Maria Papadaki - Erasmus+ mobility to Dublin 30.3-3.4.2015 -- Overseas Teachers' Course Materials

Erasmus+ KA1 Mobility for School Education Staff
Maria Papadaki
Overseas Teachers' Course on General Methodology
Dublin, Republic of Ireland, 30/3 - 3/4/2015
https://alphacollege.com/english-courses/overseas-teachers-courses/overseas-teachers-course-01-general-
methodology/
Course materials by
Katie Greig, Rachel H Dowling, Jean Paul Barsoum, Mick Leonard and Jennifer O’ Dea,
teachers in Alpha College of English
https://alphacollege.com/
3rd Primary School of Agios Dimitrios
Athens, Greece
Grant Agreement 2014-1-EL01-KA101-000409
1/11/2014 - 31/10/2015

Welcome to Dublin!
Céad míle fáilte

First day forms
WiFi password: GreenDoor
https://docs.google.
com/forms/d/1o0FqFgNfKpYlDMd6_C-
gm_BaF8UJjYN9tVGe5kms6fY/edit

Two truths, one lie
I lived in South Korea for almost two years.
I was one of the dancers in Riverdance.
One of my favourite things to do on a rainy
day is scrapbooking.
Find out which one is a lie!

com/document/d/1anLq0NGIQcjs6E7U5sqQny
J992WWL4UYs_Bi6fE4EYU/edit

How could you adapt these activities for your
own teaching context?
What kind of icebreakers do you use in your
classroom?

Course and Timetable
General Methodology
com/document/d/1QB11o7mUBxGaTfXtD04qZpdBE4Fom
rujpmku0GtsRfI/edit
Technology in the Classroom
https://docs.google.com/document/d/1Yi0h8_U_JNea4-
e3XAqcjSLVclXvPlsrYAcykuVEG_g/edit

Alpha College
http://alphacollege.com/meet-alpha-team/
WiFi: GreenDoor
Katie: 00353863380332
Computer access
Student Handbook
Dublin Bus
https://tourbuilder.withgoogle.com/gallery#my-tours

What’s on in Dublin...
com/document/d/1A5YeEoB7R4OqFB06OYPPT
W82PxGYEWsGagnHJ5VbxFg/edit

Andrew Maxwell’s Irish Adventures
com/document/d/1fQ7kTL43wlIUmnl7c__HTA
sTGn2MqhTK7Mc9hv_umVA/edit
https://www.youtube.com/watch?
v=1UO3C1nIfJ4

Find someone...
who has lived abroad.
who has a favourite book or film.
who comes from a big family.
whose name has a special meaning and or was named after someone special.
who has a favourite cartoon character.
who has eaten something they consider exotic.
who knows what three items they would take if they were sent to live on a space station for
three months.
who knows what point in the future or in history they would visit if they had a time machine.
is very competitive when they play sports or games.

Irish History Lesson
exploiting CLT and CLIL activities in the
classroom

Before we begin...
1. What does CLT and CLIL stand for?
2. Have you ever learned a subject / skill / sport through a
language other than your first language? Did you enjoy
the experience? Why / Why not?
3. Are CLIL classes taught in your institute?

Lesson plan...
https://docs.google.com/document/d/161h6m1icHeiBi0dGbAdZ-
ASO8VV5Jt_VrZY2UD6IRQE/edit

Activity 1: Look at the photos and discuss the three questions.

A. B.

C.

1. Where were these photographs taken?
2. Which of the photographs relate to the past / present?
3. What important historical event is shown?

