Erasmus+ KA1 Mobility for School Education Staff

Maria Papadaki

Overseas Teachers' Course on General Methodology

Dublin, Republic of Ireland, 30/3 - 3/4/2015

https://alphacollege.com/english-courses/overseas-teachers-courses/overseas-teachers-course-01-general-

methodology/

Course materials by

Katie Greig, Rachel H Dowling, Jean Paul Barsoum, Mick Leonard and Jennifer O’ Dea,

teachers in Alpha College of English

https://alphacollege.com/

3rd Primary School of Agios Dimitrios

Athens, Greece

Grant Agreement 2014-1-EL01-KA101-000409

1/11/2014 - 31/10/2015

Welcome to Dublin!Céad míle fáilte

First day formsWiFi password: GreenDoor

https://docs.google.com/forms/d/1o0FqFgNfKpYlDMd6_C-

gm_BaF8UJjYN9tVGe5kms6fY/edit

Two truths, one lie

I lived in South Korea for almost two years.I was one of the dancers in Riverdance.One of my favourite things to do on a rainy day is scrapbooking. Find out which one is a lie!

https://docs.google.com/document/d/1anLq0NGIQcjs6E7U5sqQnyJ992WWL4UYs_Bi6fE4EYU/edit

Fruitbowl

How could you adapt these activities for your own teaching context?

What kind of icebreakers do you use in your classroom?

Course and Timetable

General Methodologyhttps://docs.google.com/document/d/1QB11o7mUBxGaTfXtD04qZpdBE4Fomrujpmku0GtsRfI/edit

Technology in the Classroomhttps://docs.google.com/document/d/1Yi0h8_U_JNea4-e3XAqcjSLVclXvPlsrYAcykuVEG_g/edit

Alpha College

http://alphacollege.com/meet-alpha-team/WiFi: GreenDoorKatie: 00353863380332Computer accessStudent HandbookDublin Bushttps://tourbuilder.withgoogle.com/gallery#my-tours

What’s on in Dublin...

https://docs.google.com/document/d/1A5YeEoB7R4OqFB06OYPPTW82PxGYEWsGagnHJ5VbxFg/edit

Andrew Maxwell’s Irish Adventures

https://docs.google.com/document/d/1fQ7kTL43wlIUmnl7c__HTAsTGn2MqhTK7Mc9hv_umVA/edit

https://www.youtube.com/watch?v=1UO3C1nIfJ4

Find someone...

who has lived abroad.

who has a favourite book or film.

who comes from a big family.

whose name has a special meaning and or was named after someone special.

who has a favourite cartoon character.

who has eaten something they consider exotic.

who knows what three items they would take if they were sent to live on a space station for

three months.

who knows what point in the future or in history they would visit if they had a time machine.

is very competitive when they play sports or games.

Irish History Lesson exploiting CLT and CLIL activities in the classroom

Before we begin...

1. What does CLT and CLIL stand for?

2. Have you ever learned a subject / skill / sport through a language other than your first language? Did you enjoy the experience? Why / Why not?

3. Are CLIL classes taught in your institute?

Student hats on...

Lesson plan...

https://docs.google.com/document/d/161h6m1icHeiBi0dGbAdZ-ASO8VV5Jt_VrZY2UD6IRQE/edit

Activity 1: Look at the photos and discuss the three questions.

A. B.

C.

1. Where were these photographs taken?

2. Which of the photographs relate to the past / present?

3. What important historical event is shown?

Student A

Activity 2: Match the vocabulary to the correct definition and read the text.

1. Rising (n.)

a) people who were chosen to represent / stand up & fight for the rights of the people who voted for them

2. elected representatives (n.)

b) to give someone confidence/hope

3. revive (v.)

c) to carry out a plan of action

4. encourage (v.) d) to bring something back into use or popularity.

5. campaign (v.) e) a rebellion or a revolt against something

Text A: Background to the Rebellion

By 1900, Ireland had been under British rule for many years. The Act of Union,

passed in 1801 meant that Irish elected representatives (people who had

been voted for by the Irish) were obliged to travel to London to attend

Parliament. Ireland had no government of its own.

In schools, English was now taught and spoken – no Irish. Irish people had

begun to value their Irish traditions, customs and language. It was feared that

they would disappear unless they were actively revived. In 1884 the Gaelic

Athletic association (GAA) was set up to encourage interest in Irish games. In

1893 a group called Conradh na Gaeilge was set up to revive the Irish

language.

Political groups who wanted Ireland to be free of British rule had also been

forming. There were quite a few of these. Daniel O’Connell’s peaceful

campaign against The Act of Union had not been successful. As a

consequence, many members of these groups believed that force was

needed to win independence from Britain.

4 groups who were now campaigning for Irish Independence were: The Irish

Volunteers, The Irish Republican Brotherhood, The Irish Citizen Army,

Cumann na mBan.

Student B

Activity 2: Match the vocabulary to the correct definition and read the text.

1. Home Rule (n.) a) a rebellion, a revolt, a rising up against

2. withdraw (v.) b) a unit / group of soldiers

3. donation (n.) c) to remove / to take back

4. uprising (n.) d) self-government

5. troops (n.) e) weapons such as guns, grenades, bombs etc.

6. ammunition (n.) f) a lack of something needed, a scarcity

7. shortage (n.) g) a problem that makes progress more difficult or success less likely

8. setback (n.) h) gift or contribution given for a cause or to charity

Text B: Republican Groups

The Irish Republican Brotherhood (IRB) was a secret organisation. They were

prepared to fight with weapons to create an Irish Republic. The Irish Citizen

Army wanted to fight for independence from Britain because they believed

that it was the only way in which the lives of workers could be improved.

There was also The Irish Party. This group was working with Britain trying to

achieve Home Rule by peaceful means. Home Rule would not, however,

mean full independence from Britain.

