English methodology portfolio 2014 by Zuzana Epelde

e n g l i s h methodology p o r t f o l i o

Ing. arch. Zuzana Epelde_ Masaryk University_ Faculty of Education_ Basics of English Methodology 2_ 06/2014

Introduction................................................................................................................................................................................... Me as an English language learner............................................................................................................. 1. Language and language learning background.................................................................................... 2. Learner motivation and interest............................................................................................................ 3. Different types and categories of learners.................................................................................... 4. The teacher and the learner â&#x20AC;&#x201C; roles and rapport....................................................................... 5. Lesson planning â&#x20AC;&#x201C; aims, objectives, format...................................................................................... 6. Classroom management ............................................................................................................................. 7. Selection, evaluation and use of teaching material...................................................................... 8. Teaching culture........................................................................................................................................... 9. Independent learning.................................................................................................................................... 10. A reflective teacher - professional development............................................................................ 11. Teaching vocabulary................................................................................................................................... 12. Teaching grammar........................................................................................................................................ 13. Teaching pronunciation............................................................................................................................... 14. Teaching reading.......................................................................................................................................... 15. Teaching listening....................................................................................................................................... 16. Teaching speaking....................................................................................................................................... 17. Teaching writing........................................................................................................................................... 18. Mistakes and errors, giving feedback............................................................................................... 19. Group formation activities.................................................................................................................... 20. Practice activities......................................................................................................................................

PERSONAL DETAILS Name: Zuzana Epelde Nationality: Slovakian Date of birth: 22.06.1987 Mother language: Slovak E-mail : z.epelde@gmail.com Interests: dogs, architecture, cooking, languages

LANGUAGE AND CULTURAL EXPERIENCE International workshops:

International conference for teachers of English, 03/04/2014, Brno, Czech republic, International learning programme organized by Brno- PARK school. Designing in the dark III, 02/12/2008 – 12/12/2008, Gent, Belgium International architectural workshop focused on designing for visually impaired. OIKODOMOS, 29/09/2008 – 03/10/2008, Gent, Belgium International architectural workshop aimed at “Lifelong dwelling”.

Study trips abroad:

Austria (Vienna, Graz) Belgium (Gent, Brussels, Brugge, Oostende, Liege, Leuven, Antwerpen) Czech (Prague, Brno, Liberec, Hradec Kralove, Znojmo, Olomouc …) Denmark (Copenhagen) France (Paris, Savoy, Ronchamp, Bordeaux, Biarritz, Nimes) Germany (Berlin, Freiburg, Essen, Cologne, Lubeck, Hamburg, Hannover, Saarbrucken, Weil am Rhein) Greece (Athens, Salonika, Olympia, Delphi, Tolo, Polonaise…) Hungary (Budapest) Italy (Rome, Pisa, Florence) Luxembourg (Luxembourg) Portugal (Lisboa) Poland (Krakow, Auschwitz) Slovakia (Bratislava, Nitra, Orava, Banská Štiavnica, Košice, Poprad, Levoča, Trnava...) Spain (Madrid, Bilbao, San Sebastian, Barcelona, Granada, Malaga, Almeria, Cordoba) Sweden (Malmo) Switzerland (Basel, Bern, Zurich, Luzern, Lausanne, Geneva, Chur, Vals, Flims) The Netherlands (Amsterdam, Rotterdam, Utrecht, Maastricht, Eindhoven, Breda) United Kingdom (London)

PROFILE OF MY LANGUAGE SKILLS Slovak: English: Spanish: Russian: German: Basque:

Mother language Advanced, active Upper-Intermediate, active Begginer Beginner, passive Basics

me as an english language learner In this part of my portfolio I would like to introduce myself as a learner of English. I started to learn English at a grade school at the age of 10. It seemed easy to me, because most of the time we were just playing games and singing songs. To be frank, I cannot really remember the way I felt about learning English, but I think I enjoyed it. I was good at memorizing songs and I liked the class environment. When I attended high school suddenly everything changed. I started to hate English and all the languages (my second language was German). I felt like I didn’t need them and I would never be using them again in the future. I didn´t work on myself and I was studying just to pass the exams. Preparation for my final exams was a hard work, since I’d never paid attention to English. I had to learn almost everything by heart. Although I finished with the best marks, my knowledge of English was disappearing very fast. Then I started to attend the University of Technology in Brno, Faculty of Architecture where English is not taught at all. And I was happy of this fact, until the moment that I decided to go to study to Belgium for one year (through the Erasmus programme), where speaking English was vitally important. I tried hard to remember a bit of my knowledge from high school, but it was difficult, so I was just listening to the other people speaking and repeating everything they said, with all the mistakes – no one of them was a native speaker. In one year I could speak English fluently, but since then I have been making a lot of basic mistakes of which is hard to get rid. I have been trying to communicate a lot in English since then mostly with my international friends and I started to watch movies and series in English in order to improve it. I realized about the importance of languages and I have come to a decision to go to study them. Now I study at the Masaryk University, Faculty of Education, Teacher Training in Foreign Languages – English language. It is very demanding (much more that I thought) but I get a real kick out of it. I think my level of English should be somewhere around C1 even though I don´t have any certificate to prove it..

1. Language and language learning background This is a very wide topic and I’m not going to provide an activity to it. Learning a second language is never easy and there are many ways how to achieve it. Naturally it depends a lot on our preconditions for learning languages. For someone is easier than for the others. But actually that is perfectly ok, because we all are good in something and we are not perfect. The age is also important. A small child can learn to speak perfectly in a few months whereas an older person doesn’t have to be able to achieve the perfection at all. And there are many more factors like motivation, time, environment, surroundings, money, teacher… These are the factors that influent learning process and we have to take them in account. Teacher can be a very important and influential part of our learning process. A good teacher can show us the beauties of the language and teach to love it and study it with enthusiasm and élan. The bad teacher can spoil it and make us hate it forever. We as future teachers should really think about our teaching techniques. We should take in account that every student is an individual being and he learns in different way and he needs different time to process the subject. If we want to be good teachers we have to love English and teaching. The researches show, that highly motivated teachers are the best teachers. They are even better than professionals with long term practise who really know how to teach you something. Therefore I believe that motivation and enthusiasm is the first and the most important step towards our happy and improving students. Happy teacher can also create a nice environment and improve relationships between the students. If he accepts them all how they are, they will do the same between themselves which is really important to feel good and learn more. There are many factors that influence us when learning/ teaching a new language. What we have to do is to take them all in account and work with them. Take advantages of our strengths and opportunities and work with our weaknesses and threats is the best way to make win-win situation between the teacher and his students.

2. L e a r n e r m o t i v a t i o n a n d i n t e r e s t Motivation and interest of the learner into a subject is a first step towards the success of the teacher. The teacher who is motivated and who can motivate his students is already a winner. There are different ways how we can motivate our students. It really depends on what we teach and what is the age of our students. It also matters why they want to speak English and why they are studying it. Anyways, to help your student to be motivated and to cooperate, you should put very clear what you expect from them at the beginning of the course. They should know what you are going to teach them and what they have to do. You should also tell them what happens if they don’t participate, hand in things in time or score too less points in the test for instance. You should also explain why this course is important and more than that, how it will serve to students in the future and how they will be able to use it in their real life. That part is very motivating. If you can show to the learners that what you teach them is very useful they will be much more motivated. Finally you should help your student to achieve the goals. You should be their friend and try that to give them everything you can so they would improve.

Activity 1- Did you know... One way to get people interested in what you want to teach them is to give them new interesting information or prove them that what they thought was wrong. We will achieve that in the following activity. Students will get a paper with these fourteen statements. They can work individually or in groups and try to figure out the answers (or at least get close). The questions are very unusual and they will wake up the interest in students. Then the teacher can show them how close/ far they were and maybe add some more facts about every affirmation. He can even start his classes with one of these affirmations to show grammar or vocabulary or introduce a new topic. Students will always start looking forward to something new and will be more motivated.

1. If you were to write out every number name in full (one, two, three, four…), you wouldn’t use a single letter __(which letter?) until you reached one billion. 2. There was no word for the colour (which colour?) in English until about 450 years ago. 3. In written English, only one letter in every 510 is a ____(which letter?). 4. (which adjective?) is used three times more often in English than sad. 5. In medieval Europe, a moment was precisely (how many?) seconds. 6. For more than a century, the English (who?) couldn’t speak English. 7. (how many?) of the 100 most common English words are Germanic. 8. (how many?) people speak English. That’s 1 in every 7 on earth. 9. English words (can you guess the 4 words?) are among the most ancient from thousands of years. 10. The longest common English word without vowels is ____________. 11. A new word in English is created every (how often?) minutes. 12. The word “bride” comes from an old Germanic word meaning ________ (can you guess the meaning of the verb?). 13. The word “queue” is pronounced the same way when the last _____ letters are removed.