Student A
Activity 2: Match the vocabulary to the correct definition and read the text.
1. Rising (n.) a) people who were chosen to represent /
stand up & fight for the rights of the
people who voted for them
2. elected representatives
(n.)
b) to give someone confidence/hope
3. revive (v.) c) to carry out a plan of action
4. encourage (v.) d) to bring something back into use or popularity.
5. campaign (v.) e) a rebellion or a revolt against something
Text A: Background to the Rebellion
By 1900, Ireland had been under British rule for many years. The Act of Union,
passed in 1801 meant that Irish elected representatives (people who had
been voted for by the Irish) were obliged to travel to London to attend
Parliament. Ireland had no government of its own.
In schools, English was now taught and spoken – no Irish. Irish people had
begun to value their Irish traditions, customs and language. It was feared that
they would disappear unless they were actively revived. In 1884 the Gaelic
Athletic association (GAA) was set up to encourage interest in Irish games. In
1893 a group called Conradh na Gaeilge was set up to revive the Irish
language.
Political groups who wanted Ireland to be free of British rule had also been
forming. There were quite a few of these. Daniel O’Connell’s peaceful
campaign against The Act of Union had not been successful. As a

consequence, many members of these groups believed that force was
needed to win independence from Britain.
4 groups who were now campaigning for Irish Independence were: The Irish
Volunteers, The Irish Republican Brotherhood, The Irish Citizen Army,
Cumann na mBan.

Student B
1. Home Rule (n.) a) a rebellion, a revolt, a rising up
against
2. withdraw (v.) b) a unit / group of soldiers
3. donation (n.) c) to remove / to take back
4. uprising (n.) d) self-government
5. troops (n.) e) weapons such as guns, grenades,
bombs etc.
6. ammunition (n.) f) a lack of something needed, a
scarcity
7. shortage (n.) g) a problem that makes progress more
difficult or success less likely
8. setback (n.) h) gift or contribution given for a cause
or to charity
Text B: Republican Groups
The Irish Republican Brotherhood (IRB) was a secret organisation. They were
prepared to fight with weapons to create an Irish Republic. The Irish Citizen
Army wanted to fight for independence from Britain because they believed
that it was the only way in which the lives of workers could be improved.
There was also The Irish Party. This group was working with Britain trying to

achieve Home Rule by peaceful means. Home Rule would not, however,
mean full independence from Britain.
In 1914 World War 1 began in Europe. The British needed their men to go and
fight in that war. They withdrew many of their troops from Ireland. Some
members of the organisations thought that this would be a good time to
rebel in Ireland. Others disagreed. A Rising was planned for Easter Sunday
1916.
The Irish Republican Brotherhood had been receiving donations from
American supporters over the years. They used this money to buy guns in
Germany. A ship (The Aud) carrying guns and ammunition was expected to
arrive in time for the Rebellion. It arrived into Kerry early and was captured
and sunk by the British. This meant that there would be a big shortage of
guns for the Rising on Easter Sunday. That was the first setback.
The Irish Volunteers had been tricked into joining forces with the IRB for the
Rebellion. When this was realised, their leader cancelled the planned
rebellion for Easter Sunday. The IRB decided to go ahead anyway - without
the full support of the Irish Volunteer leadership. They decided however to
change the day of the Rising to Easter Monday. They knew it could not be a
successful rebellion but they did not want to give up the plan. Many of the
Irish Volunteers decided to join in the Rising despite the order from their
leader not to do so.

Student C
1. seize (v.) a) better than others
2. Proclamation (n.) b) to capture something using force
3. superior (adj.) c) to give up, to declare defeat
4. outnumber (v.) d) a public announcement
5. surrender (v.) e) to be greater in number than
Text C: Easter Monday
On Easter Monday morning in 1916, members of the Irish Citizen Army, The
IRB, the Irish Volunteers and Cumann na mBan marched to a number of
important buildings in Dublin’s city centre. They seized several of the main
buildings in Dublin such as The Four Courts, Boland’s Mill, Jacob’s Factory,
and the GPO in O’Connell Street. There were only 1600 rebels as there had
been confusion when the day for the rebellion had been changed. Besides,
they did not have much equipment or enough food. Padraig Pearse stood on
the steps of the GPO and read out The Proclamation of the Irish Republic.
People passing by paid little attention to what was going on. Because the
British had not been expecting this rebellion, the rebels were easily able to
capture the main buildings in Dublin with the exception of Dublin Castle and
Trinity College. A green, white and orange flag was flown on the GPO.
Then: British soldiers began to arrive from other parts of Ireland and from
Britain. They had superior weapons. They were organised and they greatly
outnumbered the Irish rebels. They swiftly began a counter attack against the
rebels. Buildings were burned down. O’Connell Street was destroyed. By the
following Saturday the rebels realized that surrender was their only option. 400