In 1914 World War 1 began in Europe. The British needed their men to go and

fight in that war. They withdrew many of their troops from Ireland. Some

members of the organisations thought that this would be a good time to

rebel in Ireland. Others disagreed. A Rising was planned for Easter Sunday

1916.

The Irish Republican Brotherhood had been receiving donations from

American supporters over the years. They used this money to buy guns in

Germany. A ship (The Aud) carrying guns and ammunition was expected to

arrive in time for the Rebellion. It arrived into Kerry early and was captured

and sunk by the British. This meant that there would be a big shortage of

guns for the Rising on Easter Sunday. That was the first setback.

The Irish Volunteers had been tricked into joining forces with the IRB for the

Rebellion. When this was realised, their leader cancelled the planned

rebellion for Easter Sunday. The IRB decided to go ahead anyway - without

the full support of the Irish Volunteer leadership. They decided however to

change the day of the Rising to Easter Monday. They knew it could not be a

successful rebellion but they did not want to give up the plan. Many of the

Irish Volunteers decided to join in the Rising despite the order from their

leader not to do so.

Student C

Activity 2: Match the vocabulary to the correct definition and read the text.

1. seize (v.) a) better than others

2. Proclamation (n.) b) to capture something using force

3. superior (adj.) c) to give up, to declare defeat

4. outnumber (v.) d) a public announcement

5. surrender (v.) e) to be greater in number than

Text C: Easter Monday

On Easter Monday morning in 1916, members of the Irish Citizen Army, The

IRB, the Irish Volunteers and Cumann na mBan marched to a number of

important buildings in Dublin’s city centre. They seized several of the main

buildings in Dublin such as The Four Courts, Boland’s Mill, Jacob’s Factory,

and the GPO in O’Connell Street. There were only 1600 rebels as there had

been confusion when the day for the rebellion had been changed. Besides,

they did not have much equipment or enough food. Padraig Pearse stood on

the steps of the GPO and read out The Proclamation of the Irish Republic.

People passing by paid little attention to what was going on. Because the

British had not been expecting this rebellion, the rebels were easily able to

capture the main buildings in Dublin with the exception of Dublin Castle and

Trinity College. A green, white and orange flag was flown on the GPO.

Then: British soldiers began to arrive from other parts of Ireland and from

Britain. They had superior weapons. They were organised and they greatly

outnumbered the Irish rebels. They swiftly began a counter attack against the

rebels. Buildings were burned down. O’Connell Street was destroyed. By the

following Saturday the rebels realized that surrender was their only option. 400

people had died. 2,000 people had been injured. 3,000 had been taken prisoner.

Just 5 days after it began, the Easter Rising was over.

Student D

Activity 2: Match the vocabulary to the correct definition and read the text.

1. sympathy (n.) a) a group of soldiers who line up to shoot someone.

2. sentenced (trans. verb) to death (n.)

b) the sharing or understanding of other peoples’ feelings or difficulties.

3. firing squad (n.) c) to disagree with, to be against.

4. oppose (v.) d) a strong feeling that you will achieve what you want to achieve.

5. determination (n.) e)given the punishment of death

Text (D) Consequent events

Many Irish people were not happy that this rebellion had taken place. A lot of Dublin’s

beautiful buildings had been destroyed. The British led the rebels away to prison and

people watched without sympathy. However, when 90 of the prisoners were

sentenced to death by the British over the next few days peoples’ opinions began to

change. 15 men who had signed the Proclamation of Independence were taken out in

Kilmainham Jail in Dublin and shot dead by a firing squad. Even people who had

opposed the 1916 Rebellion were now furious with the British. There was now a new

determination to get independence from Britain.

Activity 3: Complete the chart with the information from your text.

Background to the Rebellion

Republican Groups

Easter Monday Consequent Events

What was happening? /

What happened?

When did it happen? / Why did it happen?

Who was involved?

Activity 4: Talk to the other students in your group and complete the table.

Activity 5: Presenting the Irish Rebellion.

Work in a group. Read your section of the text again and write notes in the frame below

to prepare a presentation.

Text Structure Notes

Background to

the Rebellion

Act of Union

Language

GAA

Daniel

O’Connell

The Act of Union was passed in ____________________ and

meant that_____________________________ were obliged

_________________________________________________________

________________________________________________________.

English was_____________________________________________

_________________________________________________________

________________________________________________________.

The Gaelic Athletic Association ____________________________

__________________________________________________________

________________________________________________________.

Daniel O’Connell ________________________________________

__________________________________________________________

________________________________________________________.

Activity 5: Presenting the Irish Rebellion.

Work in a group. Read your section of the text again and write notes in the frame below

to prepare a presentation.

Text Structure Notes

Republican

Groups

I.R.B.

Irish Citizen

Army

Irish Party

World War 1

The Rising

IRB’s role

Disadvantage

The Irish

Volunteers

The IRB was _______________________________________and

were prepared________________________________________

____________________________________________________.

The Irish Citizen Army believed _________________________

______________________________________________________

_____________________________________________________.

The Irish Party was working _____________________________

_______________________________________________________

______________________________________________________.

World War 1___________________________________________

_______________________________________________________

______________________________________________________.

The IRB had been____________________________and used this

money__________________________________________________

_______________.

The rebels were at a disadvantage because________________

________________________________________________________

_______________________________________________________.

The Irish Volunteers____________________________________

________________________________________________________

________________________________________________________.

Activity 5: Presenting the Irish Rebellion.

Work in a group. Read your section of the text again and write notes in the frame below

to prepare a presentation.