1. If you were to write out every number name in full (one, two, three, four...), you wouldn’t use a single letter B until you reached one billion. 2. There was no word for the color orange in English until about 450 years ago. 3. In written English, only one letter in every 510 is a Q. 4. Happy is used three times more often in English than sad. 5. In mediaeval Europe, a moment was precisely 1/40th of an hour, or 90 seconds. 6. For more than a century, the English aristocracy couldn’t speak English 7. 96 of the 100 most common English words are Germanic 8. 1 billion people speak English. That’s 1 in every 7 on earth. 9. English words “I”, “we”, “three” and “two” ale among the most ancient from thousands of years. 10. The longest common English word without vowels is “rhythms” 11. A new word in English is created every 98 minutes 12. The word “bride” comes from an old Germanic word meaning “to cook” 13. The word “queue” is pronounced the same way when the last 4 letters are removed 14. 90% of everything written in English uses just 1000 words

Activity 2 - BOMB This is a very interesting activity I often play with my students. First I thought it was just fun but then, speaking with my students I realized that this activity is very motivating for them. Bomb is an activity where the learner has to produce very fast answers to the questions. The game is played with a bomb which is a prop we have to buy or create before. I have a toy in a shape of bomb which you turn on and you have more or less 2 minutes until it explodes (of course, it doesn’t really explode just make a sound of an explosion). You can play this also with an alarm or phone, but I think with something looking more like a bomb it’s far better. Teacher also has to prepare a set o questions. There can be very easy ones at the beginning and more difficult ones later. Students are passing the bomb after they respond correctly to the question. If they don’t know the answer they can say “pass” and teacher will give them another question. The aim of the activity (and it really works according to the students) is to create a real situations. To feel like being in an English speaking country and having to react to the questions and situation immediately with no time for too much thinking or mistakes as it is normal at school. This activity is very motivating because students realize how they can manage the stressful situation like this ad where are their weaknesses. Here are some questions I typically use. They are not especially difficult because the aim is just to see how the student react under the pressure. Of course there can be prepared a different set of questions connection 2 or more topics. Students can create questions themselves too. They can write ever question on a piece of paper and play.

T Y P E S

O F

Q U E S T I O N S

BASIC How are you? Where are/is you/he/she from? How old are you/ is he/she? Are you married? What do you study? What is your favourite subject …. COLOURS What is your favourite colour? Which colour is this/that? What is the colour of the sea/sun/grass/tomato…? … ANIMALS What is your favourite animal? What sound does the snake make? Name 3 carnivores/ mammals/ reptiles/ birds… ... HOUSE How many rooms do you have in your house? Where is the kitchen? Which furniture do you have in your living room/ kitchen/ bathroom? …. CHARACTERISTIC Name 3 positive/ negative virtues of people Name 3 adjectives characterizing yourself/ your mother/ him/ her… Opposites/synonyms- beautiful, happy, lazy, tall, young, messy, …. … NATIONALITIES Who lives in Japan/ Portugal/ Slovakia/ Brasil….? Which is the language spoken in America/ Austria/ Switzerland/ Japan…? … NUMBERS How much is 3x3/ 5x8/ 6x4/ 2x6/ 5x9…..? How far is it from Brno to Prague/ Wien/ Bratislava/ London….? How much is a dozen? … FOOD What What What Name ....

do you eat for breakfast/ lunch / dinner...? is your favourite meal? do you need to prepare a goulash? 5 vegetables/ fruits/ dairy products/ meats/ things from flour

3. Different types and categories of learners I like the idea of knowing the type of learner I am and I believe everyone who is teaching should. It is important to know how we learn, because we find these ways the most understandable and we try to apply them on our students, which is great but we mustnâ&#x20AC;&#x2122;t forget that not all our learners are the same type as we are. So itâ&#x20AC;&#x2122;s crucial for a teacher to know which learning type he or she is and how to work with it. There are more types of learners and no one of us is just one type. We are all mixed but most of us have one type which is dominant. I have to admit I took different tests on internet to figure out which kind of learner I am and I always got a slightly different result. I think it quite depend on the type of questions we are asked, however it can give us a general idea about how we learn. For example a VISUAL LEARNER needs to see things. He is good at reading from maps, essays, diagramming. He needs to see everything clearly to understand it. Charts, pictures and diagrams help him to learn. Visual learners usually talk fast and take detailed tones. They think in pictures and tend to sit in front of the class. I think most of the people are predominantly visual learners. An AUDITORY LEARNER is excellent in oral exams. He can remember things he heard and he thinks in linear way. He needs to repeat things out loud and hear them again and again. Sometimes it helps if he records lectures and watches the videos. An auditory learner is a natural listener. He reads slowly and prefers to hear rather that read. On the other hand a KINESTHETIC LEARNER needs to do things while studying. He cannot sit still for a long time and he needs to take breaks while studying. He loves trips out of the classroom and lab classes. He likes to study with others and in movement. He like to solve problems in real-life and needs to touch everything around. A Kinesthetic learner is a slow speaker.

Activity 1- Types of learners It is really good to know which types of learners do we have in our class and what predominates. Knowing that we can adjust the way we explain to all the students so they can improve faster. I also think it is important for a student to know which type of learner he is and how should he study to learn faster and better. The students will first get the sheet without colours. Teacher will tell the students that there are no right or wrong answers, that we are each different and this is just to see what is our strength. Then students will make the test. If there is a problem with the vocabulary, teacher will help. Then the teacher will show the students the result. They will count the answers with the same colour and find our which type of learner they are. After this activity then can come a few following activities. For instance, students can make 3 groups according to their types and discuss what is helping them to learn and understand better and which are their strengths. They can write it down and put it on a board (the visual type) say it out loud (auditory type) or present it physically (Kinesthetic type). They can also present it in all 3 ways and see if the test was right about them. The aim of this activity is learners to see that there are no good or bad learners just we all learn in different ways. Finding and understanding our way is the first step towards the success.

I prefer lessons where we can discuss things.

I prefer lessons where there is something to look at (like a picture, chart, diagram or video) or something to draw.

I prefer lessons where we can do something practical – or at least move around.

I often sing or hum to myself in class.

I often fiddle with things in class (a pen, paper clip or rubber band.)

I often doodle in class.

When learning a new skill, I prefer to watch someone else show me how to do it.

When learning a new skill, I prefer to just get on with it.

When learning a new skill, I prefer someone to explain to me how to do it.

I would prefer to listen to a story.

I would prefer to see a comic strip of a story.

I would prefer to act out a story.

I am good at learning physical skills.

I have a good memory for people’s names.

I have a good memory for faces.

I prefer teachers who use diagrams to show us things.

I prefer teachers who get us to do something.

I prefer teachers who explain things to us.

If I get in trouble in class it’s for fidgeting.

If I get in trouble in class, it’s for talking.

If I get in trouble in class, it’s for drawing on the desk or all over my books.

In my spare time I would prefer to watch TV or a video.

In my spare time I would prefer to listen to music or chat with friends.

In my spare time I would prefer to do something physical, such as sport or dancing.

Out of these 3 jobs - I would prefer to be a radio DJ (or presenter)

Out of these 3 jobs - I would prefer to be a mechanic.

Out of these 3 jobs - I would prefer to be an artist (or designer).

I lose concentration if I have to sit still for a long time.

I get distracted in class if I can see something outside the window.

I get distracted in class if I can hear something happening outside.

I prefer lessons where we can discuss things.

I prefer lessons where there is something to look at (like a picture, chart, diagram or video) or something to draw.

I prefer lessons where we can do something practical – or at least move around.

I often sing or hum to myself in class.

I often fiddle with things in class (a pen, paper clip or rubber band.)

I often doodle in class.

When learning a new skill, I prefer to watch someone else show me how to do it.

When learning a new skill, I prefer to just get on with it.

When learning a new skill, I prefer someone to explain to me how to do it.

I would prefer to listen to a story.

I would prefer to see a comic strip of a story.

I would prefer to act out a story.

I am good at learning physical skills.

I have a good memory for people’s names.

I have a good memory for faces.

I prefer teachers who use diagrams to show us things.

I prefer teachers who get us to do something.

I prefer teachers who explain things to us.

If I get in trouble in class it’s for fidgeting.

If I get in trouble in class, it’s for talking.

If I get in trouble in class, it’s for drawing on the desk or all over my books.

In my spare time I would prefer to watch TV or a video.

In my spare time I would prefer to listen to music or chat with friends.

In my spare time I would prefer to do something physical, such as sport or dancing.

