margin-top: 6.72pt; margin-bottom: 0pt; margin-left: 0.38in; text-indent: -0.38in; direction: ltr; unicode-bidi: embed; vertical-align: baseline; "><span>Things that you hope for</span></div> <div style="margin-top: 6.72pt; margin-bottom: 0pt; margin-left: 0.38in; text-indent: -0.38in; direction: ltr; unicode-bidi: embed; vertical-align: baseline; "><span>Things that you want to complain about</span></div><p></p> <!--EndFragment--></div><div style="font-weight: normal; text-align: -webkit-auto; "><span><span style="line-height: 18px;"><br /></span></span></div></div><div style="font-style: normal; font-variant: normal; font-weight: normal; text-align: -webkit-auto; "><span><span style="line-height: 18px;">Some more information about English File can be found here:</span></span></div><div style="text-align: -webkit-auto; "><span style="text-align: left; line-height: 18px;"><span><a href="http://elt.oup.com/feature/global/english_file_third_edition/?cc=gb&selLanguage=en&mode=hub">http://elt.oup.com/feature/global/english_file_third_edition/?cc=gb&selLanguage=en&mode=hub</a></span></span></div><div style="text-align: -webkit-auto; "><span style="text-align: left; line-height: 18px;"><br /></span></div><div style="text-align: -webkit-auto; "><span style="text-align: left; line-height: 18px;">with samples of the videos here </span></div><div style="text-align: -webkit-auto; "><span style="text-align: left; line-height: 18px;"><a href="http://www.youtube.com/watch?v=YqJvMXgEb4U&list=UUJg43fASYmwa-pLlMQITVnw&index=6&feature=plcp">http://www.youtube.com/watch?v=YqJvMXgEb4U&list=UUJg43fASYmwa-pLlMQITVnw&index=6&feature=plcp</a></span></div><div style="text-align: -webkit-auto; "><br /></div><div style="text-align: -webkit-auto; ">Thanks for coming to the events and I hope you enjoyed them and hope to see you again soon. </div><div style="text-align: -webkit-auto; "><span style="font-style: normal; font-variant: normal; font-weight: normal; "><span style="line-height: 18px;"> </span></span></div><div style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; "><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><br /></p></div>GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-66617517425811170482012-02-26T00:49:00.003-08:002012-02-26T01:20:43.215-08:00What's in your bag?<div style="font-family: Georgia, serif; font-size: 100%; "><br /></div><div style="font-family: Georgia, serif; font-size: 100%; ">Balls</div><div style="font-family: Georgia, serif; font-size: 100%; ">A ball can be a useful tool in the classroom. It helps to randomise feedback and bring variety. </div><div style="font-family: Georgia, serif; font-size: 100%; "><br /></div><div style="font-family: Georgia, serif; font-size: 100%; ">Feedback tennis</div><div style="font-family: Georgia, serif; font-size: 100%; ">Put students into two teams with an imaginary net in between. Ask students to throw the ball across the room and whoever catches has to give an answer. (Give them a time limit). If they don't give an answer in that time limit, don't give a correct answer or duplicate an answer the other team wins the point. </div><div style="font-family: Georgia, serif; font-size: 100%; "><br /></div><div style="font-family: Georgia, serif; font-size: 100%; ">The Ball's a Bomb</div><div style="font-family: Georgia, serif; font-size: 100%; ">Play a game of pass the parcel with the ball. As the ball goes round each student needs to give an answer. Set a timer for 1 minute, the person who has the ball when the timer goes off is blown up. </div><div style="font-family: Georgia, serif; font-size: 100%; "><br /></div><div style="font-family: Georgia, serif; font-size: 100%; ">Translation Ball </div><div style="font-family: Georgia, serif; font-size: 100%; ">Throw the ball to students - say a word in English and the students say it in Czech, or say the word in Czech and the students say it in English. (great for struggling students. ) </div><div style="font-family: Georgia, serif; font-size: 100%; "><br /></div><div style="font-family: Georgia, serif; font-size: 100%; ">Newspapers </div><div style="font-family: Georgia, serif; font-size: 100%; ">Newspapers can be useful even if they are in Czech. You can use the pictures in the newspapers to discuss, label etc. </div><div style="font-family: Georgia, serif; font-size: 100%; ">Here is what I asked you to do. </div><div style="font-family: Georgia, serif; font-size: 100%; ">Find an article on the subject you are discussing in class, read it, discuss it with their partners. Swap partners and discuss the articles they have found. </div><div style="font-family: Georgia, serif; font-size: 100%; ">Rewrite the articles in their own words. </div><div style="font-family: Georgia, serif; font-size: 100%; "><br /></div><div style="font-family: Georgia, serif; font-size: 100%; ">Even if this is in Czech it is useful. It can be a real life skill that students need to take information in one language and process it in another. </div><div style="font-family: Georgia, serif; font-size: 100%; "><br /></div><div style="font-family: Georgia, serif; font-size: 100%; ">Pictures. </div><div style="font-family: Georgia, serif; font-size: 100%; ">Pretty easy to find and keep, and loads to use in class. </div><div style="font-family: Georgia, serif; font-size: 100%; "><br /></div><div style="font-family: Georgia, serif; font-size: 100%; ">Find your partners</div><div style="font-family: Georgia, serif; font-size: 100%; ">Cut some pictures in half, give them out to the class. Tell them not to show their pictures.