Text Structure Notes

Easter Monday

Rebels

Padraig Pearse

Key strategy

Colonist’s

advantage

The rebels marched on __________________________________

and seized _____________________________________________

_______________________________________________________.

Padraig Pearse stood____________________________________

________________________________________________________

_______________________________________________________.

A key strategy was______________________________________

________________________________________________________

_______________________________________________________.

The colonists’ advantage _________________________________

________________________________________________________

_______________________________________________________.

Activity 5: Presenting the Irish Rebellion.

Work in a group. Read your section of the text again and write notes in the frame below

to prepare a presentation.

Text Structure Notes

Consequent events Irish people’s reaction The British Prisoners Irish people’s anger

Irish people were _______________________________________

_______________because _________________________________

________________________________________________________.

The British led___________________________________________

________________________________________________________

________________________________________________________.

90 prisoners were _______________________________________

________________________________________________________

________________________________________________________.

Irish people were ________________________________________

and_____________________________________________________

________________________________________________________.

adapted from irishhistorylessons.com

Activity 6: Discuss the following questions with your group.

1. What factors lead to rebellions and revolutions?

2. What are the famous revolutions in history? What did they achieve?

3. Do rebellions ever achieve any real change?

4. Can rebellions and revolutions ever be peaceful?

Theory and Methodology

OTC March 2015

Review of theory and methodology. Discussion on our language learning and

teaching experiences. Emerging methodologies and the future of

teaching.

Overview

1.What do you remember about your first English lesson? Can you remember the first things you learned?2.What do you remember about your first day of teaching?What lesson did you teach? How did you feel?

Lead in:

A …………….. is a system for the teaching of a language that is based on a particular ……….. of learning. These ………….. underpin choices of syllabus type, materials and classroom activities.

Thornbury (2010)

Theory or Methodology?

A methodology is a system for the teaching of a language that is based on a particular theory of learning. These theories underpin choices of syllabus type, materials and classroom activities.

Thornbury (2010)

Theory or Methodology?

Think about your own language learning experiences. What theories and methods did your teachers use? How effective were these methods and theories in

your acquisition of the target language?As a teacher: Which theories and methods do you use as a

teacher? How effective are they with your learners? How have your methods changed since your initial

teacher training?

Discussion

?

Sheikh Nahyan bin Mubarak Al Nahyan- Minister for Education.

United Arab Emirates.

Pioneer of new methods of education.

Grammar Translation Method

Developed in the 18th and 19th Century. No focus on communicative skills. Only skills exercised were reading skills and only in the

context of translation. Students learned the language through deductive

methods. The theory behind this was developing the learners’

intellectual capacity rather than communicating using the language.

Direct Method Developed in Germany/ France around 1900 as a response to the Grammar Translation Method. Students learned the language using inductive methods.

Adopted by schools such as Berlitz and Inlingua in the 1970’s.

Focus placed on oral skills such as question/answer patterns and native like pronunciation.

Target language used exclusively in class by the teacher. Real objects, pictures or demonstration were used to

explain new language. The theory behind this method was that language

learning was based around habit­formation.

Audiolingual Method. Developed and popularised in the 1950’s and 1960’s. Aimed to transform language teaching from an art to a

science. Spoken language was prioritised, translation was

discouraged. Students repeated and memorized scripted dialogue, this

was then followed with pattern­practice drills. The theory behind this method was that language

learning was based around habit­formation.

The Silent Way

Developed by Gattegno in the 1960’s. The theory behind this method is that learning is

‘self­directed and self­initiated’. The teacher’s role is that of a facilitator. Learning is mediated using two aids: the Fidel charts,

which represent the sounds and Cuisenaire rods,small coloured blocks of wood of various lengths.

By tapping out sounds on the Fidel and manipulating the words on the rods, basic sentences are formed.

The theory behind this method was that the learner should be challenged affectively (emotionally) as well as intellectually.

Suggestopaedia Developed by Lozanov in the 1970’s Learners assume a new identity when they walk into the

classroom. Classical music is played in the background to soothe

the learners, who sit in a circle on the )’s floor. The teacher reads dialogues aloud and the learners

listen and follow the text, on the assumption that learning is taking place subliminally.

The theory behind this method was that the learner should be challenged affectively (emotionally) as well as intellectually.

Communicative Approach or CLT

Developed in the 1970’s as a reaction to Audiolingualism and the Grammar Translation Method.

It aimed to move language learning away from linguistic competence as the goal of language learning and to move towards communicative competence.

The traditional grammar syllabus was replaced by items such as asking for directions, apologizing, requesting information etc.

Activities such as information­gap games and the use of authentic materials (newspapers/ radio broadcasts) were used in the classroom.

The theory of this approach is that language skills are best learned in authentic, meaningful situations.

Task-Based Learning. (TBL)

This methodology has its base in CLT. The aim is to make language learning completely

communicative. The teacher’s role is that of facilitator. The lesson follows a set programme of pre, while and

post tasks. The core of the lesson is based around a task. Repetition of tasks is strongly encouraged e.g. learners

do a task, then listen to native speakers doing the same task and repeat the task again, aiming to use structures native speakers use.

The theory behind this is that reading, writing, listening and speaking should all develop together.

Faculty Psychology­ A general educational theory that the body and mind were separate and the mind consisted of three parts: the will, the emotion and the intellect. It was believed that the intellect, when properly trained, could control the will and the mind.The way to do this was through study of classical literature and mathematics. Students learned grammar rules and applied them through translating texts word for word.

Behaviourism: Behaviourism is a psychological theory which viewed learning as a form of habit formation. According to behaviourism, habits are formed when learners response to external stimuli are positively reinforced.To behavioural psychologists, language is just another form of behaviour, and could be conditioned in much the same way as seals are conditioned to jump through hoops.

Humanism/ Humanistic Approaches: Humanistic approaches emerged in the mid­twentieth century as a reaction to the ‘de­humanizing’ psychology of behaviourism, but also as a counterbalance to intellectual accounts of learning such as mentalism. Some basic characteristics of humanist approaches are:

Personal growth is one of the primary goals of education The learner should be engaged affectively (emotionally) as well as intellectually. Behaviours that cause anxiety/ stress should be avoided. Learners should be actively involved in the learning process.