Out of these 3 jobs - I would prefer to be a radio DJ (or presenter)

Out of these 3 jobs - I would prefer to be a mechanic.

Out of these 3 jobs - I would prefer to be an artist (or designer).

I lose concentration if I have to sit still for a long time.

I get distracted in class if I can see something outside the window.

I get distracted in class if I can hear something happening outside.

Activity 2- Storyâ&#x20AC;?tellingâ&#x20AC;? Second activity would involve studentsâ&#x20AC;&#x2122; creativity at the beginning. Each of the students will have to create a short story. It can be an invented story or a real one from their life. It can be also a joke or a piece of news, whatever interesting they think of. Then they will mingle around the class and meet people with different learning style. They will have to tell and explain they story in the way of the learning style of the person they are talking to. So for instance a visual learner, who would normally draw a picture, map or diagram to explain, will have to think about the way the other people think. If he meets an auditory learner he will have to describe everything by words and in chronologically whereas when he meets and kinaesthetic learner he will have to try to act the story involving the listener. By this activity we show students the differences in their learning styles and make them not only understand better their own style but also the style of their fellow students.

4. The teacher and the learner – roles and rapport Good relationship between students and the teacher is necessary for creation of the positive environment and improving the atmosphere inside the classroom. We as teacher have to try to build strong relationship based on mutual trust and respect. We should focus on honest communication and establish a situation from which everyone gains. We should try to understand our students and fulfil their expectations. We should be organized and prepare for every class- materials, planning… everything. otherwise we could lose their attention very easily. Teacher should be a mentor, helper, second mother, clown, nurse and much more. He should motivate his students to go on and improve. It is difficult to find many activities to improve understanding of this relationship, because it’s a long term process but I came up with one. I believe that body language is important part of our communication and we can use it to make the environment in the classroom. :

Activity 1 We can show to our students how to use a positive body language in our classes. We can show them examples which they would imitate and ask them how they feel. For instance we can sit with legs and arms crossed and them opened while talking to them and see if they can feel the difference. Alternatively we can use the eye contact or smile in a similar way. Then altogether we can figure out what is the positive body language and how we can use it to improve our relationship not only at school but also in our everyday life. I think a game like panthomime could work very well with this activity. We could give the students 1 sencence and they would always have to express a different emotion using a body language to see the change it actually makes. The other students would have to guess.

Activity2 In a similar way we can use the oral communication. We can show to students the difference in the ways of saying things. We can teach them the positivity of the words: Thank you, Please, Would you be so kind, Great, I appreciate etc. We can show them the difference. “Could I borrow your book?” vs. “Give me your book for a while.” “Great, Thank you very much” vs. “Here you have it back” “How are you today my friend?“ vs. “What’s up?“ “Amazing, it’s a beautiful day, what about you?“ vs. “I’m ok, you?“ I think it would be more funny if students would create more examples by themselves. I believe it would make the relationship stronger and then when they would use these phrases they would always remember this teacher and class.

5. Lesson planning â&#x20AC;&#x201C; aims, objectives, format It is crucial to have our lessons well planned ahead. It may seem not important because we have the plan in our head and we just know what we want to do. But in the classroom when 40 eyes are looking at us and waiting what will come next may happen that we will just loose the train of thought. Students will feel our nervousness and we will easily lose their respect. Well planned lesson is a good start and even better for a inexperienced teacher. Here are some examples of my lesson planes:

Lesson plan 1 School: Private academy Number of students: 12 The age of the students: 18-60 years Level: B1 Topic: Health and body Aim: Improve the knowledge of the students about this topic Materials: Working sheets for every student, password game, pictures Length: 60 minutes A. Introduction (3 minutes): I welcome students in the classroom and explain them what are we going to do. I will also explain them why this topic is useful and where they can use it. B. Ice breaker (15 minutes): At first we will play a game so the students heat up a bit. We will stand in a circle and starting form me every student has to say a part of the body that he knows in English. Like that we will go around and if someone doesnâ&#x20AC;&#x2122;t know another part of body or thinks too long they have to sit down. At the end there are just 2 students left and there is a battle. ( training vocabulary) C. Text (15 minutes): We read out loud a short topic about the topic with new vocabulary included. We translate or if possible explain the new vocabulary in English. I also can have some questions about the text depending on the timeâ&#x20AC;Ś (training reading and understanding the text) D. word search (10 minutes): Each student will receive a crossword puzzle with the new vocabulary. I give them time and they have to find as many words as they can. They can work in pairs. ( training vocabulary) E: Password (15 minutes): Finally we will play password. I will divide students into pairs and each of them will receive some cards. On each card there is a word that has to be described (orally) and 3 more words that may not be used while explaining. Student will have to think about more vocabulary and/or use his fantasy. This is usually a very funny game and popular between the students. F: Homework (2 minutes): I assign homework. Students will have to complete 3 pages of exercises about the topic which I prepared in advance. (training writing)

Lesson plan 2 School: Grammar school Number of students: 14 The age of the students: 17-18 years Level: B2 Topic: Love, friendship, relationships Aim: Train invitations, train asking questions, express preferences Materials: Working sheets with pictures, cards with characters, sheets with the lyrics of the song Length: 60 minutes A. Introduction (3 minutes): I welcome students in the classroom and explain them what are we going to do. I will also explain them why this topic is useful and where they can use it. B. Ice breaker (12 minutes): I will divide students into 3-4 groups, each group will have to write down as many words connected to “love” as they can in a short time. They we will read them out loud and see who had the most words. We will also learn new vocabulary this way. Then we will write down some phrases on the board to know how to invite someone somewhere or how to make questions to ask something about someone. ( training vocabulary) C. Speed dating (30 minutes): Each student will receive card with his character. Girls will sit down each one by one table and boys will have exactly 3 minutes to talk with each of the girls and then they will have to switch. Finally every boy will have spoken with every girl and all of them will write down who they would like to meet again. At the end we will announce the “happy couples” (Students will train asking questions and answering, fantasy, invitations, using different tenses, memory…) D: Love song (12 minutes): I will distribute sheets with the lyrics of the love song. Each student will have 1 line and every time they hear they line they will have to put it on the ground under the previous line. Sometimes they will have to be fast, there can be 2 equal lines… (training listening skills, reflexes, movement) E: Homework (3 minutes): I assign homework. Students will have to write a love letter/ email/ poem to someone they love/like (1A4). (training writing)

Classroom

management

ACTIVITY 1: Classroom rules Creating classroom rules is a great way to make (primarily younger learners) cooperate. I believe that children should create the rules themselves. Naturally, the teacher should help them during the creation. For the classroom management the best is to divide children into the smaller groups and let each group to come up with their own rules. Then they would need to choose 3-5 which they find the most important. Finally every group would present their rules (each child can read 1 out load). If they need a help with the formulation the teacher will help them. Finally there will be a vote and students will choose 10 rules they like the most. The rules can be for instance: ***RESPECT (respect other students, adults and their skills and talents) ***APRECIATE (Use words: I like…, I feel good when…) ***RAISE YOUR HAND BEFORE YOU SPEAK ***LISTEN (Listen silently, then give your opinion) ***KEEP YOUR DESK CLEAN (you can help to the other students to clean their desks) ***NO BULYING (use good manners) The second step of this activity can be next day, when the teacher prepares cards with the rules and children can fill them with colours or pictures and put them on the walls of the classroom. *The rules can be put also in English but if some formulations were too difficult there can be a translation or simple explanation in English.

ACTIVITY 2: Scorekeeper Sometimes is good to put students in a small competition. They often take it more personally and try harder. They also enjoy more and teacher can make sure that nobody will completely loose so learners won’t be disappointed. The scorekeeper can be used in many different activities. It is not an activity itself but I think it can improve many of them. Students can compete individually or in groups and score can be kept during the whole week or month and every new week/ month there would be another chance to improve. We can keep scores of right or wrong answers during a game or a test but it can also serve for timing or evaluating the behaviour. That depends only on the creativity of the teacher. How to create a scorekeeper? We need to print big numbers and create the base. We will make holes with the hole punch and use the rings to tie it together. We can also use numbers of different colours to keep the score of 2 or more groups at the same time.