people had died. 2,000 people had been injured. 3,000 had been taken prisoner.
Just 5 days after it began, the Easter Rising was over.

Student D
1. sympathy (n.) a) a group of soldiers who line up to
shoot someone.
2. sentenced (trans. verb) to death
(n.)
b) the sharing or understanding of
other peoples’ feelings or
difficulties.
3. firing squad (n.) c) to disagree with, to be against.
4. oppose (v.) d) a strong feeling that you will
achieve what you want to achieve.
5. determination (n.) e)given the punishment of death
Text (D) Consequent events
Many Irish people were not happy that this rebellion had taken place. A lot of Dublin’s
beautiful buildings had been destroyed. The British led the rebels away to prison and
people watched without sympathy. However, when 90 of the prisoners were
sentenced to death by the British over the next few days peoples’ opinions began to
change. 15 men who had signed the Proclamation of Independence were taken out in
Kilmainham Jail in Dublin and shot dead by a firing squad. Even people who had
opposed the 1916 Rebellion were now furious with the British. There was now a new
determinationto get independence from Britain.

Activity 3: Complete the chart with the information from your text.
Background to
the Rebellion
Republican
Groups
Easter Monday Consequent Events
What was happening? /
What happened?
When did it happen? /
Why did it happen?
Who was involved?
Activity 4: Talk to the other students in your group and complete the table.

Activity 5: Presenting the Irish Rebellion.
Work in a group. Read your section of the text again and write notes in the frame below
to prepare a presentation.
Text Structure Notes
Background to
the Rebellion
Act of Union
Language
GAA
Daniel
O’Connell
The Act of Union was passed in ____________________ and
meant that_____________________________ were obliged
_________________________________________________________
________________________________________________________.
English was_____________________________________________
_________________________________________________________
________________________________________________________.
The Gaelic Athletic Association ____________________________
__________________________________________________________
________________________________________________________.
Daniel O’Connell ________________________________________
__________________________________________________________
________________________________________________________.

Republican
Groups
I.R.B.
Irish Citizen
Army
Irish Party
World War 1
The Rising
IRB’s role
Disadvantage
The Irish
Volunteers
The IRB was _______________________________________and
were prepared________________________________________
____________________________________________________.
The Irish Citizen Army believed _________________________
______________________________________________________
_____________________________________________________.
The Irish Party was working _____________________________
_______________________________________________________
______________________________________________________.
World War 1___________________________________________
_______________________________________________________
______________________________________________________.
The IRB had been____________________________and used this
money__________________________________________________
_______________.
The rebels were at a disadvantage because________________
________________________________________________________
_______________________________________________________.
The Irish Volunteers____________________________________
________________________________________________________
________________________________________________________.

Easter Monday
Rebels
Padraig Pearse
Key strategy
Colonist’s
advantage
The rebels marched on __________________________________
and seized _____________________________________________
_______________________________________________________.
Padraig Pearse stood____________________________________
________________________________________________________
_______________________________________________________.
A key strategy was______________________________________
________________________________________________________
_______________________________________________________.
The colonists’ advantage _________________________________
________________________________________________________
_______________________________________________________.