Progressivism: Although this theory has its roots in the 19th century, it made it’s impact on language teaching in the 20th century. The focus of progressivism is that students learn by doing, with a strong focus on problem solving and critical thinking. This involves the use of authentic texts, problem solving tasks and group work. Whole language teaching emerged from this theory which aims to teach language learning in a holistic way, focussing on all four skills in an integrated fashion.The teacher’s role is that of facilitator and the role of the student is that of an active participant in a community of learners.

BLENDED LEARNING. Group 1: You are going to research Blended Learning and report your findings back to the other groups. Use the questions below as a guide for your online research: 1. What is Blended Learning? How are classes delivered to students? 2. What learning theory or theories does it fall under, if any? 3. What are the documented advantages and disadvantages of this type of learning?

THE FLIPPED CLASSROOM Group 2: You are going to research The Flipped Classroom/Flipped Learning and report your findings back to the other groups. Use the questions below as a guide for your online research: 1. What is The Flipped Classroom/ Flipped Learning?How are classes delivered to students? 2. What learning theory or theories does it fall under, if any? 3. What are the documented advantages and disadvantages of this type of learning?

Video Links Suggestopaedia. The Silent Way. Audiolingual Method. The Direct Method.

Learner Autonomy

Discuss these questions with your group.

1. What does learner autonomy mean to you?

2. Why would you encourage learner autonomy in your teaching? How might

it affect learner identity and relationships?

3. How do you (or would you) encourage learner autonomy in your teaching?

4. What were (or would be) the challenges of implementing learner autonomy

in your context?

5. How much emphasis was placed on learner autonomy in your initial teacher

training?

Learner autonomy and our contexts

The New Paradigm

Teacher directed → Learner centred

Didactic teaching → Student exploration

Short blocks of instruction on single subject

→ Extended blocks of multidisciplinary instruction

Passive or one-way modes of instruction

→ Active and interactive modes of instruction

Individual, competitive work

→ Collaborative, cooperative work

Teacher as knowledge dispenser

→ Teacher as a facilitator or guide

Ability grouping → Heterogeneous grouping

Assessment of knowledge, specific skills

→ Performance based assessment

David Nunan, a leading linguist, has identified nine stages of learner autonomy. Brainstorm three stages of learner autonomy with your group.

1. ________________________ 2. ________________________ 3. ________________________

Each member in the group will read a stage / stages. While you read

take notes and summarise the most important information in each

stage.

Complete the nine stages together.

Share your idea with your partner / group.

How similar are your definitions?

How important do you feel learner

autonomy is in your classroom?

Learner autonomy is …..

Developing the Listening Skill

Discuss these questions with a partner / group. 1. What type of listening activities do you usually do in your classroom? 2. What factors do you take into account when choosing listening activities? 3. What type of authentic materials do you use / would you like to use? 4. How do you feel about using songs in the classroom?

Stages of a strategic listening comprehension task

Categorise these ideas into pre-listening tasks, while–listening tasks and post-listening tasks to complete the stages of a strategic listening comprehension task.

Work with a partner / group and check.

The stages...

• Setting a goal• Planning• Activating background knowledge • Selective attention • Clarifying • Predicting • Inferring • Summarization • Elaboration • Personalisation • Checking the goal • Evaluation

We’re going to watch a TED video by Jay Walker, an American inventor, who explains why two billion people around the world are trying to learn English. In the talk, he focusses on China.

Before watching, discuss these questions with a partner / group.

1. What are the most common reasons for people to learn a second language?2. Do you think English is taught in a similar way in Asian and European

countries? Why / Why not?

3. Jay Walker begins his talk by listing examples of manias. The Oxford

Learners’ Dictionary defines mania as an extremely strong desire or enthusiasm

for something, often shared by a lot of people at the same time. Brainstorm

four types of manias.

Now watch the video again and answer these questions.

1. What did Jay Walker say was the worlds’ newest mania?

2. Why will China become the world’s largest English speaking country next year?

3. Why do people learn English?

4. What two other universal languages does he mention?

5. How positive or negative is his talk about English?

Discuss these questions with a partner / group.

1. What are the pros and cons of English as a global language?

2. Jay Walker says English is becoming the language of problem solving. To

what extent do you agree with this statement and why?

Songs in the classroom

Some activities...http://lyricstraining.com

http://community.eflclassroom.com/profiles/blogs/50-ways-to-use-music-and-song-in-the-classroom

jigsaw songs

We’re going to listen to a song called “Fisherman’s Blues” by the Waterboys. The Waterboys are a British folk rock band who gained popularity in the eighties.

Activity 1: Discuss these questions with your group. 1. The first line of this song is ‘I wish I was a fisherman’. Why do think people sometimes wish they were somebody else?

2. In the second verse he says, “I wish I was a _____________.”Complete the sentence and support your answer. Activity 2: Now listen to the song and complete the task.

Activity 3: Read the lyrics with your group and answer these questions. 1. Why does he wish he was a fisherman?

2. In the second verse who does he wish he was? Was your prediction correct?

3. Have you ever wished you were somebody / somewhere else? Why / Why not?

Activity 4: Create a new chorus for the song with your group. I wish I was a ______________________

Reflection

Discuss the following questions with a partner / group.

1. Which activities would be most useful / least useful in

your classroom?

2. How could you adapt these activities to better suit your

teaching context?

3. How do you try to reduce the challenges of listening for

your learners?

Developing the Speaking Skill

Why do you think learners often cite speaking as their

main difficulty in English?

What do you consider to be the main problems that

your learners have when speaking English?

What do you consider to be the main causes of these

problems?