1 2 3 4 5 6 7 8 9 0

7. Selection, evaluation and use of teaching material It’s very difficult to say how to select, evaluate and use the teaching material, because it really depends on the material. If we create it completely by ourselves then there is no problem because we prepare it exactly for our specific needs. But this requires a lot of time and work, therefore is much more useful to choose materials from many sources available on internet. The problem may be that there are too many of them and one is swamped by it and sometimes spend even more time by looking up the right material. SELECTION: First of all it’s important to beware of which is the aim and how we want to achieve it. For instance: I want to teach students new vocabulary connected with clothing. I will decide that the way I want to do it is to find a modern text (piece of news, article, short story) which contains these new words and work with it. I have to take in account the level of English of my students and find an article suitable for them. So I’m narrowing my options. EVALUATION: When I found some suitable articles I will read and evaluate them. I will take in account not only the level and new words but also think if it will be interesting, how long is it, if it is funny or if it can teach students something more than just new words. Thinking about all this I choose the best material USING THE MATERIAL: Before I use the material I have to think about the class, number of students and the duration of it. I have to make some corrections, maybe add or change some sentences. If I want to spend more time with this activity I can also cut the text in pieces or delete some words or ending. I can also prepare some discussion or additional activities concerning the topic of the article.

T e a c h i n g

c u l t u r e

Culture is a very important thing to teach. Language is a big part of every culture that is why it’s necessary to explain to students some more details about it. Moreover, the English culture especially is very rich. We can teach culture in many different ways. We can focus on food, religion, traditions, songs geography, regions, music, history, clothing and many more. It’s a wide range topic and it has to be included in our classes.

ACTIVITIES 1: Highland games

DESCRIPTION The first activity is about a specific cultural event, such as Highland games in Scotland. Before the lesson we have to prepare some theoretical background to make sure that student will be familiar with the topic. We can look closer into different sports which are practised during the events and how (for example- Caber toss, Scotish hammer throw, Stone put). We describe it in detail to students. First of all there can be a small test for the students to fill in the form. We can ask different things about the disciplines. We divide students into small groups of 3-4 students and give them the test. They can work together and try to guess the answers. At the end we will evaluate the test together and add more information about each of the disciplines. The group with most correct answers will get a point. The second task for the students will be to find out the right discipline in the pictures we give them. They have to match the names with the pictures. The first group which will have it correct gets a point. The teacher can also walk between the students and give them a hand. The last activity is the pantomime. One student from each group will draw a discipline and the rest of the class will have to guess which one it is. Using these activities students learn and understand more about Scottish culture by natural and

Caber toss: A long tapered pine _____ is stood vertically and lifted by the competitor holding the smaller end in his _____. Then he runs forward trying to toss it in such a way that it turns with the upper (larger) end striking the ______ first Stone put: This event is similar to the modern-day _______ as seen in the Olympic Games. Instead of a steel shot, a large ______ of variable weight is often used. Scottish hammer throw: This event is similar to the _________. In theScottish event, the hammeris whirled about one’s head and thrown for distance over the ________. Weight throw, also known as the weight for distance event. The weights are made of _____ and have a handle. The implement is thrown using one _____ only. The longest throw ____. Weight over the bar, also known as weight for height. The athletes attempt to _____ a 56 pound (4 stone) weight with an attached handle over a horizontal bar using only one ____. Sheaf toss: A bundle of _____ is tossed vertically with a _______ over a bar. Maide Leisg (meaning ‘Lazy Stick’): two men sitting on the ground with their ____ pressing against each other. they hold a stick between their hands which they ____ against each other until one of them is raised from the ground.

Caber toss, Stone put, Scottish hammer throw, Weight throw, Weight over the bar, Sheaf tos, Maide Leisg

ACTIVITY 2: PASSWORD D

This activity not only widens the vocabulary of the students but also tells something about different cultural events such as sports, money and health care in England. Before we start we should talk with students about typical Britisch sports and problems with health and money so students would be familiar with the new vocabulary. We play the game using the cards. On each card there is one word in big black bold letters and four words in red letters. The “black word” is the one that has to be guessed by other students. It cannot be said out loud by the student who is explaining it and neither any word that has the same stem. The same rule applies to the words in red. These are the words that the student cannot use while explaining the word in black. The “red words” are prohibited and so are any other words with the same stem. (For instance: motivate, motivation, motivated, motive…) RULES: One of the students takes one card from the pile. He doesn’t show it to anyone. He sees the “black word” for example: CARROT. That is the word he has to explain to the other students. Then, he checks the “red- prohibited words” for exaplme: red, vegetable, rabbit, vision. He starts to explain the word to the others trying to avoid the using the prohibited words: for example- This is a food that is very healthy and it grows underground. It is very similar to parsley, but it has different colour… and so on. Meanwhile, the others can be guessing. They may use the “prohibited words” since they don’t know which ones they are, but the speaker not. He goes on explaining until someone guesses the word. To explain the word students should use just the language- not facial or other gestures or sounds. HOW CAN WE PLAY: We can play this game in teams as a competition. We can divide students into 2 teams. Each one will get one pile with the same amount of cards. Then one of the team will always explain the word to the rest of the team, but we can give them the time limit- let’s say 1-2 minutes (depending on the difficulty of the words). If they manage to guess the word in time they get a point, if not, the other team can have other 30 sec. to guess it and win the point. We can also play individually- first one of the students will explain the word to the others. The one that will guess it will then change him. In this case it would not be a competition, but it still can be nice and funny for everyone, because they can all be guessing.

ALLERGY

TEMPERATURE

- to sneeze - to itch - to scratch - rash

- thermometer - sweat - ill/ illness - degree

X-RAY

HEART ATTACK - overweight - to smoke/ smoker - stress/ stressed - death/ to die

- to scan - to break/ broken - fracture - picture

DEMANDING

TIMETABLE - (to) work - hour - class - to do

- motivat-e/ -ion/-ing/-ed - abilitiy - hard - difficult

VOLUNTARY

SALARY - money - to pay/ paid - wage - year

- unpaid - optional - community - experience

ENTHUSIASTIC

FURIOUS

- keen - positive - happy - thrilled

- mad - angry - enraged - to irritate

GRATEFUL

APPREHENSIVE

- thankfull - to thank - to appreciate - favour

- nervous - anxious - worried - calm

ICE- HOCKEY

DARTS

- stick - puck - goal - third

- darts board - sharp - (to) aim - (to) throw

(to) DEFEAT

BOWLS - petanque - elderly - (to) throw - ball

- (to) beat - competition - (to) win - (to) lose

I n d e p e n d e n t

l e a r n i n g

Leading our students to be independent it’s not just important but also a very necessary task. By this they not only obtain new knowledge but also get to know another very important thing which is to rely on themselves and learn how to solve their problems. They don’t necessarily need to know about this fact but they will appreciate it once.

ACTIVITY 1: TEXT ANALYSIS D

At the beginning we introduce the topic to the students. I chose the actual topic which is digital education. We let students create their own questions about this topic and write them down on a board. Then the students will discuss them in their groups and find a common conclusion in each group. After that each student will obtain and article with some words in bold. Their task in group will be to analyze the text and missing words. They can also look up new words in dictionary. They will naturally have to organize themselves and choose who will find which word. Finally they have to create a logical summary of the text using the words in bold. There will be one summary per each group only and students will have to read it out loud. Teacher is just a listener and at the end of the activity he corrects the mistakes students made in their summaries. Every task in group will have to be organized by students- teacher doesn’t get involved. The aim of this activity is to give students a problem and show them that they are able to solve it by thmeselves. Another aim is to learn how to cooperate and work in group.

TEXT Schools in Wales are in danger of being left behind when it comes to digital education, experts have warned. (extracted from: http://www.bbc.com/news/uk-wales-27526644) Changes to the curriculum in England will make it mandatory for primary and secondary school pupils to study computing and coding from September. But a similar plan will not be introduced in schools in Wales for at least four years. Welsh government advisor Dr Tom Crick said the delay would leave students here disadvantaged. The Welsh government is currently carrying out a review of the curriculum which, among other subjects, will consider a report on the future of ICT education in Wales, co-written by Dr Crick. But its findings will not be implemented for several years and Dr Crick said that could mean a generation of children could be left without vital skills. ‘Significant changes’ Tom Kelly, chairman of the Welsh government’s ICT sector panel, said without the necessary IT skills, people in Wales could miss out on jobs in the future. “This is a global issue - not just about our competitiveness for Wales,” he said. „There will be people coming from outside Wales into Wales who have got the competencies and the skills to be able to fill the jobs in Wales which, in reality, should be filled by people in Wales”

“We’re looking at our competitiveness against other countries who have already made these significant changes and very clear declarations about how they see computing education being very, very important.” ‘Closing poverty gap’ “Not everybody will want to be a coder or a programmer, and not everybody will want to move into a technology-led industry,” he said. “However, the skills that those three areas actually develop would benefit your numeracy, your literacy, and they’ll also hit the government’s key priority of closing the poverty gap.”