<br />Ask students to describe their pictures to each other and try to find their other half.</div><div style="font-family: Georgia, serif; font-size: 100%; "><br /></div><div style="font-family: Georgia, serif; font-size: 100%; ">Create a persona </div><div style="font-family: Georgia, serif; font-size: 100%; ">Give out a picture of a person (make sure it's anonymous) ask students to come up with a name, age, job, where they live etc etc for that person. </div><div style="font-family: Georgia, serif; font-size: 100%; "><br /></div><div style="font-family: Georgia, serif; font-size: 100%; ">Find 3 things in common </div><div style="font-family: Georgia, serif; font-size: 100%; ">Give out random pictures to the students, ask them to wrok in paris and describe their pictures, they need to try to find 3 things they have in common. </div><div style="font-family: Georgia, serif; font-size: 100%; "><br /></div><div style="font-family: Georgia, serif; font-size: 100%; ">Write 3 words </div><div style="font-family: Georgia, serif; font-size: 100%; ">Put students in pairs, give each pair a picture and 3 pieces of paper. Ask them to write 3 words on the pieces of paper. Collect the papers in but leave the pictures. Shuffle the papers, and redistribute them randomly around the class. Ask the students to walk around and decide what pictures match their words. They will put down the words on the pictures. Then once all the words have been put down, they can see if the words have been matched to their original pictures. </div><div style="font-family: Georgia, serif; font-size: 100%; "><br /></div><div style="font-family: Georgia, serif; font-size: 100%; "><br /></div><div style="font-family: Georgia, serif; font-size: 100%; ">Who would listen to what? </div><div style="font-family: Georgia, serif; font-size: 100%; ">Put three pictures of people on the board. Play 3 pieces of music ask students to listen to the music and decide who would listen to which track. Discuss with their partners. </div><div style="font-family: Georgia, serif; font-size: 100%; "><br /></div><div style="font-family: Georgia, serif; font-size: 100%; ">Mobile Phones. </div><div style="font-family: Georgia, serif; font-size: 100%; ">Has your mobile got a camera, a voice recorder, a music player, or access to the internet?</div><div style="font-family: Georgia, serif; font-size: 100%; "><span style="font-size: 100%; ">Can you use these in the classroom?</span></div><div style="font-family: Georgia, serif; font-size: 100%; "><span style="font-size: 100%; "><br /></span></div><div style="font-family: Georgia, serif; font-size: 100%; "><span style="font-size: 100%; "> </span></div>GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-67672810709140239042012-02-17T04:51:00.003-08:002012-02-17T05:23:49.822-08:00Speak up - Building confidence.<p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); ">Please not this is not quite finished yet. I need to add your comments from the session. </p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); ">Why do students lack confidence?</p><p class="MsoNormal" style="font-family: Georgia, serif; font-size: 100%; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); "></p><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; margin-top: 5.76pt; margin-bottom: 0pt; margin-left: 0.38in; text-indent: -0.38in; text-align: left; direction: ltr; unicode-bidi: embed; vertical-align: baseline; "><span style="font-family: arial; font-size: small; text-indent: -0.38in; ">peer pressure</span></div> <div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; margin-top: 5.76pt; margin-bottom: 0pt; margin-left: 0.38in; text-indent: -0.38in; text-align: left; direction: ltr; unicode-bidi: embed; vertical-align: baseline; "><span>fear of mistakes</span></div> <div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; margin-top: 5.76pt; margin-bottom: 0pt; margin-left: 0.38in; text-indent: -0.38in; text-align: left; direction: ltr; unicode-bidi: embed; vertical-align: baseline; "><span>don’t see the point</span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; margin-top: 5.76pt; margin-bottom: 0pt; margin-left: 0.38in; text-indent: -0.38in; text-align: left; direction: ltr; unicode-bidi: embed; vertical-align: baseline; "><span style="font-family: arial; font-size: small; text-indent: -0.38in; ">don’t know what</span></div> <div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; margin-top: 5.76pt; margin-bottom: 0pt; margin-left: 0.38in; text-indent: -0.38in; text-align: left; direction: ltr; unicode-bidi: embed; vertical-align: baseline; "><span>don’t know how</span></div><p style="font-family: Georgia, serif; font-size: 100%; line-height: normal; "></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); ">So what can we do? </p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); ">Listen to your students not your student’s mistakes.