Let’s chat

‘I know what I want to say in my own language, but I don’t know how to say it in English.’

‘I can understand my teacher, but when I listen to real people I can’t understand them and I don’t know what to say.’

‘I think I’m quite good at English now, but when I want to say something in a conversation I often find that the people are already talking about something else.’

‘My teacher understands me, but I try to speak to real people they don’t understand me.’

What do you think causes our learners to feel like this?

And now a word from our students...

1. be aware of learner needs and make practical suggestions.

2. be selective in the language we teach.

3. raise awareness among learners of…

formal / informal language

spoken / written language

transactional / interactional language

patterns of interaction

pronunciation patterns.

4. give rehearsal time and clear guidelines.

What can us teachers do?

The CEFRThe Common European Framework of Reference for

Languages

Pre-CEFR

Language testing: what does B1 mean in France or England?

Qualifications and test scores lacked equivalents. Qualifications were not mutually recognised. Movement of people across Europe put pressure on

the lack of recognition. The CEFR apparatus are language independent so they

can be used for any European language. The CEFR grew from a lack of common ground.

What is the CEFR

It has been described as… a framework that can be used to describe language ability in a

consistent and standard way regardless of language or location of instruction.

a framework to analyse learners’ needs and specify learning goals.

The best-known / most frequently used sections are the global scales and the self-assessment scale. (Tables 1 and 2 respectively)

What are the six reference levels?

Reference Levels

Proficient User C2

C1

Independent User B2

B1

Basic User A2

A1

Table 1: Global scales

Table 2: Self- assessment scale (spoken interaction and spoken production)

https://www.eui.eu/Documents/ServicesAdmin/LanguageCentre/CEF.pdf

Key Sections

define your context and your learners.

become familiar with the scales.

select the relevant scales for your context and

learners.

adapt, refine or extend descriptors to fit your context.

refer to the levels when developing lessons or

assessing your learners.

What next?

suggest areas that your students need to work on.

give a clear indication of progress if referred to

regularly.

allow teachers and learners to monitor problem areas.

give a sense of achievement.

can themselves be a learning resource.

Why use Can Do statements?

Snowball mingle

Four-corner debates

Presentations

https://docs.google.com/document/d/1MAymPuUbauCnoPzLMlSgf-GsHxmKs-PnqOVRW94xmsA/edit

Let’s get down to business...

Motions...

Cats are better than dogs.All citizens should be bilingual.Technology is a threat to individual privacy.

https://docs.google.com/document/d/1aV-vB8ZzsBQMdYvxaG3SJN2GPFj_QlsiX9GFgZDwrZ8/edit

http://padlet.com/greig_katie/j4rqfeg5x2tz

Four Corner Debates

Adapted for each level

https://docs.google.com/document/d/10EQLB0wUIlQ6qrNMZcWFONTJYDEqPqF57YC1T8tUlrc/edit

https://docs.google.com/document/d/1evqqYidB9iL2J8kpLfo8JoDILAga7kw4vc6aFlqyw-M/edit

https://docs.google.com/document/d/1qUxAmctYqMzqeuQ7Vi3CdSVgRcu0dM-zShM7ozR0UFo/edit

Presentations

http://hiveofactivities.files.wordpress.com/2013/11/fce-speaking-exam1.jpg

Exams and speaking

Developing speaking skills

Snowball mingle

See more at

http://www.onestopenglish.com/community/lesson-share/extras/mingle/mingle-activities-

snowball-fight/154209.article#.VWdQbLxldqU.google

Four-corner debates

Presentations

Language for debates

To Agree Most will agree that… I agree with those who suggest that… Interesting point! I think that… I believe… A sensible idea would be to… The fact is that… Surely, you would agree that… Naturally, I feel that… I have to concede that...

To Disagree I would argue that… While that may be true, but… Interesting point! However, I believe that… That is probably so, but… Many claim that X but… Despite the opinion that X, I feel… I understand your point, but we should consider...

To Generalise Conventional thinking holds that… Generally speaking,... As a rule,... By and large,... In my experience… It is common knowledge… Many assume that X is true… The reality is that… The present situation is...

To Make Connections What you said reminds me of… Your ideas are related to… X is similar to Y because… Based on what we know about X, I think… The two ideas are related in that they...

To Clarify (make clear) What I’m trying to say is… In other words… To put it differently… I would like to rephrase that… Simply put,... What I mean to say is… Just to make it clearer,...

To Ask for Clarification What you mean is… If I understand you, you’re saying that… If I’m hearing you correctly… So, you think (that)... So your idea is… Correct me if I’m wrong but you were saying that… Could you rephrase that please?

To Make Exceptions One exception is… That may be true, but… In reality, however,... But the fact of the matter is… Let’s not forget… While many suggest X, others say Y...

To Ask for Explanations Can you explain why… Do you mean to say that… Could you help me understand more about… Could you elaborate on… Does this mean… Could you give me more information on...

What makes a good presentation?

Read these features of a presentation and decide if they are P (positive), N (negative) or

O (both)

A good presenter …

1 reads aloud from a prepared script.

2 invites the audience to interrupt and ask questions whenever they want to.

3 gives an outline of the presentation at the beginning.

4 invites the audience to ask questions at the end of the presentation.

5 has a presentation that has a clear structure and development.

6 knows exactly what he or she wants to say.

7 uses visual aids to support the points he or she is making.

8 reads out what is written on visual aids.

9 makes regular eye contact with members of the audience.

10 lets the audience know when he or she is moving to the next stage of the

presentation.

11 only looks up from his or her notes when there is a question from the audience.

12 moves around a lot.

13 speaks as quickly as possible.

14 delivers the presentation clearly but at a natural speed.

15 summarizes key points at the end of the presentation.

16 clarifies and elaborates points if members of the audience are not clear.