ACTIVITY 2: PEER TO PEER D

We ask every of the students to think of one topic they know a lot about. It should be somehow connected to the English language or English speaking country. They may think about their hobbies, interests, books they like or sports they do. After everyone has his own topic (teacher can help to those who struggle) teacher will ask students to prepare a special vocabulary for it. They can look it up in dictionary, ask the teacher or the other students but they have to work independently and try not to reveal the topic. After that students will have to find a partner. They will have to find someone who would be interested in learning something about their topic. In pairs they will have to explain their hobby to the other student and teach him the necessary vocabulary. At the end some of the students will be asked to share the knowledge they obtained from their peers with the rest of the class. Teacher will be present all the time and help students to prepare, but just if he is asked to do so. The aim of this activity is to let the students to make their own decisions and work independently on their topics. P

Typical British/ American or Australian sports Movies and series Books Culture and History Education Health Important people Politics Science Religion Art and architecture Geography Nature Food and drinking Money

10. A reflective teacher - professional development Every teacher should work on himself and try to improve not just as a teacher but also as a person. I have prepared some activities one of which is usually made in architectural companies (SWOT) but I believe it can be utilised for this purpose.

ACTIVITY 1: DIARY Teacher’s diary is a very important part of teacher’s self evaluation and reflection. If there is a problem we cannot solve, maybe it’s because we just cannot see what we do wrong. During the classes is like during the performance in a theatre. We see things from a different perspective and not with a clean head. Therefore is very important to write down preparation for the class, details from the class that we find important and everything what could be possibly influential. For instance the mood of the students, the enviromental conditions, your mood, the topic you are explaining, the time of the class, its duration, some conflicting situations, positive and negative reactions, smiles, boredom, technical equipment.... We can repeat this every class and then go back to then and see our mistakes. Maybe also find a clue to how and where we have our weak points and how to make changes.I believe every teacher should write at least some information or feelings from each class to be able to improve.

ACTIVITY 1: SWOT ANALYSIS Every teacher should work on himself and try to improve not just as a teacher but also as a person. I have prepared some activities one of which is usually made in architectural companies (SWOT) but I believe it can be utilised for this purpose. SWOT analysis is a method used for the evaluation of someone or something. There are two internal factors (Strength and Weaknesses) and two external (Opportunities and Threats). The internal factors are something we have and can either use it for our own benefit or try to eliminate it. STRENGTHS are teacher’s internal capabilities which help him/her to achieve the goal. It can be for example the high level of English, good pronunciation, sense of humour, charisma, empathy etc. WEAKNESSES are on the other hand internal barriers which stops us from achieving the goal. For instance choleric character, low self- confidence, too high voice, no respect, boredom… External factors are something that something that is influencing us from outside and we have to work with it. OPPORTUNITIES are external situations which could provide an advantage to us as for example good director, nice classroom, technical equipment… THREATS are external situations which could damage teacher’s scope. For instance unsuitable environment for teaching, no technology, bad timetable… We should think about ourselves and ask what skills/knowledge do we have and lack? What we can improve and what we should avoid? What opportunities are there opened for us and how to use them? Which are the solutions for our problems and which obstacles do we have to face? This activity can be done also in pairs or groups of 3-4 people where everyone has to present his SWOT analysis and he can also hear the opinion of his colleagues to have things more clear. Sometimes it really helps to hear how others sees us.

11. T e a c h i n g

v o c a b u l a r y

Teach: pronunciation, spelling, collocations, grammar, aspects of meaning (formality, variety, meaning relationships) Remembering: exercise with meaningless words, make pictures in your head, organization Silent stage (18 times hear something before you say it) Repeating, Memorizing (everithing within a group in a safe environment), Writing down (no copying without a task), Brainstorming Testing: multiple choice, gap filling, odd one out, translation, dictation, sentence completion I can select the words for the presentation, plan a suitable way of the presentation, prepare teaching aids for vocabulary presentation, plan vocabulary practice activities, evaluate coursebooks based on how they deal with vocabulary SOURCES: Usborne phonic readers (from Phil Roxbee Cox and Stephen Cartwright) - Fat cat on a mat, Big pig on a dig, Frog on a log, Goose on the loose, Sheep canâ&#x20AC;&#x2122;t sleep, ... Oxford word skills Play games with English Childrens games Word games and puzzles Word games with English Primary vocabulary box Five-minute activities WEB: http://www.teach-this.com, http://www.education.com

ACTIVITY 1- fruit and vegetable age: all ages This activity is based on repetition and learning the fruit and vegetable vocabulary. I learned this activity in the class from my classmate Lenka Grmelová and I really liked it so I decided to use a very similar activity in my portfolio. On the next page there are 4 pictures of portraits form an artist called Giuseppe Arcimboldo. I feel that it’s necessary to first introduce the artist to children and explain them what he did. Then we can discuss this artwork and see if learners like it or not. The second step would be to repeat the vocabulary, I would make a short game in the circle where everyone would have to say 1 piece of fruit or vegetable. Like that we would go around the circle. If someone doesn’t know anything else or takes too long time in thinking, he or she would be out of the game. The game would continue until the last learners who would remember some fruit or vegetable. The last step would be working in groups or pairs. I would choose 1 picture children like the most and put it on the board, or make a copy for each of the groups. Then I would give them time to write as many pieves of fruit of vegetable as they can find in the picture. Finally we would review the activity, read the vocabulary and learn some new from each other. As an additional activity I would bring pieces of fruit or pictures and let children create something from it, but that is maybe the activity for the art classes rather than English ones.

ACTIVITY 2- professions age: 9-13 he second activity is aimed on professions. It is an activity based on vocabulary as the first on, but with a different approach. Before giving the students the worksheets (on the next 2nd page) I would also start pre-teaching vocabulary from the maze, assuming that students should already know some of the professions. Then every student would have to choose 1 profession. Then he or she would stand in front of the class and answer YES/NO to their questions. The rest of the group should guess the profession. (I would also show this on and example before starting the activity.) Finally I would show the maze to students and explain them that they have to find the way out from the maze connecting the professions. I would point out they can go left, right up or down but not diagonally. Only after that I would give them the worksheets with the maze. Finally we would review the activity and say the correct way out of the maze. If someone made a mistake I would explain him why.

12.

T e a c h i n g

g r a m m a r

1. EXPOSURE (quiz, picture, declaration, miming, questionnaires, board games), 2. CLARIFICATION (explanation, guided discovery or self- directed discovery), 3. RESTRICTED OUTPUT (drills, written exercises, dialogues, true sentences, gap fill, choose correct form, split sentences...) 4. AUTHENTIC OUTPUT Approaches to teach grammar: DEDUCTIVE- giving students the rules and working with them to produce language, teacher centred, rule-driven teaching, explanation (basically in learners mother tongue)about the grammar, timesaving, simpler, clearer, “rule-explanation”, “translation”, “doing worksheet” INDUCTIVE- giving the students examples of language and working with them to come up with grammatical rules, student centred, learners experience grammar, learners are more active in the learning process, “find the rule”, I can present the grammar point in an appropriate way, choose the right context for the grammar presentation, choose grammar reference books for looking up information SOURCES: The grammar activity book (Cambridge)- for young learners Primary grammar box Primary activity box Grammar and vocabulary for first certificate Children’s games Play games with english Five-minute activities WEB: http://www.teach-this.com, http://www.education.com

ACTIVITY 1- prepositions and adjectives I learned a similar activity in a conference of P.A.R.K. school from Tereza Janíčková, which I liked a lot so I decided to create a similar one. I like that is easy and enjoyable and you don’t need anything to do it. This activity is aimed on understanding of prepositions and adjectives. Let’s say we are in the classroom and students are sitting. I would explain them they have to listen to my orders and do everything I say as fast as they can. The examples of the orders can be: Stand behind your chair! Sit down on the desk! Be on the left side of your desk! Stand between 2 people who are taller than you! Now stand behind someone who has darker hair than you! Go to the window! Turn 3 times! If the activity is successful we can add some funny orders like- Open your bag! Put your head into the bag! Put a book on your head and make 3 steps! Open the window and wave on someone on the street. Stand on the desk! Jump down! ect…

ACTIVITY 2- broken words The second activity is to train past simple of irregular verbs. Irregular verbs often cause problems to students, mostly their past participle. I would start the activity revising the past participles of the verbs in worksheet on the next page. Then I would show worksheet to the students and tell them there are past participles of some irregular verbs, but they are torn in 2 pieces so they have to find the second half. I would demonstrate the first verb so they understand what they are supposed to do. Then I would give them the worksheets and some time. After finishing this part of the activity I would tell to students to work in pairs. Each pair would choose 10 verbs and create a short story using them. They would write it down and finally read it out loud. To make it more complicated, they could also leave out the verbs they chose and the rest of the class would have to guess it.