<o:p></o:p></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><o:p></o:p></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); ">4 reasons not to over-correct your students<o:p></o:p></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); margin-left: 42pt; text-indent: -18pt; "><span style="font-family: Symbol; ">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal; "> </span></span>students will become demotivated and fear making a mistake<o:p></o:p></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); margin-left: 42pt; text-indent: -18pt; "><span style="font-family: Symbol; ">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal; "> </span></span>communicative accuracy is as important as linguistic accuracy.<o:p></o:p></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); margin-left: 42pt; text-indent: -18pt; "><span style="font-family: Symbol; ">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal; "> </span></span>being listened to and getting a message across is motivating<o:p></o:p></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); margin-left: 42pt; text-indent: -18pt; "><span style="font-family: Symbol; ">·<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal; "> </span></span>errors can be learning steps, we don’t want to make students think making mistakes is wrong.<o:p></o:p></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><o:p></o:p></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); ">4 Reasons to correct your students.<o:p></o:p></p><ul type="disc" style="padding-top: 0px; padding-right: 2.5em; padding-bottom: 0px; padding-left: 2.5em; margin-top: 0cm; margin-right: 0px; margin-bottom: 0.5em; margin-left: 0px; line-height: 18px; color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">if mistakes are learning steps then error correction and coaching is important to help students see the problem and improve.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">students perceive the teacher’s job is to correct, they will feel like they are learning if they correct.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">students are passed the natural age for learning language so coaching and correction are important to help the students develop.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">it is a way to deal with language the students would like to be able to use but can’t. (emerging language)<o:p></o:p></li></ul><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><o:p></o:p></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); ">Golden Rules of Error Correction<o:p></o:p></p><ul type="disc" style="padding-top: 0px; padding-right: 2.5em; padding-bottom: 0px; padding-left: 2.5em; margin-top: 0cm; margin-right: 0px; margin-bottom: 0.5em; margin-left: 0px; line-height: 18px; color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Don’t correct all the time.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Remember what is being said is as important as how.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Echo rather than overtly correct.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Don’t interrupt… go back to correct.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">If error causes breakdown in communication negotiate meaning don’t correct.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Use errors to help you plan<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Think about the needs of your students, are they confident, can they handle correction.<o:p></o:p></li></ul><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><o:p></o:p></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); ">This will make the students more confident so they speak more. So they will make more mistakes.<o:p></o:p></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><o:p></o:p></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); ">Helping our students make better mistakes.<o:p></o:p></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><o:p></o:p></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); margin-left: 18pt; ">My tips for helping students make better mistakes<o:p></o:p></p><ul type="square" style="padding-top: 0px; padding-right: 2.5em; padding-bottom: 0px; padding-left: 2.5em; margin-top: 0cm; margin-right: 0px; margin-bottom: 0.5em; margin-left: 0px; line-height: 18px; color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">The more they speak … the more mistakes they make.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Give time to prepare and plan.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Encourage a friendly, supportive environment.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Allow for lots of variety.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Allow chance to repeat the activity.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Favour pair and group work rather than whole class.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Pick topics that will interest and won’t embarrass.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Don’t make them do what they don’t want to.