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 ...

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/