13. T e a c h i n g

pronunciation

ACTIVITIES: Drilling, minimal pairs, listening, reading, repeating, phonemic chart, sounds, linking, melody, rhymes, tongue twisters, drill - Integrated lessons (pron.- essential part)/ Remedial lessons (deal there and then with pron. difficulties)/ Practice lessons (pron. isolated and practisef for its own sake) - Problems with reception (examples of situation patterns) - Neglecting (theoretical knowledge) - Reactive teaching -> Planned teaching I can choose appropriate pronunciation activities, correct pronunciation mistakes in a positive way, anticipate problems in our students´ pronunciation, use pronunciation handbooks, plan activities that practise pronunciation with fun SOURCES: Usborne phonic readers (from Phil Roxbee Cox and Stephen Cartwright) - Fat cat on a mat, Big pig on a dig Frog on a log, Goose on the loose ... Mark Hancock- pronunciation games Primary pronunciation box Primary activity box John Trim- English pronunciation illustrated

ACTIVITY 1- word football

This is a very easy and fast activity which doesn’t need a preparation. It can be a little bit stressing for some learners if played in a big group. Therefore it needs smaller groups or a very good preparation in advance. The game itself is easy. It is similar to the classical word football where you say one word and the person who is going next has to say a word starting with the last letter of your word. If we want to practise pronunciation we can slightly change the rules and say the next word has to start with the sound the previous word finished. For example: dog- game- mouse- sister- abroad- dome- maze… If the student cannot think of any word, you can ask other students to help him. If no one knows and even you cannot think of a word then you start again with a new word. This game is also good to start the class because is short, it doesn’t need any preparation and it’s very practical.

ACTIVITY 2- the odd one out Odd one out is according to me a very funny activity and I always have a success with my students doing it. We can also play it in pronunciation. The game is simple. You need to find a word which is pronounced in different way than other 4. In the worksheet there are underlined syllables, vocals of diphthongs you should pay attention to. Before distributing the worksheets you should write an example on the board. (For instance: teach, sea, lead, pea, bread) First learners will listen and repeat. You will find the odd one out together. Then you give them more examples so that they get a clear idea of how the game works- for example (happy, he, hour, hot, who etc.) Only after that you distribute the worksheets. It would be the best if everyone works individually. Encourage the students not to be ashamed and say the words out loud, of course, silently. After that they can compare their results in pairs and consult. Then you give them the correct answers and explain why.

ACTIVITY 3 - animals cards

14.

T e a c h i n g

r e a d i n g

extensive reading- reading outside of the classroom, should be also reading for pleasure-i.e. something students want to read intensive reading- usually inside classroom with a higher focus, usually accompanied by activities authentic texts (the best but may be difficult-> simplified/graded readers), Scanning- for particular information, Skimmimng- to get a general idea Reading principles: read as much as possible, engage with the topic- pleasure, joy, explore the feelings about the text, give hints and expectations, match the tasks with the reading, exploit it! Reading sequences: pre- intermediate (picture, short pieces of text, talking about it- sunscreen), intermediate (first glance, predicting, exercise- vocabulary, role play), advanced (webquest- introduction, task section, process, evaluation, additionally- role play, discussions... ) Jigsaw reading: each student 1 part of the text- then they put it together, Reading puzzles: mixed up texts, stories, poetry, predicting from words and pictures, newspapers headlines, playing extracts from films, true/ false, describing characters, giving feedback... I can justify why reading is important to teach, choose appropriate texts for my learners, design pre-reading activities, design while-reading activities, design and evaluate comprehension, critically evaluate a coursebook based on quality of the reading texts, design post-reading activities SOURCES: Primary communication box Usborne phonic readers (from Phil Roxbee Cox and Stephen Cartwright) - Fat cat on a mat, Big pig on a dig Frog on a log, Goose on the loose ... Your favorite book, Newspaper articles List with interesting books for the students you teach Taboos and issues Lessons with laughter Five-minute activities Reading extra WEB: http://www.teach-this.com, http://www.education.com

ACTIVITY 1- quiz This activity is for older pupils (11-12). They should already know something about the planets and the universe, but you should better repeat the vocabulary before starting the activity. You will need one A4 for each student- “A“ for half of them and “B“ for the rest. You will put students in paris and tell them they will make a short quit one for another. You will tell them that their piece of paper is a secret and they cannot show it to their partner. Then you will chose one student and demonstrate the activity on him/her so everyone understands what they are supposed to do. After that you will distribude the copys. Each student can mark the answers of their partner. After the activity you can choose the easiest and the most difficult question from all.

ACTIVITY 2- your favourite book

This is not really an activity but it is very important to teach children to read books. The good way to achieve it is to let them to read, bring and present their favorite book. It cn be any genre they like and they can bring it to school and read it there always last 10-15 minutes of the class. Like that you can encourage them not only to read but also to see the presenttion of other interesting books and to gen an opportunity to present the book they like, think about the main idea, characters and so on.

15.

T e a c h i n g

l i s t e n i n g

Real life: Informal spoken discourse: pronunciation, accent, chunks, abbreviations, grammar, background noise, colloquial vocabulary, redundant words (well, you know...), non-repetition, Expectations: we know something in advance, Looking, listener response, ACTIVITIES: no overt response (joke, song, film), Short response: ticking, T/F, mistakes, cloze (gap fill), Longer response: taking, notes, answering questions, sumarizing, paraphrasing, Extended response: problem solving, interpretation I can choose appropriate texts for listening, design pre-listening activities, design while-listening activities practising various listening subskills, design follow up activities, create non-threatening, stress-free environment for listening practice SOURCES: Primary communication box Usborne phonic readers (from Phil Roxbee Cox and Stephen Cartwright) - Fat cat on a mat, Big pig on a dig Frog on a log, Goose on the loose ... Lessons with laughter Listening Extra Spotify, Youtube WEB: http://www.teach-this.com http://www.education.com

ACTIVITY 1- body bingo This game is for younger learners. They will recieve the “pupils’ boards“ from the next 3rd page. Using the worksheet I would definitely cut the texts from the pupils’ boards so they would have to be listening very carefully. Before, of course, they will repeat the vocabulary- parts of the body together with the teacher. Then the teacher will demonstrate the activity. T will take one boadr and show to the pupils how to cross the pictures so they clearly understand what they are supposed to do. After that they will play bingo. They will look at the pictures and listen to parts of the body he/she names. If they hear a word from their board they cross it out. If they have all 3 words crossed out, they will shout bingo, and tell the words back to the teacher. To continue with this activity, T can give to the winner of the bingo the “Teacher’s board“ and he can call out the words for the other students.

ACTIVITY 2 and 3- love song Ed Sheeran- “Thinking Out Loud” GAP FILLING I will distribute sheets (A4) with the lyrics of the love song. Some words will be missing. We will listen to the song 2 times and students will have to fill in the missing words. After that we will go trough the text, reveal the lyrics and translate it. We can also discuss it afterwards if there is time. We can leave out different words depending on what we want to focus on (vocabulary, grammar) and what level are our students. TEXT FORMING I will distribute small sheets with the lyrics of the love song. Each student will get 1 line and every time they hear they line they will have to put it on the ground under the previous line. Sometimes they will have to be fast, there can be 2 equal lines… (training listening skills, reflexes, movement). After that we will listen to it again and who wants, can sing. :)

"Thinking Out Loud" When your legs don’t work like they _____ before And I can’t sweep you off of your _____ Will your mouth still remember ______ of my love Will your eyes still smile from your _____ Darlin I, will be lovin’ you till we’re ______ And baby my heart ______ still feel as hard at twenty three And I’m _______ about how People _______ in mysterious ways Maybe just the _____ of a hand Well me I fall in love with you every _____ day And I just wanna tell you _____ So honey now Take me into your lovin’ ____ ______ under the light of a ______ stars Place your head on my ______ heart I’m thinking out loud ______ we found love right where we are When my hair’s all but _____ And my memory _____ And the crowds don’t remember my ____ When my hands don’t play the strings the

_________ I know you will still love me the ____ Cos honey your ____ could never grow old It’s _______ And baby your _____ Forever in my mind and _____ I’m thinking about how People ______ in mysterious ways And maybe it’s all part of a _____ I’ll just keep on making the same ______ _______ that you’ll understand That baby now Take me into your lovin’ _____ ______ under the light of a thousand stars Place your head on my _____ heart Thinking out loud ______ we found love right where we are Baby now Take me into your lovin’ _____ ______ under the light of a thousand stars Oh darling Place your head on my _______ heart Thinking out loud ____ we found love right where we are _____ we found love right where we are

Ed Sheeran- “Thinking Out Loud” When your legs don’t work like they used to before And I can’t sweep you off of your feet Will your mouth still remember the taste of my love Will your eyes still smile from your cheeks Darlin I, will be lovin’ you till we’re seventy And baby my heart could still feel as hard at twenty three And I’m thinking about how people fall in love in mysterious ways Maybe just the touch of a hand Well me I fall in love with you every single day And I just wanna tell you I am So honey now take me into your lovin’ arms Kiss me under the light of a thousand stars Place your head on my beating heart I’m thinking out loud Maybe we found love right where we are When my hairs all but gone and my memory fades And the crowds don’t remember my name When my hands don’t play the strings the same way I know you will still love me the same

Cos honey your soul could never grow old it’s evergreen And baby your smiles forever in my mind and memory I’m thinking about how people fall in love in mysterious ways And maybe it’s all part of a plan I’ll just keep on making the same mistakes Hoping that you’ll understand That baby now take me into your lovin’ arms Kiss me under the light of a thousand stars Place your head on my beating heart Thinking out loud Baby we found love right where we are Baby now take me into your lovin’ arms Kiss me under the light of a thousand stars Oh darling place your head on my beating heart Thinking out loud Baby we found love right where we are Babe we found love right where we are

16.