<o:p></o:p></li></ul><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); ">Making Speaking Fun<o:p></o:p></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><o:p></o:p></p><p class="MsoNormal" style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); ">Some principles for making speaking fun<o:p></o:p></p><ul type="square" style="padding-top: 0px; padding-right: 2.5em; padding-bottom: 0px; padding-left: 2.5em; margin-top: 0cm; margin-right: 0px; margin-bottom: 0.5em; margin-left: 0px; line-height: 18px; color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; text-align: -webkit-auto; background-color: rgb(255, 255, 255); "><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Make sure there is a task.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Make sure the students know what they are doing.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Give students freedom to express themselves.<o:p></o:p></li><li class="MsoNormal" style="padding-top: 0px; padding-right: 0px; padding-bottom: 0px; padding-left: 0px; margin-top: 0px; margin-right: 0px; margin-bottom: 0.25em; margin-left: 0px; ">Make sure there is a reason to speak and to listen.</li></ul><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span><span style="line-height: 18px;"><br /></span></span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span><span style="line-height: 18px;">The activities I demonstrated in the sessions were </span></span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span><span style="line-height: 18px;"><br /></span></span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span><span style="line-height: 18px;">Lies</span></span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span><span style="line-height: 18px;">Ask your students to write 3 sentences 2 true 1 false. </span></span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span><span style="line-height: 18px;">They then ask each other questions about the sentences and have to work out which one is the lie. </span></span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span><span style="line-height: 18px;">Remind them they have to keep lying in their responses.</span></span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span><span style="line-height: 18px;"><br /></span></span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span><span style="line-height: 18px;">None of us </span></span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; background-color: rgb(255, 255, 255); ">The simplest way to add a task is to create a ‘me too or me neither’ feeling. So students have to find things in common or differences with colleagues. The example we saw in the session was getting students in groups of four and ask them to find things that was true only about 1 person in that group, true about 2 people, true about 3 or true about all of them. </span> </div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; background-color: rgb(255, 255, 255); "><br /></span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; background-color: rgb(255, 255, 255); ">Hot Seat </span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; background-color: rgb(255, 255, 255); ">After a reading where there has been a main character ask students to write questions for the character from the reading. </span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; background-color: rgb(255, 255, 255); ">Then nominate one student from each group to be the character.<br />The students interview them and they have to answer 'in character'. </span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; background-color: rgb(255, 255, 255); "><br /></span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; background-color: rgb(255, 255, 255); ">Answer as</span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; background-color: rgb(255, 255, 255); ">Give students some questions to talk about but tell them they, shouldn't answer as themselves but should answer as a famous person. </span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; background-color: rgb(255, 255, 255); ">They shouldn't tell their partner(s) who the famous person is. </span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; background-color: rgb(255, 255, 255); ">After they have completed the task ask them to guess who their partner(s) famous person was. </span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; background-color: rgb(255, 255, 255); "><br /></span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; background-color: rgb(255, 255, 255); ">Hope these activities inspire your students and build their confidence and get them to speak up. </span></div><div style="font-family: Georgia, serif; font-size: 100%; line-height: normal; text-align: -webkit-auto; "><span style="color: rgb(34, 34, 34); font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px; background-color: rgb(255, 255, 255); "><br /></span></div><div style="text-align: -webkit-auto; "><span ><span style="line-height: 18px;">I finished with the Video of Jean Burcow Gleesen </span></span></div><div style="text-align: -webkit-auto; "><span ><span style="line-height: 18px;">This is a very brief summary of what she said. </span></span></div><div style="text-align: -webkit-auto; "><div style="language:en-GB;margin-top:5.76pt;margin-bottom:0pt;margin-left: .38in;text-indent:-.38in;text-align:left;direction:ltr;unicode-bidi:embed; vertical-align:baseline;mso-line-break-override:restrictions;punctuation-wrap: simple"><span >Correcting and Coaching is irrelevant. </span></div> <div style="language:en-GB;margin-top:5.76pt;margin-bottom:0pt;margin-left: .38in;text-indent:-.38in;text-align:left;direction:ltr;unicode-bidi:embed; vertical-align:baseline;mso-line-break-override:restrictions;punctuation-wrap: simple"><span >Exposure to Language</span></div> <span >Listen to the Children (in our case students) </span></div>GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-64856049939921981282012-02-17T04:49:00.003-08:002012-02-17T04:51:48.044-08:00Making Grammar and vocabulary fun.