First session.ppt m
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This document provides an overview of the contents and structure of the first session of an English language course. It includes sections on communicative competence, classroom activities, affective filters, interlanguage, approaches to teaching English, the structure of sessions, metalanguage, resources, classroom language, phonetics, introductions, and a grammar review of the present simple and present continuous tenses. The session aims to improve students' communicative competence through interaction and collaboration using tasks, role plays, and group work. Errors are viewed as a natural part of the language learning process.
First session.ppt m
- 2. FIRST SESSION CONTENTS MEJORA DE LA COMPETENCIA COMUNICATIVA: WHY? CLASSROOM ACTIVITIES AFECTIVE FILTERS INTERLANGUAGE APPROACHES TO EFL/ESL STRUCTURE OF THE SESSIONS METALANGUAGE IMPORTANCE RESOURCES TO BE USED: -Documents sent weekly. -BLOG: http://enricvalorteachersimprovingenglish.blogspot.com.es/ -BOOKS: -Free English Grammar - Essential English Grammar. CUP - English Pronunciation in Use.CUP -English Vocabulary in Use. CUP -A Short Course in English for Adult Students CLASSROOM LANGUAGE IMPORTANCE. PHONETICS KNOW OUR TEACHER KNOWING EACH OTHER LET’S START OUR ADVENTURE: At the Airport PRESENT SIMPLE AND CONTINUOUS (Grammar Review; Lemon Tree Song) GLOGSTER TASK
- 3. MEJORA DE LA COMPETENCIA COMUNICATIVA WHY?
- 6. 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.
- 8. AFFECTIVE FILTERS LOW AFFECTIVE FILTER 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 ofa natural progression of language learninglanguage 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)
- 9. LOVE IS THE ONLY WAY
- 10. INTERLANGUAGE Interlanguage is the type 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. borrowing patterns from the mother tongue b. b. extending patterns from the target language. c. 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
- 11. APPROACHES TO EFL/ESL Authentic Task-Based Materials Bringing the Real World Into the Classroom. TASKS IMPORTANCE=FEEDBACK CLIL (Content and Language Integrated Learning) whenever possible.
- 12. 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?
- 13. METALANGUAGE Meta-language is the language 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.
- 14. PHONEMIC CHART
- 15. ALL ABOUT YOUR TEACHER 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.
- 16. ALL ABOUT YOUR TEACHER 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.
- 17. ME TOO; ME NEITHER AFFIRMATIV E (when you agree with the speaker) I want to go to Paris. Me too. NEGATIVE (When you disagree with the speaker) I don't like fried fish. 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. YOUR TURN Complete worksheet 1 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
- 19. What can you say 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!!
- 20. QUESTIONS Where do you? When do you? Why? Who? What? How? Really? Me too Me neither
- 21. LET’S START OUR ADVENTURE -Are you ready to fly to England? We will start our adventure "At the Airport". -We will simulate through Role Play activities all along the course a real journey to England, so that you can practice real life situations that will help you to face them when need it. HAVE A SAFE AND HAPPY JOURNEY
- 22. THROUGH CUSTOMS ROLE PLAY A: Welcome to Canada. May I see your passport please? B: Sure. Here it is. A: Where are you coming from? B: I'm coming from Seoul, Korea. A: What is the purpose of your visit? B: I'm here on business. A: How long are you planning to stay? B: I'll be staying for three weeks. A: Where will you be staying? B: I'll be staying at a hotel. A: Have you ever been to Canada before? B: No, this is my first time. A: Do you have anything to declare? B: No, nothing. A: Enjoy your stay. B: Thank you.
- 23. PRESENT SIMPLE/PRESENT CONTINUOUS PRESENT SIMPLE: USES Regular habits and routines Permanent situations Scientific or general facts PRESENT CONTINUOUS: USES Something that is happening now or around now Temporary situations Future arrangements
- 24. BYE BYE TIME