Taken from http://www.onestopenglish.com/business/business­skills­bank/pdf­content/business­skills­bank­giving­presentations­lesson­plan/154237.article

How to stage your presentation Introduction Hi everyone, welcome to my presentation. Today I’m going to talk about + topic. Introducing the first part Let’s start by looking at + topic. Changing topics Now I’m going to turn to + new topic / point Changing Speakers Now I’m going to hand you over to + name Finishing up That brings me to the end of my presentation. Do you have any questions?

Name of presenter: ______________________ Their presentation: _____________________________________ Three things you liked about the presentation 1._____________________________________________________ 2._____________________________________________________ 3._____________________________________________________ Three things you learned from the presentation 1._____________________________________________________ 2._____________________________________________________ 3. ____________________________________________________ Peer Feedback

What is Gaelic football?

Gaelic football (Irish: Peil Ghaelach; short name Peil or Caid), commonly referred to as football or Gaelic,

is an Irish team sport. It is a form of football derived from traditional Irish ball games. It is played between

two teams of 15 players on a rectangular grass pitch. The objective of the sport is to score by passing the ball

through the other team's goals (3 points) or a set of two upright posts separated by a crossbar 2.5 metres

(8.2 ft) above the ground (1 point).

Players advance the football, a spherical leather ball, up the field with a combination of carrying, bouncing,

kicking, hand-passing, and soloing (dropping the ball and then toe-kicking the ball upward into the hands).

In the game, two types of scores are possible: points and goals. A point is awarded for kicking or hand-

passing the ball over the crossbar, signalled by the umpire raising a white flag. A goal is awarded for kicking

the ball under the crossbar into the net, signalled by the umpire raising a green flag. Positions in Gaelic

football are similar to that in other football codes, and comprise one goalkeeper, six backs, two midfielders,

and six forwards, with a variable number of substitutes.

If the ball goes over the crossbar, a point is scored and a white flag is raised by an umpire. A point is scored

by either kicking the ball over the crossbar, or fisting it over, in which case the hand must be closed while

striking the ball. If the ball goes below the crossbar, a goal, worth three points, is scored, and a green flag is

raised by an umpire. A goal is scored by kicking the ball into the net, not by fist passing the ball into it.

However, a player can strike the ball into the net with a closed fist if the ball was played to him by another

player or came in contact with the post/crossbar/ground prior to connection. The goal is guarded by a

goalkeeper. Scores are recorded in the format Goal Total-Point Total. To determine the score-line goals

must be converted to points and added to the other points. For example, in a match with a final score of

Team A 0–21 Team B 4–8, Team A is the winner with 21 points, as Team B scored only 20 points (4 times

3, plus 8).

Gaelic football is one of four sports (collectively referred to as the "Gaelic games") controlled by the Gaelic

Athletic Association (GAA), the largest sporting organisation in Ireland. Along with hurling and camogie,

Gaelic football is one of the few remaining strictly amateur sports in the world, with players, coaches, and

managers prohibited from receiving any form of payment. Gaelic football is mainly played on the island of

Ireland, although units of the Association exist in other areas such as Great Britain and North America.

Gaelic football is the most popular sport in Ireland in terms of attendance, with the 2011 All-Ireland Senior

Championship Final, held at Croke Park, Dublin, drawing an attendance of 82,300 people. Outside of

Ireland, football is mainly played among members of the Irish diaspora. Gaelic Park in New York City is the

largest purpose-built Gaelic sports venue outside of Ireland. Three major football competitions operate

throughout the year: the National Football League and the All-Ireland Senior Championship operate on an

inter-county basis, while the All-Ireland Club Championship is contested by individual clubs. The All-

Ireland Senior Championship is run as a knock-out competition, with the top two counties meeting in the

All-Ireland Football Final, considered the most prestigious event in Gaelic football.

Under the auspices of the GAA, Gaelic football is a male-only sport; however, the related sport of ladies'

Gaelic football is governed by the Ladies' Gaelic Football Association. Similarities between Gaelic football

and Australian rules football have allowed the development of international rules football, a hybrid sport,

and a series of Test matches has been held regularly since 1998, with the exception of the cancelled 2007

edition.

Encyclopedia article from http://en.wikipedia.org/wiki/Gaelic_football

Video from https://www.youtube.com/watch?v=TEAbWrdB9XU

Suggested approach to develop the reading skill through the given text

Elicit relevant vocabulary to activate prior knowledge and show video to attract interest

Skim: find the rules of Gaelic football

Read in detail: make questions for each paragraph

Scan: find specific grammar – the passives

Developing the Writing SkillProcess Writing

Putting pen to paper...

Why do you think writing is important?

What types of writing activities do you assign in class / for homework?

How do you publish your students’ work?

Do you teach your students the stages of writing?

What are the stages of the writing process?

Prewriting

Writing

Responding

Revising

Editing

Publishing

not a linear process

fluid process

moves back and forth between the stages

The writing process

Why publish? strengthens self-confidence

rewards interest

promotes a positive attitude

encourages the reluctant writer

Process writing“...writing activities which move learners from the

generation of ideas and the collection of data through to

the ‘publication’ of a finished text” Tribble, (1996, p. 37).

“...second language learners develop, rather than

consciously learn, writing skills” Badger and White, (2000,

p.154).