Consequent
events
Irish people’s
reaction
The British
Prisoners
Irish people’s
anger

Irish people were _______________________________________
_______________because _________________________________
________________________________________________________.
The British led___________________________________________
________________________________________________________
________________________________________________________.
90 prisoners were _______________________________________
________________________________________________________
________________________________________________________.
Irish people were ________________________________________
and_____________________________________________________
________________________________________________________.
adapted from irishhistorylessons.com
Activity 6: Discuss the following questions with your group.
1. What factors lead to rebellions and revolutions?
2. What are the famous revolutions in history? What did they achieve?
3. Do rebellions ever achieve any real change?
4. Can rebellions and revolutions ever be peaceful?

Theory and
Methodology
OTC March 2015

● Review of theory and methodology.
● Discussion on our language learning and
teaching experiences.
● Emerging methodologies and the future of
teaching.
Overview

1.What do you remember about your first
English lesson? Can you remember the first
things you learned?
2.What do you remember about your first day
of teaching?What lesson did you teach? How
did you feel?
Lead in:

A …………….. is a system for the teaching of
a language that is based on a particular
……….. of learning. These …………..
underpin choices of syllabus type, materials
and classroom activities.
Thornbury (2010)
Theory or Methodology?

A methodology is a system for the teaching
of a language that is based on a particular
theory of learning. These theories underpin
choices of syllabus type, materials and
classroom activities.
Thornbury (2010)
Theory or Methodology?

Think about your own language learning experiences.
● What theories and methods did your teachers use?
● How effective were these methods and theories in
your acquisition of the target language?
As a teacher:
● Which theories and methods do you use as a
teacher? How effective are they with your learners?
● How have your methods changed since your initial
teacher training?
Discussion

Sheikh Nahyan bin Mubarak Al
Nahyan- Minister for Education.
United Arab Emirates.
Pioneer of new methods of
education.

Grammar Translation
Method
● Developed in the 18th and 19th Century.
● No focus on communicative skills.
● Only skills exercised were reading skills and only in the
context of translation.
● Students learned the language through deductive
methods.
● The theory behind this was developing the learners’
intellectual capacity rather than communicating using the
language.

Direct Method ● Developed in Germany/ France around 1900 as a
response to the Grammar Translation Method. Students
learned the language using inductive methods.
● Adopted by schools such as Berlitz and Inlingua in the
1970’s.
● Focus placed on oral skills such as question/answer
patterns and native like pronunciation.
● Target language used exclusively in class by the teacher.
● Real objects, pictures or demonstration were used to
explain new language.
● The theory behind this method was that language
learning was based around habitformation.

Audiolingual Method. ● Developed and popularised in the 1950’s and 1960’s.
● Aimed to transform language teaching from an art to a
science.
● Spoken language was prioritised, translation was
discouraged.
● Students repeated and memorized scripted dialogue, this
was then followed with patternpractice drills.
● The theory behind this method was that language
learning was based around habitformation.

The Silent Way

● Developed by Gattegno in the 1960’s.
● The theory behind this method is that learning is
‘selfdirected and selfinitiated’.
● The teacher’s role is that of a facilitator.
● Learning is mediated using two aids: the Fidel charts,
which represent the sounds and Cuisenaire rods,small
coloured blocks of wood of various lengths.
● By tapping out sounds on the Fidel and manipulating the
words on the rods, basic sentences are formed.
● The theory behind this method was that the learner
should be challenged affectively (emotionally) as well as
intellectually.

Suggestopaedia ● Developed by Lozanov in the 1970’s
● Learners assume a new identity when they walk into the
classroom.
● Classical music is played in the background to soothe
the learners, who sit in a circle on the )’s floor.
● The teacher reads dialogues aloud and the learners
listen and follow the text, on the assumption that learning
is taking place subliminally.
● The theory behind this method was that the learner
should be challenged affectively (emotionally) as well as
intellectually.

