COBAEH TRAINING COURSE, ACAPULCO 2015

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Pie de foto: : Mtra. Gabriela María del Carmen López Quesada English teacher and business trainer in professional programmes and certifications of English Academic Consultant and Acquisition Editor for Book Mart

COBAEH TRAINING COURSE

Teaching Techniques of the Use of the Language and Lexis to Develop Competences in the ELT ClassroomNOVEMBER 2015

First session

Welcome to our anual training!

How much do I know about...?

Pairs, pleaseMock exam(Options A and B)You have 20 minutes to finish.

As soon as you have finished, comment with your partner those answers in which you have doubts.Checking time.

Today's grammar points.

Photocopy of textbooks' content: 2nd, 4th, 6th courses.Work groups of five, please.

In each group choose:     - A leader / coordinator to decide on the roles each one have and coordinate the activities     - A secretary / writer to create the product with the help of the group     - Material organizer to pick the material and decide on how to optimize its use, by the end of the session you should keep it for the following sessions      - Timer you have to coordinate the working time, you have 50 minutes to finish and check     - Exchanger / verifier to compare and contract with other groups, to verify answers and to exchange information

Time-line of all verb tenses.

1. Each member of the team has a role.2. Create a draft of a time-line of all the verb tenses included in the lhree courses, base your choices on the photocopies.     You can create one time-line for all, or one for each.3. Once you have finished, Exchanger go round the room and compare and contrast your ideas with the other groups' ideas to improve, correct, and complete your time-line.4. Draw your definite time-line on a Flip chart.5. Once finished, paste it on the wall, near your area. 6. Remember you have 50 minutes to finish and check with the other groups before checking on the screen.

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Compare your designs.

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A second option to compare.

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What about this one?

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The most productive time

Pie de foto: : B R E A K

Why to use a time-line in class?

We can take advantage of students' creativity We can use them to introduce the grammar points we will cover through a specific unit We can have them around the classroom to recheck each time we / students need We simplify our work because they substitute some linguistic explanations We reinformce the comprehension of the use of verb tenses We establish differences between one form and another We benefit visual, kinesthetic and interpersonal students when creating / checking them We offer constant reference and checking points to students We offer a different way to understand time and verb tenses We always have a guide in class in case we need it

And after the break...

After a very nice coffee break, please, be sure you are in the same group you were working before.

Have some minutes to recheck your time-lines.Is there any other way we can work verb tenses to benefit students?How good would it be to have verb tenses information all around the classroom to be checked any time before, during and after the class?Would it help students and teachers to have a better understanding of the language?

The chart should include:VERB TENSE              FORM                     USES     TIME CONCEPTS           OBSERVATIONS/EXCEPTIONS                        (AFFIRMATIVE,                         NEGATIVE AND                         INTERROGATIVE)   The format you give to your chart is free.You have 50 minutes to finish and compare with the other groups.Complete the chart for each verb tense.Visit others' charts to complete yours.Be sure you give feedback to other groups.

What about a chart?

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A good example.

And the time expressions?

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So

You can create a time-line or a chart including as many details as needed, CREATIVITY is what will make the difference.

The end for today.

BEFORE YOU GO:_ Please be sure you keep the marker and TAK / scotch as we will use them in the following sessions.- Please keep your Flip charts (2), and photocopies as we will use them again.- Please be sure you do not forget any of your belongings._ Thank you so much, have a wonderful evening. 

Second session

Good morning!     Did you have a nice breakfast?Today's session will be from 10 to 13.30 hours with a 30 minutes break.The last session will be in the evening after lunch.

Before starting

Please, paste your charts, both, near your area.Go round for 15 minutes maximum to check others charts, feel free to make any positive comments and to take ideas and information to improve yours.Once you have finished, please, go back to your teams and take all your material out to start working.

Be sure you have your photocopies, previous charts and material for a new one.

erb tenses working together.

From all the verb tenses we have, there are many that work together when communicating.Take 15 minutes to discuss in your groups which are those that can be paired.Be sure you take notes while you discuss.Once having concluded, check your ideas with the group near you.

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Authentic use of the verb tenses

John has always traveled a lot. In fact, when he was only two years old when he first _____ (fly) to the US. His mother _____(be) Italian and his father _____(be) American. John _____ (born) in France, but his parents _____ (meet) in Cologne, Germany after they _____ (live) there for five years. They _____(meet) one day while John's father _____(read) a book in the library and his mother _____(sit) down beside him.    John _____(travel) a lot because his parents also _____(travel) a lot. As a matter of fact, John _____(visit) his parents in France at the moment. He _____(live) in New York now, but _____(visit) his parents for the past few weeks. He really _____(enjoy) living in New York, but he also _____(love) coming to visit his parents at least once a year.    This year he _____(fly) over 50,000 miles for his job. He _____(work) for Jackson & Co. for almost two years now. He’s pretty sure that he'_____ (work) for them next year as well. His job _____(require) a lot of travel. In fact, by the end of this year, he_____(travel) over 120,000 miles! His next journey _____(be) to Australia. He really _____(not like) going to Australia because it is so far. This time he _____(go) to fly from Paris after a meeting with the company's French partner. He_____(sit) for over 18 hours by the time he arrives!     John _____(talk) with his parents earlier this evening when his girlfriend from New York _____(telephone) to let him know that Jackson & Co. _____(decide) to merge with a company in Australia. The two companies _____(negotiate) for the past month, so it really _____(be not) much of a surprise. Of course, this means that John _____(have) to catch the next plane back to New York. He_____(meet) with his boss at this time tomorrow.