T e a c h i n g

s p e a k i n g

Activities: interesting topics, open questions, devil’s advocate, discussions, controversial questions, give the preparation time, buzz groups (4-5), role cards, pictures difference, pyramid discussion (item- selection tasks: “4 things you would take to a deserted island...“, they have to come to a common conclusion), scaffolding (helping go a less competent speaker), open questions, board games, interviews with famous people, speed dating... * avoid the talk- talk loop (T doesn’t get answers from students, allow silence, don’t add) FLUENCY- discussions, open questions, role play, puzzles and problems ACCURACY- repeating, reading out loud, drills, TRANSACTIONAL function: has a clear objective, language used by the speaker must be clear and understandable, the content is important, not the listener, simpler and more predictable language, and can have a measurable result INTERACTIONAL function: used to maintain relationships, grammatical rules can be ignored as long as the hearer can understand what we said INTERACTION PATTERNS- teacher to the whole group (T-Ss), pair work (S-S), group work (Ss-Ss), learners take the place of the teacher (S-Ss) I can choose appropriate speaking activities for my students, adapt activities so that they can be used for different levels and abilities of learners, integrate speaking into lesson plans, monitor students and correct their mistakes appropriately, justify using various speaking activities for different purposes, evaluate speaking activities in terms of fluency SOURCES: WEB: http://www.teach-this.com http://www.education.com BOOKS: English in mind (Cambridge)- for elementary students and teenagers Taboos and Issues- for more advanced learners, interesting topics Speaking extra- 3 different levels Simple speaking acitivities Begginers communication games Elementary communication games

ACTIVITY 1- mobile phones This activity is very easy and you don’t need any preparation in advanced thanks to the fact that today almost everyone has a mobile phone. Therefore, this game is not suitable for very young learners who may not have mobile phones yet. First you divide the students in groups of 4 or 5 people. You tell that each one should find a picture on their phones which they are not ashamed to show. Then they would put the 4 pictures together and find the odd one out. They will have to discuss it in a group and then present their reason. After that they will have to create a story in a group using the 4 pictures and present it to the other groups.

ACTIVITY 2- love story I decided to include this activity in my portfolio, because I really like it when we were doing it in the classroom. This very activity is, in my opinion, for a little higher levels, but I would also use it with the lower ones, I would just make the sentences more simple. I would also leave out the mistakes. I would also leave out the winning points, I think it’s not necessary.

The activity: Divide the class into teams. Tell them they are going to play a present perfect gram-

mar game and read a love story at the same time. Students start with the first sentence on their sheet. They have to sort out the jumble words and make a sensible sentence, adding any necessary punctuation. Tell the students that in addition to being jumbled, three out of the thirteen sentences contain grammar mistakes. If everybody is stuck, then help them by giving the first three words of the sentence in the right order. (Some sentences have other possible correct orders, which the students may come up with.) Answers 1. Mum, I met him and his sister two months ago. 2. I really fancied him, and I realised he liked me too. 3. He’s been my friend since we first met. 4. We have been seeing each other more and more. 5. He has been so kind, gentle and understanding. 6. We’ve been on several trips together. 7. There’s so much to tell you, but I haven’t asked him if he minds. 8. Well, actually, no, we haven’t done what you must be thinking! 9. He’s been brought up very traditionally. 10. How can I put this ... his Dad is a cardinal. 11. He has refused to go to bed with me. 12. We have been engaged for two weeks. 13. We’re getting married next week. Can you and Dad come?

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LESSON PLAN The age of the students: 17-18 years Level: B1-B2 Topic: Love, friendship, relationships Aim: speaking, fluency, accuracy Materials: Working sheets with pictures, cards with characters Length: 60 minutes

A. Introduction (3 minutes): I welcome students in the classroom and explain them what are we going to do. I will also explain them why this topic is useful and where they can use it. B. Ice breaker (12 minutes): Find someone who… Student will receive 6 sentences starting with this phrase. They will move around the classroom and they will have to find someone who: has already fall in love, who is currently in love with someone, who believes love is important, who thinks love is not that important in life, etc. Teacher can also write sample of the questions and answers on the board. (Training accuracy) C. Speed dating (35 minutes): Each student will receive card with his character. Girls will sit down each one by one table and boys will have exactly 3 minutes to talk with each of the girls and then they will have to switch. Finally every boy will have spoken with every girl and all of them will write down who they would like to meet again. At the end we will announce the “happy couples” (Students will train asking questions and answering, fantasy, invitations, using different tenses, memory, they train fluency and accuracy) D: Troubles with love (12 minutes): After the speed dating students will have 10 minutes for a little discussion in pairs or small groups. Everyone should share a short funny story from his life or from the life of someone he knows. It should be connected to the topic. If there is a really good story in the classroom they can decide to share it with everyone. E: Homework (3 minutes): I assign homework. Students will have to find a love poem/text and learn it by heart to present it in the classroom.

17.

T e a c h i n g

w r i t i n g

Writing according to restriction: copying, exercises, guided, free Correction: accuracy, organization, content Tasks: emails, imagine, forums, journals,... Ideas: brainstorming, text starters, fast writing (start- writing-stop) -writing for linguistic purposes -process writing -model writing -creative writing I can tell the difference between spoken and written discourse, identify the features of written discourse that are important for teaching, design activities for practising writing for linguistic purposes and writing, find the good balance between the content and form and give appropriate feedback to learners, identify the pieces of writing that are relevant and appropriate for different levels and ages SOURCES: WEB: http://www.teach-this.com, http://www.education.com Writing Extra Taboos and issues

ACTIVITY 1- interesting words This activity is really funny and interesting and it can be developed with many connected activities. We start from one word. The best way to find a word is to tell students to come up with a word in English they like or find interesting. Usually students come up with atypical words and thatâ&#x20AC;&#x2122;s great for this activity. Then we make smaller groups (2-5 students) and the activity can start. The result should be similar as on the diagram below, so first we can do it all together on the board. We tell to student to say 2 words connected with the first one, and the another 2 connected with the previous 2 ones. After, we say to create one word from the 2 above and finally one last word from the previous 2. Like that we get 10 words as it is on the diagram. Then the students will do the same thing in groups. After they get 10 words, we tell them to use the words and create a story with them and write it down. Then they can read the story to their fellow students and for example leave out the 10 words, so the rest of the class has to guess and so onâ&#x20AC;Ś Depending on time and group, but this activity is just amazing and for all the levels. Amazement Surprise Flowers

Present

Party

Birthday

Christmas

Family

Wedding Alcohol

ACTIVITY 2- you read I write

For this activity we will need a worksheet from the next page. We will divide students in pairs and each of the students will receive one half of the paper. Before that we will explain to students that they will get a story where are words missing. Each of them has some words and to find the missing words, they have to read their part to their partner. In the places where is something missing they can just do a â&#x20AC;&#x153;hmmmâ&#x20AC;? sound. Then they change and the other learner reads his part. At the end they should have both constructed the same story. Before doing this activity is good to demonstrate how this mutual reading and writing should work. Teacher should do the first few lines with one student to let it clear for other ones.

18.

