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First session
This document discusses strategies for improving communicative competence in the classroom. It emphasizes the importance of interaction, collaboration, and working in pairs and groups. Students should feel comfortable taking risks and not be afraid of making mistakes. Creating a supportive environment where students feel safe and encouraged to practice language skills is important for language development. The document also discusses the role of affective factors like motivation, attitude and personality, as well as lowering students' affective filters to reduce anxiety and increase risk-taking. A variety of classroom activities are proposed, including reflection, using authentic materials, and integrating language skills.
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First session
- 2. MEJORA DE LACOMPETENCIA COMUNICATIVA WHY?
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- 5. INTERACTION AND COLLABORATION WORKING INDIVIDUALLY,BUT WITH THE MAIN PURPOSE TO IMPROVE INTERACTION. SO, WE WILL WORK MAINLY IN PAIRS, IN GROUPS AND CHORUS WORK.
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- 7. AFFECTIVE FILTERS LOW AFFECTIVEFILTER Risk taking It is imperative that teachers also institute a policy in the classroom that prohibits students from making fun of their peers or laughing at errors made by other students . The optimal classroom for language learning and production is a classroom that encourages risk-taking in language production and views errors as a natural progression of language learning . When placed in a safe and affirming environment, many students will blossom and grow in their language development!! HIGH AFFECTIVE FILTER (Anxious, worried for his/her results)
- 8. LOVE IS THEONLY WAY
- 9. INTERLANGUAGE Interlanguage is thetype of language produced by second- and foreign- language learners who are in the process of learning a language. In language learning, learner’s errors are caused by several different processes. These include: a. b. c. borrowing patterns from the mother tongue b. extending patterns from the target language. c. Expressing meanings using the words and grammar which are already known From Richards, Jack C et al. 1992. Dictionary of LanguageTeaching & Applied Linguistics. Second Edition. Essex: Longman Group UK Limited. p.186
- 10. APPROACHES TO EFL/ESL AuthenticTask-Based Materials Bringing the Real World Into the Classroom CLIL (Content and Language Integrated Learning) whenever possible.
- 11. STRUCTURE OF THE SESSIONS 5’WARM-UP QUESTIONS (Reflection on session.Self-Assessment Sheet) The 4 skills with its correspondent microskills; reading, writing, listening, speaking. Integrated or separated. 5’ END-UP QUESTIONS (Reflection on session.Self-Assessment Sheet) WHY?
- 12. METALANGUAGE Meta-language is thelanguage teachers and learners use to talk about the English language, learning and teaching. Example Words and phrases such as 'verb', 'noun', 'present perfect continuous', 'phrasal verb' and 'reported speech' are all examples of common classroom meta-language. In the classroom Certain classroom teaching materials rely on the learner knowing an extensive range of meta-language and teachers sometimes spend time teaching learners some of the more common terms.
- 13. FIRST SESSION CONTENTS RESOURCES TOBE USED: -BOOKLET -BLOG -BOOKS CLASSROOM LANGUAGE IMPORTANCE. PHONETICS KNOW OUR TEACHER KNOWING EACH OTHER GLOGSTER TASK
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- 16. ALL ABOUT YOURTEACHER I’ ve got a younger sister. Last week I went ice-skating. I really like going swimming FIND OUT MORE ABOUT ME (PAGES 10-13) EXAMPLES:-How old is your sister? What’s her name? -Who did you go ice-skating with? Did you fall over? -How often do you go swimming? How many lengths do you usually swim? IF A QUESTION IS TOO PERSONAL: I’d rather not answer that question .
- 17. ME TOO; MENEITHER AFFIRMATIV E (when you agree with the speaker) NEGATIVE (When you disagree with the speaker) I want to go to Paris. I don't like fried fish. Me too. Me neither. a. I like playing volleyball. b. I'm not very good at physics. c. I'd love to go to Disneyworld. d. I really like the Beatles. e. I can't speak Japanese. f. I like to go to the club on Saturdays. g. I love chocolate!
- 18. What can yousay if someone tells you something surprising Really? What? What a surprise! Well I never! / Blimey! That's the last thing I expected You're kidding! I don't believe it! / Are you serious? I'm speechless! I'd never have guessed. You don't say! No way You’re joking!!
- 19. ALL ABOUT YOURTEACHER At weekends I usually go to the beach. For breakfast I always have coffee. Yesterday I went to a course to learn Valencian language. When I’m older I think I’ll be travelling. Next week I am going to teach you all about different learning styles. I listen to music when I feel happy. I’ve never been to China. Learning English is one of the most rewarding experiences I have had. The best day of the week is Friday. At home I have to make the beds, tidy up the living room, cook, look after the kids, etc etc. When I was little I wanted to be a vet. I don’t really like the housework. People my age enjoy dancing. I reckon that parents should collaborate with teachers. The best sport is indoor cycling.
- 20. QUESTIONS Where do you? Whendo you? Why? Who? What? How? Really? Me too Me neither
- 21. YOUR TURN Complete worksheet1 Two rows facing each other 1 minute one sentence (move one place to the left) Work in pairs to see how much YOU remember Feedback to the rest http://edu.glogster.com