Try this example (40 minutes)

John has always traveled a lot. In fact, when he was only two years old when he first flew to the US. His mother is Italian and his father is American. John was born in France, but his parents had met in Cologne, Germany after they had been living there for five years. They met one day while John's father was reading a book in the library and his mother sat down beside him.            John travels a lot because his parents also travel a lot.As a matter of fact, John is visiting his parents in France at the moment. He lives in New York now, but has been visiting his parents for the past few weeks. He really enjoys living in New York, but he also loves coming to visit his parents at least once a year.            This year he has flown over 50,000 miles for his job. He has been working for Jackson & Co. for almost two years now. He’s pretty sure that he'll be working for them next year as well. His job requires a lot of travel. In fact, by the end of this year, he'll have traveled over 120,000 miles! His next journey will be to Australia. He really doesn't like going to Australia because it is so far. This time he is going to fly from Paris after a meeting with the company's French partner. He'll have been sitting for over 18 hours by the time he arrives!            John was talking with his parents earlier this evening when his girlfriend from New York telephoned to let him know that Jackson & Co. had decided to merge with a company in Australia. The two companies had been negotiating for the past month, so it really wasn’t much of a surprise. Of course, this means that John will have to catch the next plane back to New York. He'll be meeting with his boss at this time tomorrow.

Answers

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The most productive time

Pie de foto: : B R E A K

A chart for COBAEH teachers

The previous charts were to guide and help students to work on verbs, the one we are to create is to support teachers, as well as to guide students in the course contents.In the same groups we have been working, and based on all the charts and photocopies we have we are to create a final chart.For all communicative activities, this chart is the answer for most questions about topics and contents.

Chart for teachers

Create a four-column chart.The chart should only include the verb tenses we check for the 2nd, 4th, and 6th COBAEH course.Photocopies might guide you on the content to be consideres.Be creative, you can create a four-column chart, a checking list, or a mind map, among others.

CHART:FUNCTIONS / NOTIONSSEMESTERVERB TENSESVOCABULARY

Why?

- Students always need a guide.- Students know what to check during the period and for the evaluations.- Students might use it as a self-diagnostic (previous knowledge, further knowledge)- Students and teachers might want to use it as a checklist (lista de cotejo).- It provides a summary of what our course, period, class will include.

Answers

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BEFORE YOU GO TO HAVE LUNCH:_ Please be sure you keep the marker and TAK / scotch as we will use them in the following sessions.- Please keep your Flip charts (2), and photocopies as we will use them again.- Please be sure you do not forget any of your belongings._ Thank you so much, have a wonderful evening. - SEE YOU AFTER LUNCH. Bon appetite!

The end of the second session

Third and last session

How was lunch?We have been working really hard. This last part will be the link between this training course and the last we have in Puebla.Last course was related to lesson planning.

Instructions

- Be sure you have all the charts and photocopies at hand, you will need them.- Leader come to the front to pick your topic.- In your groups comment on the chosen topic and how you will give an innovative, creative and very different fifty-minute class in which you combine grammar and vocabulary, functions and book's topics and exercises.

1. Be sure you have a clear idea on what the "SECUENCIA DIDÁCTICA" and "CONFLICTO COGNITIVO" DOUBTS?Let's give this a quick check

Create a Didactic Planning just including: Topic Didactic situation / “Situación didáctica” Cognitive conflict / “Conflicto cognitivo” Opening: Warm-up and presentation Development: Practise Closing: Production and assessment. Include a sample of all activities and exercises you will use in class, at least one of them should be based on the charts we prepared today.

Let's plan

Be sure you use the format...

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Ideas on Warm-Ups

1: Warm Ups prepare students for the challenge.2: Warm Ups activate schemata.3: Warm Ups brings previous knowledge to build the new one.4: Warm Ups work as informal assessments**My topic _________________.

1. Topic questions in pairs.2. Controversial statements in pairs.3. Mind maps or brainstorming exercises to check vocabulary.4. Charades (miming verbs).5. Twenty questions game (Yes/No game).6. Strategories in small groups.7. Anagrams or crossword puzzles.8. Describing words.9. Betting game with candies.10. Dominoe created by students as homework.11. The expert.12. Error correction game.

What for presenting a topic?

Any skill works great if they include a:1. Pre-activity: to present vocabulary, to introduce the grammar point, to give examples, to discover grammar rules. Very controlled.2. While-activity such as a READING, WRITING, LISTENING, or a SPEAKING in which students use what we have presented, in the way we determined and using the suggested structure/form. Semi-controlled.3. Post-activity: this is the stage also called communicative stage. Students use what we taught them in a freer way. Not controlled but guided.

To practise

Because of the teaching model we have, having communicative activities is one of the best options.The most common activities are speaking or writing activities in which students demonstrate what they have learnt and how to use the knowledge.This last activity is regularly used as the assessment of the session.The assessment can be: T/S, S/S, or self-assessment.We regullarly use CHECK-LISTS, RUBRICS, or similar to assess the final product.Feedback should be given after the assessment, as well as remedial work needs to be performed.

A class to share

Topic: Present and use of vocabulary related to animals. Didactic situation / “Situación didáctica”: Because of the level of animal cruelty we live in our society, students propose a project to be developed at school and in their communities. The project will be shared in the school magazine by writing articles and essays, and creating posters to be pasted all around the school

 to make people conscious about pets cruelty and how to prevent or stop it. Cognitive conflict / “Conflicto cognitivo”: What can we do to stop violence against animals (pets)? Opening: Warm-up and presentation Development: Practise Closing: Production and assessment.

Finished plans

If you have finished:1. Find a team who have finished.2. Explain them your plan.3. Suggest the other team options to improve their plan.4. Make any changes or improvements.5. Deliver all the charts and plan you created through the three sessions to the presenter.6. Be sure you included the names of all the participants involved.

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We hope you have enjoyed Aca!

Pie de foto: : UNTIL NEXT TIME.