Mistakes and errors, giving feedback

frequent errors and mistakes: wrong use of the tense, leaving out “s“ in the 3rd person, leaving out articles, wrong pronunciation of more complicate words, applying Czech syntax in Englichs sentence, wrong use of prepositions, etc. MISTAKE: a slip of the tongue, learner knows the problem but has temporarily forgotten it ERROR: the learner doesn’t know the correct form yet and so cannot produce it - lexical (vocabulary), phonological (sound), syntactic (grammar), discourse (linking, organiz.) transfer- L1 influence on L2 production (positive/ negative= interference) treatment of the mistakes: negative feedback (No.), strict correction (He HAS long hair), metalanguage (wrong article), unambiguous feedback (No. Anyone?) peer-correction, replaying (He has...), finger coding (indicate where is the mistake), echo the mistake, clarification request (Sorry? I didnt understand.), interpreting the mistake (drawing the picture od the board, making a joke), reactive (A long hair is just one single hair. Long hair- without article), reformulation (Ooh, he has long hair, has he? - not stopping the flow), Positive feedback(“Good.” on student’s production, ignoring mistakes, can produce false sense of security and fossilisation on the mistake), future reference (T says nothing but write down errors) feedback- diary from the class I can classify the mistakes or errors and identify the reasons, make the basic decision whether to correct or not to correct, decide what correction strategy or technique I will use, give both oral and written feedback, make students correct themselves, justify my positive attitude to learners´ errors and mistakes SOURCES: BOOKS: Mistakes and correction Pedagogical grammar English or Czenglish WEB: http://www.teach-this.com http://www.education.com

ACTIVITY 1- Feedback This activity is very useful but maybe it’s not even an activity but rather a feedback. It needs a lot of teacher’s concentration. Teacher should be writing down all the mistakes he hears during the lesson. He should do it in a way students wouldn’t notice anything strange and it wouldn’t prevent them from speaking freely. Then the teacher should let 10-15 minutes (depending on the amount of the mistakes) at the end of the lesson. He writes down on a board all the mistakes students said during the lesson. Then they correct it together and learners will write them down. According to one research which was made lately, this is the best form of correcting mistakes. I have experience with this personally in my classes and to some of my students helped a lot this written form of feedback. I have one student who constantly makes mistakes and when I correct her it’s like she wouldn’t hear it. But in the moment I started to apply this approach she improved immensely.

ACTIVITY 2- Find the error This activity is based on finding the error. Students will get some sentences. Teacher will tell them that there is an error in each one of them and students have to find it and correct it. They can work on their own or in pairs. After they finish they can present their corrected sentences and discuss about them with the teacher. The correct answers are just for the teacher. The students shouldn’t get them, they should have the feeling they correct them themselves and there are also more options to do it. This activity is for higher level of students because there are many different mistakes (grammar, lexical…). INCORRECT

CORRECT

Even I was tired, I went to the party. One of my roommate is from Brazil. If I would be taller, I’d play basketball. Doctor is a hard job. The capital of the United Kingdom is the London. What means this word? Can I have a question? I look forward to see you next month. I’ve seen that movie last Thursday. I can’t find nothing in my neighborhood. I often do mistakes when I speak English. I told that I will come back later. Brian is so stupid man. Did you ever read the book “Moby Dick?” I am used to wake up early on weekdays.

Even though I was tired, I went to the party. One of my roommates is from Brazil. If I were taller, I’d play basketball. Being a doctor is hard. / Being a doctor is a hard job. The capital of the United Kingdom is London. What does this word mean? Can I ask a question? I look forward to seeing you next month. I saw that movie last Thursday. I can’t find anything in my neighborhood. I often make mistakes when I speak English. I said that I would come back later. Brian is such a stupid man. Have you ever read the book “Moby Dick?” I am used to waking up early on weekdays.

19. G r o u p f o r m a t i o n a c t i v i t i e s AFFECTIVE BARRIERS-there are many potential constraints and pressures that may interfere with effective learning (shyness, making fool of yourself, fear of making mistake...) - establish positive realtionship between learners - relaxed environment - let everyone participate - not only ice breakers- require cooperation I can plan a series of activities for the beginning of the course, justify why using group formation activities is an important element of the lessons throughout the course, create positive learning atmosphere in the lessons, evaluate activities from the point of view of whether they promote good group dynamics SOURCES: Five-minute activities Childrens’ games Play games with English Primary activity box

ACTIVITY 1- Christmas quiz This group formation activity was especially made for Christmas period, but it can be applied also for different periods (the creation of new drawings would be necessary). Each student gets a paper with a “join the dots“ task. The Teacher will explain them that not all of the dots are part of the picture. They hve to use just the dots with numbers that are correct answers from the quiz. (Just 1/3 of them). The best is to make a demonstration with the first question so everyone understands that the correct answers are crucial for getting the picture. Then the teacher reads the quiz questions and students try to guess the correct answers. After the quiz students can guess what is on the picture and they they correct the right answers together with the teacher. The groups are made according to different pictures. We can use 2-4 or make more of them depending on the size of the group.

ACTIVITY 2- Animals cards These cards can be used for many different games. For the higher levels we can use it focusing on the pronunciation as I did in the group formation activity. Every student will get a card with the animal. They have to use the sounds of his animal to communicate with other students. He has to listen to other sounds and guess the animal. Then 3 groups of animals are made. We can for example made it according to the pronunciation (short/long vowel or a diphtong in the name of animal) but also according to what they eat or where they live, depending on the level of our students.

A) Who brings presents to children in Holland on the 5th/6th December?

H) In which modern country is St Nicholas's birthplace and hometown?

1. Santa Claus 2. St. Nicholas, 3. Spiderman

22. Turkey (back then technically provincial territory of the Roman Empire) 23. Italy 24. North Pole

B) In what town was Jesus born? 4. Bethlehem 5. Nazareth 6. Hustopeče C) In what decade was the first Christmas Card sent in the UK? 7. 1640s 8. 1740s 9. 1840s – (1843 by Sir Henry Cole) D) What country did Christmas Trees originate from? 10. Germany – (it was Latvia but it was part of German then!) 11. Finland 12. Izrael E) What was Joseph’s job? 13. Slaveholder 14. Woodcutter 15. Carpenter

I) How many points does a snowflake have? 25. 6 26. 8 27. it has no points because it’s round J) Under which Puritan leader did the English parliament pass a law banning Christmas in 1647? 28. Oliver Cromwell 29. Charles II. 30. George V. K) In Mexico (but also in Spain), it is said that wearing what a certain colour of underwear on New Year's Eve ensures finding love and happiness the following year. What colour is it? 31. White 32. Green 33. Red L) Christmas Island, in the Indian Ocean, is a territory of which country?

F) What's the second line of the song “I’m dreaming of a white Christmas”?

34. New zeland 35. Australia 36. UK

16. Just like the ones I used to know 17. And a happy new year 18. Just like a snowman on my porch

M) In which country does Santa have his own personal postcode HOH OHO?

G) London's Trafalgar Square Christmas tree is traditionally given by which country? 19. Canada 20. Sweden 21. Norway

37. Canada 38. Iceland 39. Finland

20.

P r a c t i c e

a c t i v i t i e s

FLUENCY- discussions, open questions, role play, puzzles and problems, purpose, reciprocity, impredictability, chunks, attention to meaning, develops with automatization, ACCURACY- repeating, reading out loud, drills, feedback, attention to form, familiarity RESTRUCTURING- expressing what I already know by new means (past simple-> using used to) ACTIVITIES: drills, substitution table + personalize (IF), written exercise, questionaries/ information gap, conversation, grammar interpretation/ structured input task, receptivity!!! SUCCESFUL PRACTISE: volume, succes orientation, heterogenity (If I was rich...), interest GRAMMAR: 1. EXPOSURE (quiz, picture, declaration, miming, questionnaires, board games), 2. CLARIFICATION (explanation, guided discovery or self- directed discovery), 3. RESTRICTED OUTPUT (drills, written exercises, dialogues, true sentences, gap fill, choose correct form, split sentences...) 4. AUTHENTIC OUTPUT Approaches to teach grammar: DEDUCTIVE- giving students the rules and working with them to produce language, teacher centred, rule-driven teaching, explanation (basically in learners mother tongue) about the grammar, time-saving, simpler, clearer, “rule-explanation”, “translation”, “doing worksheet” INDUCTIVE- giving the students examples of language and working with them to come up with grammatical rules, student centred, learners experience grammar, learners are more active in the learning process, “find the rule”, PRONUNCIATION: ACTIVITIES: Drilling, minimal pairs, listening, reading, repeating, phonemic chart, sounds, linking, melody, rhymes, tongue twisters, drill - Integrated lessons (pron.- essential part)/ Remedial lessons (deal there and then with pron. difficulties)/ Practice lessons (pron. isolated and practisef for its own sake) - Problems with reception (examples of situation patterns) - Neglecting (theoretical knowledge) - Reactive teaching -> Planned teaching I can plan practice activities so that they go from very much controlled ones to free ones, correct the mistakes appropriately, choose and evaluate practice activities, adapt practice activities SOURCES: The grammar activity book (Cambridge)- for young learners Primary grammar box Primary activity box Grammar and vocabulary for first certificate Children’s games Play games with english Five-minute activities WEB: http://www.teach-this.com, http://www.education.com