Communicative
Approach or CLT
● Developed in the 1970’s as a reaction to Audiolingualism
and the Grammar Translation Method.
● It aimed to move language learning away from linguistic
competence as the goal of language learning and to
move towards communicative competence.
● The traditional grammar syllabus was replaced by items
such as asking for directions, apologizing, requesting
information etc.
● Activities such as informationgap games and the use of
authentic materials (newspapers/ radio broadcasts) were
used in the classroom.
● The theory of this approach is that language skills are
best learned in authentic, meaningful situations.

Task-Based Learning.
(TBL)

● This methodology has its base in CLT.
● The aim is to make language learning completely
communicative.
● The teacher’s role is that of facilitator.
● The lesson follows a set programme of pre, while and
post tasks.
● The core of the lesson is based around a task.
● Repetition of tasks is strongly encouraged e.g. learners
do a task, then listen to native speakers doing the same
task and repeat the task again, aiming to use structures
native speakers use.
● The theory behind this is that reading, writing, listening
and speaking should all develop together.

Faculty Psychology A general educational theory that the body and mind were separate
and the mind consisted of three parts: the will, the emotion and the intellect. It was believed
that the intellect, when properly trained, could control the will and the mind.The way to do
this was through study of classical literature and mathematics. Students learned grammar
rules and applied them through translating texts word for word.

Behaviourism: Behaviourism is a psychological theory which viewed learning as a form of
habit formation. According to behaviourism, habits are formed when learners response to
external stimuli are positively reinforced.To behavioural psychologists, language is just
another form of behaviour, and could be conditioned in much the same way as seals are
conditioned to jump through hoops.

Humanism/ Humanistic Approaches: Humanistic approaches emerged in the
midtwentieth century as a reaction to the ‘dehumanizing’ psychology of behaviourism, but
also as a counterbalance to intellectual accounts of learning such as mentalism. Some
basic characteristics of humanist approaches are:

● Personal growth is one of the primary goals of education
● The learner should be engaged affectively (emotionally) as well as intellectually.
● Behaviours that cause anxiety/ stress should be avoided.
● Learners should be actively involved in the learning process.

Progressivism: Although this theory has its roots in the 19th century, it made it’s impact on
language teaching in the 20th century. The focus of progressivism is that students learn by
doing, with a strong focus on problem solving and critical thinking. This involves the use of
authentic texts, problem solving tasks and group work. Whole language teaching emerged
from this theory which aims to teach language learning in a holistic way, focussing on all
four skills in an integrated fashion.The teacher’s role is that of facilitator and the role of the
student is that of an active participant in a community of learners.

BLENDED LEARNING.

Group 1: You are going to research Blended Learning and report your findings back to the
other groups.

Use the questions below as a guide for your online research:

1. What is Blended Learning? How are classes delivered to students?

2. What learning theory or theories does it fall under, if any?

3. What are the documented advantages and disadvantages of this type of learning?

THE FLIPPED CLASSROOM

Group 2: You are going to research The Flipped Classroom/Flipped Learning and report your
findings back to the other groups.

Use the questions below as a guide for your online research:

1. What is The Flipped Classroom/ Flipped Learning?How are classes delivered to students?

2. What learning theory or theories does it fall under, if any?

3. What are the documented advantages and disadvantages of this type of learning?

Video Links

Suggestopaedia.

The Silent Way.

Audiolingual Method.

The Direct Method.

Discuss these questions with your group.
1. What does learner autonomy mean to you?
2. Why would you encourage learner autonomy in your teaching? How might
it affect learner identity and relationships?
3. How do you (or would you) encourage learner autonomy in your teaching?
4. What were (or would be) the challenges of implementing learner autonomy
in your context?
5. How much emphasis was placed on learner autonomy in your initial teacher
training?
Learner autonomy and our contexts

Teacher directed → Learner centred
Didactic teaching → Student exploration
Short blocks of
instruction on single
subject
→ Extended blocks of
multidisciplinary
instruction
Passive or one-way modes
of instruction
→ Active and interactive
modes of instruction
Individual, competitive
work
→ Collaborative, cooperative
work
Teacher as knowledge
dispenser
→ Teacher as a facilitator or
guide
Ability grouping → Heterogeneous grouping
Assessment of
knowledge, specific skills
→ Performance based
assessment

David Nunan, a leading linguist, has identified nine stages of learner
autonomy. Brainstorm three stages of learner autonomy with your
group.
1. ________________________
2. ________________________
3. ________________________

Each member in the group will read a stage / stages. While you read
take notes and summarise the most important information in each
stage.
Complete the nine stages together.