<p class="MsoListParagraphCxSpFirst" style="font-size: 100%; line-height: normal; "><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); background-image: initial; background-attachment: initial; background-origin: initial; background-clip: initial; background-color: white; background-position: initial initial; background-repeat: initial initial; ">Let’s start with what students need to really understand a language point.<span class="apple-converted-space"> </span></span><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); "><br /><br /></span><span style="font-family:Symbol;mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font: minor-latin;background:white;mso-char-type:symbol;mso-symbol-font-family:Symbol">§<span style="font-size:10.0pt; line-height:115%;font-family:"Georgia","serif";color:#333333;background:white"> Contextualised language – language out of context can mean different things.<span class="apple-converted-space"> </span></span></span><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); "><br /><br /></span><span style="font-family:Symbol;mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font: minor-latin;background:white;mso-char-type:symbol;mso-symbol-font-family:Symbol">§<span style="font-size:10.0pt; line-height:115%;font-family:"Georgia","serif";color:#333333;background:white"> Focus on Meaning Use and Form – whether it is explained by the teacher or worked out by the students, the students need to know what language means, how to put it together and when to use it.<span class="apple-converted-space"> </span></span></span><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); "><br /><br /></span><span style="font-family:Symbol;mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font: minor-latin;background:white;mso-char-type:symbol;mso-symbol-font-family:Symbol">§<span style="font-size:10.0pt; line-height:115%;font-family:"Georgia","serif";color:#333333;background:white"> Focus on Pronunciation</span></span><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); "><br /><br /></span><span style="font-family:Symbol;mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font: minor-latin;background:white;mso-char-type:symbol;mso-symbol-font-family:Symbol">§<span style="font-size:10.0pt; line-height:115%;font-family:"Georgia","serif";color:#333333;background:white"> Practice<span class="apple-converted-space"> </span></span></span><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); "><br /><br /></span><span style="font-family:Symbol;mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font: minor-latin;background:white;mso-char-type:symbol;mso-symbol-font-family:Symbol">§<span style="font-size:10.0pt; line-height:115%;font-family:"Georgia","serif";color:#333333;background:white"> Confidence – if we over-correct students they will never build the confidence to perform in the language.<span class="apple-converted-space"> </span><o:p></o:p></span></span></p> <p class="MsoListParagraphCxSpMiddle" style="font-size: 100%; line-height: normal; "><span class="apple-converted-space"><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); background-image: initial; background-attachment: initial; background-origin: initial; background-clip: initial; background-color: white; background-position: initial initial; background-repeat: initial initial; "><o:p> </o:p></span></span></p> <p class="MsoListParagraphCxSpMiddle" style="font-size: 100%; line-height: normal; "><span class="apple-converted-space"><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); background-image: initial; background-attachment: initial; background-origin: initial; background-clip: initial; background-color: white; background-position: initial initial; background-repeat: initial initial; ">There are different ways to present grammar, different orders to do things, we can work with the language in the book or the language the students produce themselves. No approach is wrong or right. It is what is right for you and your class. <o:p></o:p></span></span></p> <p class="MsoListParagraphCxSpMiddle" style="font-size: 100%; line-height: normal; "><span class="apple-converted-space"><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); background-image: initial; background-attachment: initial; background-origin: initial; background-clip: initial; background-color: white; background-position: initial initial; background-repeat: initial initial; "><o:p> </o:p></span></span></p> <p class="MsoListParagraphCxSpMiddle" style="font-size: 100%; line-height: normal; "><span class="apple-converted-space"><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); background-image: initial; background-attachment: initial; background-origin: initial; background-clip: initial; background-color: white; background-position: initial initial; background-repeat: initial initial; ">Let’s reflect on some of the activities demonstrated in class. </span></span><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); "><br /><br /><br /><span style="background:white">Making Controlled Practice more engaging<span class="apple-converted-space"> </span></span><br /><!