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LIFELONG LEARNING PROGRAMME
COMENIUS INDIVIDUAL MOBILITY
IN-SERVICE TRAINING FOR TEACHERS AND OTHEREDUCATIONAL STAFF
PERIOD
26.08.2012-07.09.2012
2 WEEK COURSE FOR EUROPEANTEACHERS OF ENGLISH AT
SECONDARY LEVEL:
Language and Methodology
PORTSMOUTH, UK
Kiss Kinga Iulia
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The course included:
Workshops on Teaching English as a Foreign
Language (Methodology) 3 days
English Language Tuition-3 days
Lecture-Multicultural Britain
Visit to a secondary school
Cultural studies: Winchester
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PEDAGOGICAL PRORITIES
ACCURACY
COGNITIVE
ACADEMIC
LANGUAGE
PROFICIENCY
FLUENCY
BASIC
INTERPERSONAL
COMMUNICATION
SKILLS
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TEACHING:
DIAGNOSE SCAFFOLDING
ANALYSE THE TASKS WITHIN A LESSON
AND CONCLUDE IF THEY ARE MAINLY
FOCUSING ON ACCURACY OR FLUENCY
??????????????
ACCURACY ONE CORRECT ANSWER
FLUENCY- MANY POSSIBLE ANSWERS
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MOVING A STEP FURTHER
DO MAKE
REPEATED COGNITIVE NON-COGNITIVE CREATIVE
NON-CREATIVE
MAKE SENSE OF DISPOSABLE TEACHING UNDERSTAND
SHORT-TERM MEMORY LOOK AT THE TEXTAND WRITETRUE/FALSE QUESTIONS
OR
ASK/WRITE WH-QUESTIONS
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3 BRILLIANT STUDENTS
INVISIBLE AVERAGE
7 UTTERLY SHY STUDENTS
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TEXT ATTACK STRATEGY: CHUNKS
CHUNKS ARE TWO OR MORE WORDS WHICH ARE
FREQUENTLY USED TOGETHER e.g. A GREAT
MAJORITY OF, A LARGE PERCENTAGE OF.
Students need to know and use both general and topicspecific chunks.
Possible tasks:
A melting pot textUnderline specific chunks: cotton farms, descendants of
the slaves.
Underline general chunks: arrived from , there are about 25
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READING USING ANAPHORIC
REFERENCE
Students divide the chunks according to
anaphoric reference. Use different
coloured pens to show the reference
chains in the texts. Tell your partners yourchain patterns.
The cat sat on the mat. It was grey. It was
very old. It was on the floor. Mrs. Greenliked it a lot.
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Adjective + noun chunks
Work with a partner. Draw a circle in your
copy book. Choose noun or adjectives.
One of you writes the adjectives outside
the circle and one writes the nouns insidethe circle. Work together and match them
up.
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DE-(CON)(TEXT)UALISED
TURBOT FISH DISHES MENU
TURBOT
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THE RIGHT APPROACH IS TO START FROM
STUDENTS COGNITIVE/CREATIVE LEVEL
DESCRIBE THE PICTURE
THERE ISNT
ARENTT ANY + L1TRANSLATE
CREATE A NEED FOR LANGUAGE, SELF-NOMINATION
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REFLECTION SLOW THINKING TIME
TEACHING PAST CONTINUOUS
SARAJEVO
WHY ?
CONTEXT WHEN YOU TEACH GRAMMAR WHERE ?
WHEN ?
FORM USE
USE FORM (ACTIVELY RPODUCING)
TEACHING PRESENT SIMPLE:GIVE IN L1 THE PRESENT SIMPLE AND ASK THE WHY, WHERE WHEN
QUESTIONS.
SETTING THE DISCOURSE SPEECH BUBBLE CREATE SIMILAR SENTENCES
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ACTION RESEARCH SHEET
What do I do in class?
What do my students do in class?Time T. is doing what? SS are doing what? Task Outcome
10-10.05
10.05-10-10
10.10-10.15
10.15-10.20
10.20.10.25
10.25-10.30
Etc.
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THINKING GRAMMAR
Work alone/with a partner. Choose some sentenceoutlines. Using the verb provided make as manysentences as you can using different tenses(forms/structures). You can add other chunks to
give greater meaning. Explain the meaning ofeach sentence in MT.
1. Tom a new bookshelf (make)
2. The children .in the garden. (play)
3. The writer.books (write)4. Cooking ..great fun. (be)
5. The prisoner ..his cell (walk)
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Grammar sorting
Cut up the sentences and put them into as
many different groups as you can. What
criteria did you make for your groupings?
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TEACHING VOCABULARY
1. I KNOW +I USE THIS WORD 2. I RECOGNISE THIS WORD BUT I DONT USE IT 3. I DONT KNOW IT
Teachers role
3 2 1
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Reading strategies
1. UNDERGROWTH IS CLEARED
5. INDIANS START PLANTING
2. BIGGER TREES ARE FELLED
4. NUTRIENTS ARE WASHED INTO THE SOIL
3. DRY VEGETATION IS BURNT
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SHELTERED WRITING
Work together and put the sentences into groups:
a. ..strike working conditions..
b. Last night thieves
c. When I am an old woman I shall wear purple..d. Shipbuilders have told their leaders to stopclosing the dockyards
e. The thieves cut off electricity
EtcWhat clues did you use to help you?
Give each group a title.
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Cultural enrichment: Winchester
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SITE - URI UTILE
http://www.llp-ro.
http://ec.europa.eu/education/trainingdata
base/
http://ec.europa.eu/education/trainingdata
base/search.cfm
http://www.international-study-
programmes.org.uk/
http://www.llp-ro/http://ec.europa.eu/education/trainingdatabase/http://ec.europa.eu/education/trainingdatabase/http://ec.europa.eu/education/trainingdatabase/search.cfmhttp://ec.europa.eu/education/trainingdatabase/search.cfmhttp://ec.europa.eu/education/trainingdatabase/search.cfmhttp://ec.europa.eu/education/trainingdatabase/search.cfmhttp://ec.europa.eu/education/trainingdatabase/http://ec.europa.eu/education/trainingdatabase/http://www.llp-ro/http://www.llp-ro/http://www.llp-ro/