Share your idea with your partner / group.
❏ How similar are your definitions?
❏ How important do you feel learner
autonomy is in your classroom?
Learner autonomy is …..

Developing the Listening
Skill

Discuss these questions with a partner / group.
1. What type of listening activities do you usually do in your classroom?
2. What factors do you take into account when choosing listening
activities?
3. What type of authentic materials do you use / would you like to use?
4. How do you feel about using songs in the classroom?

Stages of a strategic listening comprehension
task
Categorise these ideas into pre-listening tasks, while–
listening tasks and post-listening tasks to complete
the stages of a strategic listening comprehension
task.
Work with a partner / group and check.

The stages...
• Setting a goal
• Planning
• Activating background knowledge • Selective attention • Clarifying
• Predicting • Inferring • Summarization
• Elaboration
• Personalisation
• Checking the goal
• Evaluation

We’re going to watch a TED video by Jay Walker, an
American inventor, who explains why two billion people
around the world are trying to learn English. In the talk, he
focusses on China.

Before watching, discuss these questions with a partner /
group.
1. What are the most common reasons for people to learn a second language?
2. Do you think English is taught in a similar way in Asian and European
countries? Why / Why not?
3. Jay Walker begins his talk by listing examples of manias. The Oxford
Learners’ Dictionary defines mania as an extremely strong desire or enthusiasm
for something, often shared by a lot of people at the same time. Brainstorm
four types of manias.

Now watch the video again and answer these questions.
1. What did Jay Walker say was the worlds’ newest mania?
2. Why will China become the world’s largest English speaking country next year?
3. Why do people learn English?
4. What two other universal languages does he mention?
5. How positive or negative is his talk about English?

Discuss these questions with a partner / group.
1. What are the pros and cons of English as a global language?
2. Jay Walker says English is becoming the language of problem solving. To
what extent do you agree with this statement and why?

Some activities...
http://lyricstraining.com
http://community.eflclassroom.com/profiles/blogs/50-
ways-to-use-music-and-song-in-the-classroom
jigsaw songs

We’re going to listen to a song called “Fisherman’s Blues”
by the Waterboys. The Waterboys are a British folk rock
band who gained popularity in the eighties.

Activity 1: Discuss these questions with your group.
1. The first line of this song is ‘I wish I was a fisherman’. Why do think people
sometimes wish they were somebody else?
2. In the second verse he says, “I wish I was a _____________.”Complete the
sentence and support your answer.
Activity 2: Now listen to the song and complete the task.

Activity 3: Read the lyrics with your group and answer these questions.
1. Why does he wish he was a fisherman?
2. In the second verse who does he wish he was? Was your prediction correct?
3. Have you ever wished you were somebody / somewhere else? Why / Why
not?

Activity 4: Create a new chorus for the song with your group.
I wish I was a ______________________

Discuss the following questions with a partner / group.
1. Which activities would be most useful / least useful in
your classroom?
2. How could you adapt these activities to better suit your
teaching context?
3. How do you try to reduce the challenges of listening for
your learners?