Outline

IntroductionSet the contextExplain why the topic is importantState the thesis

Body Build points Develop ideasSupport the main claim

ConclusionReemphasise the main ideaRestate the thesis

Useful links...http://www.readwritethink.org/professional-development/strategy-guides/implementing-writing-process-30386.html

http://www.freetech4teachers.com/2013/05/5-great-activities-from-read-write-think.html#.U6njQFzablc

Tour of the Internet

http://www.onestopenglish.com/

http://www.teachingenglish.org.uk/

http://lessonstream.org/

http://www.eslflow.com/

http://www.breakingnewsenglish.com/

http://www.famouspeoplelessons.com/

http://www.tuneintoenglish.com/

http://film-english.com/

http://www.readwritethink.org/

http://ed.ted.com/

https://el.padlet.com/

http://vocaroo.com/

http://www.englishcentral.com/

http://lyricstraining.com/

http://www.easydefine.com/

http://www.byrdseed.com/

http://www.discoveryeducation.com/

http://www.fodey.com/

http://www.brendenisteaching.com/

http://www.eslgamesplus.com/

Notes from the class today ­ some suggestions for a successful class using drama. Drama games can be used on their own or can be adapted to fit a specific purpose...

Circle time Get into a circle ­ circles are democratic, there is no beginning and no end and no obvious leader. It breaks up the classroom structure really nicely too.

Start gently This is very important ­ but do try to get them to speak before too long. You don’t want inhibitions to grow. Start with something easy: introductions or a name game “My name is Anna and I like apples”.

Try throwing a ball. Most of us don’t normally throw and catch a ball. If your students are young they will love this. If they are older they will love it too! It allows the sense of “play” to creep in which is what you want, everyone laughs when someone drops the ball… Keep it simple – you have seen how tricky it can be. Try things like: Opposites, past tense/participles of irregular verbs, nouns found in the kitchen/bedroom/living room, free word association, jigsaw story­telling, using connectors – whatever you like.

Christmas presents

This can be great fun. Each student takes it in turns to go into the centre and take something out of “Santa’s Sack”. They mime the object for the other students who have to guess what it is. The ideas can be as outrageous as they want and it continues the warming­up process. Good for younger kids and beginners as you can pre­teach simple nouns etc. (You could also practise the present perfect “Thank you, just what I’ve always wanted”)

1 / 2 / 3 game

SS in pairs, A and B. They count to 3 taking alternate turns ­ A says “1”, B says “2” and A says “3”. They continue to do this so that B speaks next and says “1” and so on. Excellent game for breaking the ice and making people concentrate with a different type of energy.

An improvisation circle.

Back in the circle, ask a student to approach another student and make a gesture. The other student responds with another gesture. Allow a few turns of this. Then move to the next step which is to ask a student to say a word with his/her gesture and the other student responds with a suitable word. Finally move into a sentence. This is a good way to build up a dialogue which can be used as the basis of a scene.

An intonation game. Foreign speakers can often sound a bit monotonous when they speak English. A nice way to get your students to think about this is to introduce the idea of how important intonation is for us.

Students in a circle. You introduce a simple dialogue: A. “Hello” B. “Oh, It’s you” A. “Yes” B. “I wasn’t expecting you”.

Ask a pair to demonstrate. Then you ask them to play it again and this time you say that A is a really handsome boy in the the class and B is totally in love with him. After that ask the same pair to play it again but this time A is the older brother of a pupil that B has been bullying in school. Allow them a few minutes to work on it with different ideas. Then couples show the group. You could also ask the students to shout up suggestions.

Working with text (older ss) Lets imagine your ss have been studying Macbeth by William Shakespeare. They are familiar with the text and you want to bring it to life in a way that is more immediate to them. Lets look at Lady Macbeth’s opening monologue: https://www.youtube.com/watch?v=2xHlngY6Bgk Elicit some thoughts from them:

What’s going on here? Who is the letter from? What kind of relationship do they have with

each other? What emotions is she feeling? etc.

Now lets look at a scene from a contemporary play called Taste (by David Parnell) which is based on Macbeth but written in 2002. (Scenes from a Water Cooler, Liberties press, 2008; pp158­160. Text is scanned in below). SS take the two parts and read the dialogue as the characters. Point out how the themes have been mirrored and how the characters have been represented in the modern version etc. Ask them to pick another piece in the play you are studying and create another scene in this style with the same characters ­ Declan and Susan.

From Page to Stage Lets look at an all time classic and bring it to life ­ The Importance of Being Earnest by Oscar Wilde. (start at 2:40) https://www.youtube.com/watch?v=h7B­S2T3sMs (The text of this scene is below:) Watch the scene. Then get the ss to decide how to stage it. Start with the WH­ questions: When is it set? Where are they? Who are these people? What is their relationship to each other? Etc. Step 1 Everybody on their feet. Transform the classroom. What is the set like? What do you need to reproduce this? A couch here. A table there. What’s on the table? Where are the entrances and exits? Where do these doors lead to? Ask your ss about the motivation for each character.

What is Algernon doing before Jack arrives? Where has Jack come from? Why is he in town? Who is Lane?

Look for volunteers to take the roles and the class direct the scene. Start at the top of the dialogue and work your way through the text ­ work out every movement: Should he be sitting here? What is he doing now? How does he feel about Jack eating the sandwiches? Investigate the entrance and exit of Lane ­ where is he going to stand? Does he carry anything? How do these people move? The ss Investigate every moment until they agree on the best and the actors move accordingly. Continue working through the scene like this. Now you are in rehearsals!

