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Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
Defragmenting foreign language learning
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Defragmenting foreign language learning

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Slides from a talk presented on November 9, 2012 in Belgrade for the English Book Oxford Day.

Slides from a talk presented on November 9, 2012 in Belgrade for the English Book Oxford Day.

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  • Introduce concept of defragmenting your hard drive – bits here and there – degragging your hard drive can make the system run faster and information accessed more quickly and efficiently
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • sis0j333
  • No, this is a word level exercise, motivating and very visual but focuses on fragments of language.
  • Transcript

    • 1. Marisa Constantinides CELT Athens
    • 2. Holistic?or not?
    • 3. • No focus on specific language items• Mobilize wider areas of language• Task focused• Tangible end outcome
    • 4. Are they holistic?• Find someone who…• Picture Dominoes• Match words and meanings• Create a class survey• Make a video for a dialogue in the coursebook
    • 5. • Appear fast but ..• …not rushed or hurried
    • 6. • Look confident
    • 7. • Make their performance look easy and smooth…
    • 8. • Can deal with the unpredictable
    • 9. • Are aware of the effects of their performance on others
    • 10. • Can deal with problems in their own performance
    • 11. • fast• Confident• smooth• unrushed• Can deal with the unpredictable• aware of effect• aware of faults• able to fix
    • 12. Bloom’s Revised Taxonomy of Educational Objectives
    • 13. Go to www.storybird.com for some great examples
    • 14. Picture Karaoke
    • 15. Write aastrange/crazy caption/story Write strange/crazy caption/story@Marisa Constantinides CELT Athens - info@celt.edu.gr / City & Guilds 2011
    • 16. Story Ingredients – Choose any two digit number for your story episodePlaces
    • 17. People
    • 18. Objects
    • 19. Situations
    • 20. info@celt.edu.gr Marisa ConstantinidesMusic Videos -Work With the LyricsMusic Videos -Work With the Lyrics
    • 21. Students create a monologue and talk as a mystery characterCelebrity, book character – sorry this video won’t play Marisa Constantinides info@celt.edu.gr
    • 22. Music VideosWrite lyrics from these words
    • 23. Music Videos • You were my sun You were my earth But you didnt know all the ways I loved you, no So you took a chance And made other plans But I bet you didnt think that they would come crashing down, no You dont have to say, what you did, I already know, I found out from him Now theres just no chance, for you and me, therell never be And dont it make you sad about it You told me you loved me Why did you leave me, all alone Now you tell me you need me When you call me, on the phone Girl I refuse, you must have me confused With some other guy Your bridges were burned, and now its your turn To cry, cry me a river Cry me a river-er Cry me a river Cry me a river-er, yea yea Cry me a River on You Tube http://www.youtube.com/watch?v=DksSPZTZES0
    • 24. Make avideo fromsonghttp://www.youtube.com/watch?v=Ur0OMTHKRKk
    • 25. http://www.voxopop.com/group/eb78fcbf-5a8d-4937-ac20-7d58c31fe561
    • 26. Reading Marisa Constantinides info@celt.edu.gr
    • 27. Marisa Constantinides info@celt.edu.gr
    • 28. Improvisation Conversational Language You don ’ t Well, it ’ s not soseem amused amusing, youat all with my know. story! You look so But your story is depressed! so depressing! Marisa Constantinides info@celt.edu.gr
    • 29. Vokis VokisMarisa Constantinides info@celt.edu.gr
    • 30. Class Blogs
    • 31. to h i m, n’ t said ell, are a… So I be W uch go tta y ou sy o , I’d uImprovisation – Party Lines er in g me clev n! You kidd hire e rso ver Kat pe ne e like ays e! eon ob! som his j alw e m az to do t am all , it’s y true, I Yes utel ab sol om the it fr outh! had ’s m h orse Marisa Constantinides info@celt.edu.gr
    • 32. Online CommunitiesStudents Networking across the world with jects rativ e pro rs Co llabo r teache othe http:/ Nings in E /educ duca ation tion .ning .com / Marisa Constantinides info@celt.edu.gr
    • 33. Nin gs
    • 34. http://aplanet-project.eu/ http://aplanet-project.org/
    • 35. My email marisa.constantinides@gmail.com Twitter @Marisa_C My Centre www.celt.edu.gr My Blos http://marisaconstantinides.edublogs.org/

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