EOI Cornellà de Llobregat - Erasmus + mobilities - 2017/2018

SONGS IN THE ENGLISH LANGUAGE CLASSROOM Choose 8/9 words from a list and write them in a grid (it may be suggested that they all write one in the middle). Listen and stand up whenever they hear the word OR play Bingo.  Work with pictures: brainstorm words from pictures and put them in order as they hear the words in the song + pick the nouns in the chorus and what's the verb that goes with them (Bruno Mars Grenade ) Put pieces in order or battle for the pieces. Work with homophones. Work with the story of a song or teach some history / culture, e.g. Ed Sheeran's Nancy Mulligan,  http://www.bbc.co.uk/history/troubles . John Lemon Use rhyme to anticipate the words or help fill in the blanks + write the next verse, e.g. Katie Melua's If you were .

WRITING ACTIVITIES Dictogloss: 1. Read at normal speed and no writing 2. Read at normal speed and write the key words 3. Read at normal speed and write the missing words 4. In pairs: fill in spaces we didn't hear 5. Read again and make sure students got it word for word. Stories: in groups students continue a story the teacher gives them + move stories around, expand a piece of news (each group of students writes a paragraph which focuses on a different aspect). Register: formal vs standard language nowadays, punctuation, words from Latin origin vs Anglo-saxon words Writing short texts: 1. Give students magazines 2. Specific page at random and students choose a block of text 3. Go to the 7th word and write a sentence with the word 4. Read all sentences and students have to create a text with all the sentences 3. Go to 1st, 3rd and 5th word and write a sentence for each word. 2. Choose 7 words at random and write a poem. Writing descriptions: give a pic

REVISION. The trainer prepared a set of handouts to review the new vocabulary we have learnt in this course. include visual stimulus in the revision activities prepare all sorts of activities to meet the students' different needs provide context SHARING IDEAS. SHOW AND TELL. The teachers in the class present to the other teachers an activity, resource or idea that they use in class and works. These are some of the ideas: the chain reaction: each student gets an instruction with a conditional sentence, e.g. STUDENT 1: if a student claps his/her hands, stand on your chair. STUDENT 2: If a student stands on a chair, shout your name out loud.... Speak out: students role play a 1st time kind of conversation, e.g. on a train. Each one of them has a sentence that you wouldn't normally use in this kind of conversation, e.g. I think my husband is having an affair. They have to move their conversation towards that topic without the others noticing. Draw a circle, a tri

PRONUNCIATION Work on individual sounds. Spelling vs pronunciation, e.g. cat / catch / caught: 3 sounds but different number of letters. Introduce the phonemic chart from day 1. Regularly write messages written with phonemic symbols and give a prize (treasure hunt). Use our body to become physically aware of certain phonemic features: Voiced vs unvoiced, /ɔ:/ vs /əu/ (hold nose to chin to see how the mouth opens for the 1st one). Minimal pairs: game where did you get to? Work on individual words. Rules of pronunciation. Work on connected speech. Intrusives /w/ (to England) and /r/ (her eyes) because they can’t pronounce two vowels together Connected speech. Useful for our stds to teach -ed and are. http://www.macmillaneducationapps.com/soundspron/ . Intonation: accent is not a problem as long as pronunciation and intonation are correct. When we want to convey the message intonation is critical. It can change the meaning, e.g. rea

WEEKEND WARMERS Stand up in front of the poster which best describes your weekend The T gets a general idea and knows beforehand who did not enjoy. These can also be used to express an opinion about an issue or show your position in a debate Weekend VERY BRITISH phrases Statements that best decribe your weekend and students memorise: they get used to certain expressions or idiomatic phrases that they would not naturally use. They have to repeat it to other classmates over and over again and mates check COLLOQUIAL LANGUAGE Stds get the definition + history for an idiom. The teacher reads out loud the idioms and students raise their hand if they think it’s their idiom. When all stds have their idioms, they have to explain to partners. Each student gets a short dialogue where an idiomatic expression is missing + an idiomatic phrase that does not match. Move around and find the mate who has the phrase. ICT List of webpages and go over them. Check it ou