Jennifer O’Dea, Alpha College, Dublin. 2nd April 2015

Extracts of The Importance of Being Earnest and Taste

[Enter JACK.] [LANE goes out.] ALGERNON How are you, my dear Ernest? What brings you up to town? JACK Oh, pleasure, pleasure! What else should bring one anywhere? Eating as usual, I see, Algy! ALGERNON [Stiffly.] I believe it is customary in good society to take some slight refreshment at five o'clock. Where have you been since last Thursday? JACK [Sitting down on the sofa.] In the country. ALGERNON What on earth do you do there? JACK [Pulling off his gloves.] When one is in town one amuses oneself. When one is in the country one amuses other people. It is excessively boring. ALGERNON And who are the people you amuse? JACK [Airily.] Oh, neighbours, neighbours. ALGERNON Got nice neighbours in your part of Shropshire? JACK Perfectly horrid! Never speak to one of them. ALGERNON How immensely you must amuse them! [Goes over and takes sandwich.] By the way, Shropshire is your county, is it not? JACK Eh? Shropshire? Yes, of course. Hallo! Why all these cups? Why cucumber sandwiches? Why such reckless extravagance in one so young? Who is coming to tea? ALGERNON Oh! merely Aunt Augusta and Gwendolen. JACK How perfectly delightful! ALGERNON Yes, that is all very well; but I am afraid Aunt Augusta won't quite approve of your being here. JACK May I ask why? ALGERNON My dear fellow, the way you flirt with Gwendolen is perfectly disgraceful. It is almost as bad as the way Gwendolen flirts with you. JACK I am in love with Gwendolen. I have come up to town expressly to propose to her. ALGERNON I thought you had come up for pleasure? . . . I call that business.

JACK How utterly unromantic you are! ALGERNON I really don't see anything romantic in proposing. It is very romantic to be in love. But there is nothing romantic about a definite proposal. Why, one may be accepted. One usually is, I believe. Then the excitement is all over. The very essence of romance is uncertainty. If ever I get married, I'll certainly try to forget the fact. JACK I have no doubt about that, dear Algy. The Divorce Court was specially invented for people whose memories are so curiously constituted. ALGERNON Oh! there is no use speculating on that subject. Divorces are made in Heaven - [JACK puts out his hand to take a sandwich. ALGERNON at once interferes.] Please don't touch the cucumber sandwiches. They are ordered specially for Aunt Augusta. [Takes one and eats it.] JACK Well, you have been eating them all the time. ALGERNON That is quite a different matter. She is my aunt. [Takes plate from below.] Have some bread and butter. The bread and butter is for Gwendolen. Gwendolen is devoted to bread and butter. JACK [Advancing to table and helping himself.] And very good bread and butter it is too. ALGERNON Well, my dear fellow, you need not eat as if you were going to eat it all. You behave as if you were married to her already. You are not married to her already, and I don't think you ever will be. JACK Why on earth do you say that? ALGERNON Well, in the first place girls never marry the men they flirt with. Girls don't think it right. JACK Oh, that is nonsense! ALGERNON It isn't. It is a great truth. It accounts for the extraordinary number of bachelors that one sees all over the place. In the second place, I don't give my consent. JACK Your consent! ALGERNON My dear fellow, Gwendolen is my first cousin. And before I allow you to marry her, you will have to clear up the whole question of Cecily. [Rings bell.] JACK Cecily! What on earth do you mean? What do you mean, Algy, by Cecily! I don't know any one of the name of Cecily. [Enter LANE.] ALGERNON Bring me that cigarette case Mr. Worthing left in the smoking-room the last time he dined here. LANE

Yes, sir. [LANE goes out.] JACK Do you mean to say you have had my cigarette case all this time? I wish to goodness you had let me know. I have been writing frantic letters to Scotland Yard about it. I was very nearly offering a large reward. ALGERNON Well, I wish you would offer one. I happen to be more than usually hard up. JACK There is no good offering a large reward now that the thing is found. [Enter LANE with the cigarette case on a salver. ALGERNON takes it at once. LANE goes out.] ALGERNON I think that is rather mean of you, Ernest, I must say. [Opens case and examines it.] However, it makes no matter, for, now that I look at the inscription inside, I find that the thing isn't yours after all. JACK Of course it's mine. [Moving to him.] You have seen me with it a hundred times, and you have no right whatsoever to read what is written inside. It is a very ungentlemanly thing to read a private cigarette case. ALGERNON Oh! it is absurd to have a hard and fast rule about what one should read and what one shouldn't. More than half of modern culture depends on what one shouldn't read. JACK I am quite aware of the fact, and I don't propose to discuss modern culture. It isn't the sort of thing one should talk of in private. I simply want my cigarette case back. ALGERNON Yes; but this isn't your cigarette case. This cigarette case is a present from some one of the name of Cecily, and you said you didn't know any one of that name. JACK Well, if you want to know, Cecily happens to be my aunt. ALGERNON Your aunt! JACK Yes. Charming old lady she is, too. Lives at Tunbridge Wells. Just give it back to me, Algy. ALGERNON [Retreating to back of sofa.] But why does she call herself little Cecily if she is your aunt and lives at Tunbridge Wells? [Reading.] 'From little Cecily with her fondest love.' JACK [Moving to sofa and kneeling upon it.] My dear fellow, what on earth is there in that? Some aunts are tall, some aunts are not tall. That is a matter that surely an aunt may be allowed to decide for herself. You seem to think that every aunt should be exactly like your aunt! That is absurd! For Heaven's sake give me back my cigarette case. [Follows ALGERNON round the room.] ALGERNON Yes. But why does your aunt call you her uncle? 'From little Cecily, with her fondest love to her dear Uncle Jack.' There is no objection, I admit, to an aunt being a small aunt, but why an aunt, no matter what her size may be, should call her own nephew her uncle, I can't quite make out. Besides, your name isn't Jack at all; it is Ernest.

JACK It isn't Ernest; it's Jack. ALGERNON You have always told me it was Ernest. I have introduced you to every one as Ernest. You answer to the name of Ernest. You look as if your name was Ernest. You are the most earnest-looking person I ever saw in my life. It is perfectly absurd your saying that your name isn't Ernest. It's on your cards. Here is one of them. [Taking it from case.] 'Mr. Ernest Worthing, B. 4, The Albany.' I'll keep this as a proof that your name is Ernest if ever you attempt to deny it to me, or to Gwendolen, or to any one else. [Puts the card in his pocket.] JACK Well, my name is Ernest in town and Jack in the country, and the cigarette case was given to me in the country.