--[if !supportLineBreakNewLine]--><br /><!--[endif]--><o:p></o:p></span></p> <p class="MsoListParagraphCxSpLast" style="font-size: 100%; line-height: normal; "><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); background-image: initial; background-attachment: initial; background-origin: initial; background-clip: initial; background-color: white; background-position: initial initial; background-repeat: initial initial; ">Grammar joker<span class="apple-converted-space"> </span></span><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); "><br /><br /><span style="background:white">Award points for correct answers to a gap-fill type exercise. But ask students to nominate one sentence they are sure of. If they get that sentence correct they get 2 points instead of one, but if they get it wrong they lose a point.<span class="apple-converted-space"> </span></span><br /><br /><span style="background:white">The team or student with the most points at the end wins.<span class="apple-converted-space"> </span></span><br /><br /><span style="background:white">This adds a competitive element to the activity.<span class="apple-converted-space"> </span></span><br /><br /><br /><br /><span style="background:white">Runaround<span class="apple-converted-space"> </span></span><br /><br /><span style="background:white">Good for multiple choice gap fills. Have different areas of the room assigned to different alternatives.<span class="apple-converted-space"> </span></span><br /><br /><span style="background:white">Read out the questions and ask the students to move to the right place in the room. Award a point to every student who gets a correct answer (it is often a good idea to give them a piece of paper or a ball or something) ask the ones who got it wrong to sit down. (they sit out just the next question).<span class="apple-converted-space"> </span></span><br /><br /><span style="background:white">Repeat for question 2 for question three invite those who got question 1 wrong to join in.<span class="apple-converted-space"> </span></span><br /><br /><span style="background:white">The idea is that controlled practice is often quite sedentary. This gets the students up and moving and that movement can increase concentration levels.<span class="apple-converted-space"> </span></span><br /><br /><br /><br /><span style="background:white">Make it correct</span><br /><br /><span style="background:white">This is useful when students have two options to choose from in a controlled practice exercise. Ask the students to do the exercise and get feedback as usual. The ask them to look at the sentences to again and try to change them to make the incorrect alternative correct.<span class="apple-converted-space"> </span></span><br /><br /><span style="background:white">This makes the students think about what makes a sentence correct and incorrect and makes things more memorable.<span class="apple-converted-space"> </span></span><br /><br /><br /><br /><span style="background:white">Ways to practice grammar</span><br /><br /><br /><br /><span style="background:white">Picasso grammar</span><br /><br /><span style="background:white">We have probably all played Pictionary with our students with vocabulary but how about with grammar too. Give the students a sentence and they have to draw it. Their colleagues have to guess the sentence and try to get it word perfect.<span class="apple-converted-space"> </span></span><br /><br /><br /><br /><span style="background:white">None of us<span class="apple-converted-space"> </span></span><br /><br /><span style="background:white">In order for speaking tasks to be real communication their needs to be a reason to communicate, to not only speak but to listen too. When doing speaking tasks it often seems that students are taking it in terms to deliver little monologues.<span class="apple-converted-space"> </span></span><br /><br /><span style="background:white">The simplest way to add a task is to create a ‘me too or me neither’ feeling. So students have to find things in common or differences with colleagues. The example we saw in the session was getting students in groups of four and ask them to find things that was true only about 1 person in that group, true about 2 people, true about 3 or true about all of them.