TEACHING GRAMMAR Ambiguous pairs: give students sentences with the same words but different meanings (different word order) Betting game (Stds have 100$ and they bet money if you think you know the answer. If it’s right you double the money you bet. If it’s wrong, you lose the $). WORKING WITH FILMS https://www.youtube.com/user/futureshorts THE BLACK HOLE https://www.youtube.com/watch?v=ubNF9QNEQLA WHODUNNIT traffic accidents commercial http://film-english.com/ DIFFERENCE http://lessonstream.org/ for CLIL

CULTURE Quiz> the trainer gave us a culture quiz and we went over the answers. https://prezi.com/pdab8bcobh1q/old-britain-today/

WORKING WITH TEXTS Have students work with an unknown text (totally different language) and give scaffolding: 1 start with visual support (images, title, form and shape…) 2 help with unknown key words 3 give images related to the content of the text 4 show a video related to the text Give students a text and they do a running reading comprehension exercise: students in groups, one student runs to the teacher who dictates a question, s/he runs back to the group and repeats the question, the group find the answer. If the answer is correct, next round… Have students write a text (for and against, a story…) and split it up so that other students have to put it in order with the help of the connectors and linking words in the text CRITICAL THINKING Give students the same piece of news from two sources, two different points of view and compare the language The Guardian, The New York Times: left-wing The Daily Mail, The Times: right-wing   https://www.yout

VOCABULARY  We learned a lot of new vocabulary and worked our way through new words with different games.  1. COLLOCATIONS  http://www.just-the-word.com/ All vocabulary that is being used today https://quizlet.com/ ●       2 teams + handout on the wall (opposites). Stds stand in   a line and one pencil that they have to pass and write answers on the paper on the wall. For mixed abilities: number stds according to the level (easier and moved to more difficult). ●       Use arrowed circles to learn collocations (missing words, draw arrows and add words). 2. IDIOMATIC INTENSIFIERS 3. BINOMIALS ●       Tagul.com, https://wordart.com/ Include one of the binomials and find the partner (not very appropriate for dyslexic students). ●       Charts with collocations and a student throws a counter and uses the expression below the counter to start a story. In groups, they make up a story in order. Option for HW: write down the story. GUIDED TOUR: OXF

1. Welcome meeting and introductions. Tutors: Sian Tezel and Lucy Holmes. 2. ICEBREAKERS: the trainer gives ideas on how to start a course and help students get to know each other, such as find someone who , identification images, have you ever... , make statements true for you  among other ideas. https://wordart.com/   is a tool to create word clouds from which students can ask each other questions, to which they can answer   yes or no. Students in circles: arguments for / against tea or coffee, cats and dogs, country and beach // questions and your partner cannot answer yes/no , mime actions you hate doing… 3. TEACHING PHRASAL VERBS:  use pictures and images to remember them. Create different games for students to use the words again and again so that they end up learning the new vocabulary. For example, u se pelmanism to remember pairs of words, such as collocations, idiomatic intensifiers and binomials ( Theory says that we can learn 7 words a day + internalize them i

MOBILITY 2. Aspects of Teaching English. Brighton, the UK. Laura Borràs. Day 10 We explore different materials at the teachers' library. We talk about our action plan, write our course review and provide feedback.

MOBILITY 2. Aspects of Teaching English. Brighton, the UK. Laura Borràs. Day 9 English in the media. Dealing with difficult language Why are (tabloid) headlines sometimes tricky to understand? -   Abbreviated language - Puns - Sense of irony - Cultural references - Use of dramatic language - Double-meanings Examples we find in today's papers: - Nuke can't be serious : Nuke = nuclear war. Nuke can't = You can't - Binidorm: bin + Benidorm - Frankenswine, the less pungent pig: genetically modified

MOBILITY 2. Aspects of Teaching English. Brighton, the UK. Laura Borràs. Day 8 Ideas for using video We are presented with a huge amount of videos and possibilities . Some chosen clips that could be used in class are: The Black Hole Colours The Present Spring Clean The Lunch Date The Elevator How to Speak Whale Working Animals Hovis Go on Lad O2 Be More Dog! At the end of the day, Martyn Ford and Peter Legon and tell us about how they created the "How to be British" postcard series and we exchange views on how they could be used in the ELT classroom