❏ Why do you think learners often cite speaking as their
main difficulty in English?
❏ What do you consider to be the main problems that
your learners have when speaking English?
❏ What do you consider to be the main causes of these
problems?
Let’s chat

❏ ‘I know what I want to say in my own language, but I don’t know
how to say it in English.’
❏ ‘I can understand my teacher, but when I listen to real people I
can’t understand them and I don’t know what to say.’
❏ ‘I think I’m quite good at English now, but when I want to say
something in a conversation I often find that the people are
already talking about something else.’
❏ ‘My teacher understands me, but I try to speak to real people they
don’t understand me.’
What do you think causes our learners to feel like this?
And now a word from our students...

1. be aware of learner needs and make practical suggestions.
2. be selective in the language we teach.
3. raise awareness among learners of…
➢ formal / informal language
➢ spoken / written language
➢ transactional / interactional language
➢ patterns of interaction
➢ pronunciation patterns.
4. give rehearsal time and clear guidelines.
What can us teachers do?

The CEFR
The Common European Framework of Reference for
Languages

Pre-CEFR
❏ Language testing: what does B1 mean in France or
England?
❏ Qualifications and test scores lacked equivalents.
❏ Qualifications were not mutually recognised.
❏ Movement of people across Europe put pressure on
the lack of recognition.
❏ The CEFR apparatus are language independent so they
can be used for any European language.
❏ The CEFR grew from a lack of common ground.

What is the CEFR
It has been described as…
❏ a framework that can be used to describe language ability in a
consistent and standard way regardless of language or location of
instruction.
❏ a framework to analyse learners’ needs and specify learning goals.
The best-known / most frequently used sections are the global scales
and the self-assessment scale. (Tables 1 and 2 respectively)
What are the six reference levels?

Reference Levels
Proficient User C2
C1
Independent User B2
B1
Basic User A2
A1

Table 1: Global scales
Table 2: Self- assessment scale (spoken interaction and
spoken production)
https://www.eui.
eu/Documents/ServicesAdmin/LanguageCentre/CEF.pdf
Key Sections

❏ define your context and your learners.
❏ become familiar with the scales.
❏ select the relevant scales for your context and
learners.
❏ adapt, refine or extend descriptors to fit your context.
❏ refer to the levels when developing lessons or
assessing your learners.
What next?

❏ suggest areas that your students need to work on.
❏ give a clear indication of progress if referred to
regularly.
❏ allow teachers and learners to monitor problem areas.
❏ give a sense of achievement.
❏ can themselves be a learning resource.
Why use Can Do statements?

❏ Snowball mingle
❏ Four-corner debates
❏ Presentations
https://docs.google.com/document/d/1MAymPuUbauCnoPzLMlSgf-
GsHxmKs-PnqOVRW94xmsA/edit
Let’s get down to business...

Motions...
Cats are better than dogs.
All citizens should be bilingual.
Technology is a threat to individual privacy.
https://docs.google.com/document/d/1aV-
vB8ZzsBQMdYvxaG3SJN2GPFj_QlsiX9GFgZDwrZ8/edit
http://padlet.com/greig_katie/j4rqfeg5x2tz
Four Corner Debates

Adapted for each level
com/document/d/10EQLB0wUIlQ6qrNMZcWFONTJYDEqPqF57YC1T8
tUlrc/edit
com/document/d/1evqqYidB9iL2J8kpLfo8JoDILAga7kw4vc6aFlqyw-
M/edit
com/document/d/1qUxAmctYqMzqeuQ7Vi3CdSVgRcu0dM-
Presentations

http://hiveofactivities.files.wordpress.com/2013/11/fce-speaking-exam1.jpg
Exams and speaking

Developing speaking skills
Snowball mingle
See more at
http://www.onestopenglish.com/community/lesson-share/extras/mingle/mingle-activities-
snowball-fight/154209.article#.VWdQbLxldqU.google
Four-corner debates
Presentations

