School Notebook Presentation

PIERRE VINCESTeacher Training Team October -November 2024

BritánicoMiraflores

2) WHaT DO YOU HOPE TO SEE AND TAKE AWAY FROM THIS WORKSHOP?

1) What do you enjoy and FIND CHALLENGING ABOUT TEACHING GRAMMAR?

1) ACTIVE PARTICIPATION2) WILLINGNESS TO PRETEND TO BE STUDENTS (if required)3) TAKE ADVANTAGE OF THIS OPPORTUNITY TO EXCHANGE IDEAS4) ENJOY IT!

+ REASON

- I'm at a #...-I'd SAY a solid #...-DeFINITELY, It's A # ....

On a scale from 1 to 5, how are you feeling today?

now

3) I received a hoax message about my trip being cancelled.

2) I had packed my bags.

1) I was working in the office.

TIMELINE

now

I received a hoax message about my trip being cancelled.

I had packed my bags.

I was working in the office.

TIMELINE

(_) This is the most important event in the story.(_) This is an action that happened before the most important event.(_) This is an action interrupted by the most important event.

Yesterday, (1) I was working in the office when (2) I received a hoax message on my trip being cancelled. I felt nervous because (3) I had packed my bags!

TIMELINE

(2) This is the most important event in the story.(3) This is an action that happened before the most important event.(1) This is an action interrupted by the most important event.

Yesterday, (1) I was working in the office when (2) I received a hoax message on my trip being cancelled. I felt nervous because (3) I had packed my bags!

TIMELINE

before

when

before

while

What's the lucky escape in this story?Why are these images relevant to the story?

It was a stroke of luck!

It was a close call!

I was in the right place at the right time!

WHAT HAPPENED IN THIS GRAMMAR LESSON?

- Prediction- Open questions- a controversial statement- thinking time-IW / PW - T-C

Capture students' interest and give them immediate opportunities to use language

- Expose your SS to the target language- Emphasise the structures you want them to discover / reinforce (review / consolidation)- Timetable fit?

2) Set the context by telling a story including the target language.

- Guided discovery- Give your SS opportunities / time to discuss and work collaborativelly- Make use of time lines, visual aids, etc....- Your role is to be a facilitator and you are there to confirm their thoughts are right.- Make use of CCQs

3) Clarify the meaning and use of the target language.

- Make use of your SS' previous knowledge. (past simple and continuous) -Focus on new structures and cover different forms (negative, third person, plural, etc)- Encourage them to use contracted forms (more natural)- Drilling is not a reading task. (context and sequence are key!)- Don't wait until the last part of the session to encourage production (simple)

4) Work on form (written and spoken).

- Expose your learners to good volume of practice based on their performance. If a task is not enough, provide others.- Set a general task for understanding of text before asking SS to fill gaps.- Pre-teach / clarify language you consider is key to the success of the task.- Do the task in advance- Encourage SS to support their answers.

5) Filling-the-gaps task | controlled practice

- COnsider transitions and keep the context- Oral opportunities > written ones.- Give SS thinking time- Patterns of interaction.- Monitoring? (context)- Elicit appropriately (balance)- Feedback?

Wheel-of-names task | semi-controlled practice

- Design your activities | Supplement / adapt.- Make activities engaging - resemble their reality.- Elicit / provide useful language- Encourage interaction and natural reaction.- If time is available, let them take turns.- Monitor to provide language they need.

Vidnoz role-play| freer practice

WAS AI PRESENT IN MY PLANNING?WHERE? HOW?

HANDS-ON TASK:

HANDS-ON TASK:

WHAT IS YOUR TAKEAWAY?

SURVEY

THANK YOU,MIRAFLORES TEACHERS!