<span class="apple-converted-space"> </span></span><br /><br /><br /><br /><span style="background:white">Google it<span class="apple-converted-space"> </span></span><br /><br /><span style="background:white">Tell students to</span><br /><br /></span><span style="font-family:Symbol;mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font: minor-latin;background:white;mso-char-type:symbol;mso-symbol-font-family:Symbol">§<span style="font-size:10.0pt; line-height:115%;font-family:"Georgia","serif";color:#333333;background:white"> Go to Google – other search engines are available</span></span><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); "><br /><br /></span><span style="font-family:Symbol;mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font: minor-latin;background:white;mso-char-type:symbol;mso-symbol-font-family:Symbol">§<span style="font-size:10.0pt; line-height:115%;font-family:"Georgia","serif";color:#333333;background:white"> Put a phrase in the search engine use “ “<span class="apple-converted-space"> </span></span></span><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); "><br /><br /><span style="background:white">e.g “used to work”</span><br /><br /></span><span style="font-family:Symbol;mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font: minor-latin;background:white;mso-char-type:symbol;mso-symbol-font-family:Symbol">§<span style="font-size:10.0pt; line-height:115%;font-family:"Georgia","serif";color:#333333;background:white"> Hit search and see what results you get.<span class="apple-converted-space"> </span></span></span><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); "><br /><br /></span><span style="font-family:Symbol;mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font: minor-latin;background:white;mso-char-type:symbol;mso-symbol-font-family:Symbol">§<span style="font-size:10.0pt; line-height:115%;font-family:"Georgia","serif";color:#333333;background:white"> Ask students to make a note of the sentences and bring them in to the next lesson</span></span></p><p class="MsoListParagraphCxSpLast" style="font-size: 100%; line-height: normal; "><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); "><br /></span></p><p class="MsoListParagraphCxSpLast" style="font-size: 100%; line-height: normal; "><span style="font-size: 10pt; line-height: 115%; color: rgb(51, 51, 51); ">For the vocabulary ideas I demonstrated and more click here</span></p><p class="MsoListParagraphCxSpLast" style="font-size: 100%; line-height: normal; "><a href="http://handoutscz.blogspot.com/2012/01/bags-of-vocabualry.html">http://handoutscz.blogspot.com/2012/01/bags-of-vocabualry.html</a> </p><p class="MsoListParagraphCxSpLast"><br /></p><p class="MsoListParagraphCxSpLast">Hope this is useful and thought-provoking.<br /><br /><!--[if !supportLineBreakNewLine]--><br /><!--[endif]--><span style="font-size: 100%;"><o:p></o:p></span></p>GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-6378072658392175662012-02-03T02:35:00.000-08:002012-02-03T03:07:59.627-08:00Songs with AdultsUsing music and songs doesn't just have to be with kids and doesn't just have to be filling in gaps. Here are some ideas to help you use music and songs in the classroom with your adult classes. <div><br /></div><div><br /></div><div>Using Songs for Classroom management</div><div><br /></div><div>Songs can be a good way to help build confidence during speaking activities. Play some background music to help students 'hide' in the noise. </div><div>Songs can be a way of getting attention, play music when you want students to speak to each other stop it when you want them to stop. </div><div>Songs can be a way to time activities, you have the whole of this song... or half of this song to complete the activity. </div><div><br /></div><div>Using Songs to create interest </div><div>If you have a reading or listening about a subject ask students to brainstorm songs about that subject. </div><div>Songs with girls names in the title<br />Songs about crime</div><div>etc</div><div><br /></div><div>Using Wordle.net with songs. </div><div>Create a word cloud with the lyrics from a song, ask the student to guess the title of the song from the words, or guess what the song could be about. Play the song and see if they are correct. </div><div><br /></div><div>Create a word cloud with lyrics from 2 songs, play the song you want to focus on and ask students to tick the words they hear. MAybe give one word cloud between two so they are ticking in pairs. </div><div><br /></div><div>Ask students to make word clouds at home with the lyrics of their favourite songs, they bring them in and put them around the room, other students have to guess the songs. </div><div><br /></div><div>Using songs in class. </div><div>Chop the lines of the song up, ask students to put the lines in the correct order - give them a few minutes before you play the song to try and work it out first. </div><div><br /></div><div>Alternatively put the lines on the desk jumbled up, play the song and get the students to grab the lines when they here them. At the end of the song see who has the most lines. </div><div><br /></div><div>Ask students to sing the song in rounds, out them into three groups, get group 1 to sing the first to lines and carry on with the rest of the song. Group 2 start at the beginning once group 1 has finished line 2, group three start at the beginning when group 2 reach the end of the second line. </div><div><br /></div><div>Songs to provoke reactions and discussion. </div><div>Tune in, tune out, turn off. </div><div>Play some songs and ask students to think about how they would react to them if they were on the radio. Would they tune in - listen carefully, tune out - leave it as background music, turn off.</div><div>Get them to discuss their ideas and explain why. </div><div><br /></div><div>Advert</div><div>Play a song and decide what it would advertise if the song was used in an advert. Ask the students to describe the product, the people in the advert etc. </div><div>Get them to discuss their ideas and explain why. </div><div><br /></div><div>Who is singing. </div><div>Play a song and ask the students to either describe who they think the singer is or show some pictures of people and ask them to think who might be singing. </div><div><br /></div><div>Match a song to a picture. </div><div>Show some pictures, play a song or songs and ask students to think which picture best matches with the song. </div><div>Get them to discuss their ideas and explain why. </div><div><br /></div><div>News songs</div><div>Elicit some new stories from the day or week. </div><div>Ask students to think of some songs that would match with the news stories. </div><div>Get them to discuss their ideas and explain why. </div><div><br /></div><div>Theme tune</div><div>Ask students to come up with theme tunes for different stages of their lives...every five years or 8 years etc. </div><div>Get them to discuss their ideas and explain why.</div><div><br /></div>GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0tag:blogger.com,1999:blog-6768897327551604813.post-19642078838978631442012-02-03T02:31:00.000-08:002012-02-03T02:35:46.801-08:00Case Studies<p class="MsoNormal">Three keys to unlocking your Case Studies <o:p></o:p></p> <p class="MsoNormal">In a recent <a>article on case studies a teacher</a><span class="MsoCommentReference"><span style="font-size:8.0pt;line-height:115%"> </span></span>claimed that setting up case studies was similar to establishing chaos in the classroom. I can empathise with that, I was always hesitant about doing role plays and case studies in my class. I felt they were childish, or difficult to control.But it doesn’t have to be like that. In my experience a well set up and well executed cases study can be a motivating and stimulating lesson for both students and teachers alike. <o:p></o:p></p> <p class="MsoNormal">Why use case studies?<o:p></o:p></p> <p class="MsoNormal">Students learn best when they are actively involved in the learning process. Case Studies allow students to practice their reading, writing, listening and speaking skills in a realistic setting. There is the satisfaction of achieving an outcome and having used English to achieve that outcome. <o:p></o:p></p> <p class="MsoNormal">In addition to that case studies are now widely used on business management courses, therefore our business English students are familiar with their formats and will see them as an essential part of the learning process.<o:p></o:p></p> <p class="MsoNormal">So how do we get the benefits and avoid the chaos, well I believe there are three keys to doing successful case studies.<o:p></o:p></p> <p class="MsoNormal">Key 1 is don’t expect to be the expert. In a good case study there is no particular ‘correct’ answer. The students should be given the freedom to come up with their own solutions or conclusions. As with all business English teaching the teacher should be the ‘language expert’ not the ‘business guru’, so let your students be the experts. <a>(Business Result helps you with this by providing an expert view from the Cranfield School of Management for the students to compare their findings with.)</a><o:p></o:p></p> <p class="MsoNormal">Key 2 is good classroom management. Don’t leave classroom management to chance. Before the lesson starts plan the groups and the seating arrangements, be willing to move the furniture and the students so they have room to discuss freely without being influenced or intimidated by other groups. However, make sure your plans are flexible so the case study will work even if some students do not attend that lesson. <o:p></o:p></p><p class="MsoNormal">Think about preparation time, letting students with the same roles working together first son they can feel confident they understand the content before they need to use it with their new partners. </p> <p class="MsoNormal">Key 3 is the teacher’s response. In Key 1 I mentioned the teacher does not have to be an expert but that does not mean that the teacher should not be interested in the outcome of the discussions. One of the main principles of correcting students is respond to the content of the message as well as the accuracy. Students like to believe that they have something interesting to say and that they are not just mistake making machines. <o:p></o:p></p> <p class="MsoNormal">So we can see that setting up case studies does not have to cause chaos, they can become a really useful part of the learning experience. <o:p></o:p></p> <div><!--[if !supportAnnotations]--> <br /><div><div id="_com_2" class="msocomtxt" language="JavaScript"> <!--[if !supportAnnotations]--></div> <!--[endif]--></div> </div>GarethEFLhttp://www.blogger.com/profile/13026084669303880311noreply@blogger.com0