Language for debates
To Agree
Most will agree that…
I agree with those who suggest that…
Interesting point! I think that…
I believe…
A sensible idea would be to…
The fact is that…
Surely, you would agree that…
Naturally, I feel that…
I have to concede that...
To Disagree
I would argue that…
While that may be true, but…
Interesting point! However, I believe that…
That is probably so, but…
Many claim that X but…
Despite the opinion that X, I feel…
I understand your point, but we should
consider...
To Generalise
Conventional thinking holds that…
Generally speaking,...
As a rule,...
By and large,...
In my experience…
It is common knowledge…
Many assume that X is true…
The reality is that…
The present situation is...
To Make Connections
What you said reminds me of…
Your ideas are related to…
X is similar to Y because…
Based on what we know about X, I think…
The two ideas are related in that they...
To Clarify (make clear)
What I’m trying to say is…
In other words…
To put it differently…
I would like to rephrase that…
Simply put,...
What I mean to say is…
Just to make it clearer,...
To Ask for Clarification
What you mean is…
If I understand you, you’re saying that…
If I’m hearing you correctly…
So, you think (that)...
So your idea is…
Correct me if I’m wrong but you were
saying that…
Could you rephrase that please?
To Make Exceptions
One exception is…
That may be true, but…
In reality, however,...
But the fact of the matter is…
Let’s not forget…
While many suggest X, others say Y...
To Ask for Explanations
Can you explain why…
Do you mean to say that…
Could you help me understand more
about…
Could you elaborate on…
Does this mean…
Could you give me more information on...

What makes a good presentation?
Read these features of a presentation and decide if they are P (positive), N (negative) or
O (both)
A good presenter …
1 reads aloud from a prepared script.
2 invites the audience to interrupt and ask questions whenever they want to.
3 gives an outline of the presentation at the beginning.
4 invites the audience to ask questions at the end of the presentation.
5 has a presentation that has a clear structure and development.
6 knows exactly what he or she wants to say.
7 uses visual aids to support the points he or she is making.
8 reads out what is written on visual aids.
9 makes regular eye contact with members of the audience.
10 lets the audience know when he or she is moving to the next stage of the
presentation.
11 only looks up from his or her notes when there is a question from the audience.
12 moves around a lot.
13 speaks as quickly as possible.
14 delivers the presentation clearly but at a natural speed.
15 summarizes key points at the end of the presentation.
16 clarifies and elaborates points if members of the audience are not clear.

Taken from
http://www.onestopenglish.com/business/businessskillsbank/pdfcontent/businessskillsbankgivingpresentationslessonplan/154
237.article

How to stage your presentation
Introduction
Hi everyone, welcome to my presentation. Today I’m going to talk about + topic.
Introducing the first part
Let’s start by looking at + topic.
Changing topics
Now I’m going to turn to + new topic / point
Changing Speakers
Now I’m going to hand you over to + name
Finishing up
That brings me to the end of my presentation. Do you have any questions?

Name of presenter: ______________________
Their presentation: _____________________________________
Three things you liked about the presentation
1._____________________________________________________
2._____________________________________________________
3._____________________________________________________
Three things you learned from the presentation
1._____________________________________________________
2._____________________________________________________
3. ____________________________________________________
Peer Feedback

What is Gaelic football?
Gaelic football (Irish: Peil Ghaelach; short name Peil or Caid), commonly referred to as football or Gaelic,
is an Irish team sport. It is a form of football derived from traditional Irish ball games. It is played between
two teams of 15 players on a rectangular grass pitch. The objective of the sport is to score by passing the ball
through the other team's goals (3 points) or a set of two upright posts separated by a crossbar 2.5 metres
(8.2 ft) above the ground (1 point).
Players advance the football, a spherical leather ball, up the field with a combination of carrying, bouncing,
kicking, hand-passing, and soloing (dropping the ball and then toe-kicking the ball upward into the hands).
In the game, two types of scores are possible: points and goals. A point is awarded for kicking or hand-
passing the ball over the crossbar, signalled by the umpire raising a white flag. A goal is awarded for kicking
the ball under the crossbar into the net, signalled by the umpire raising a green flag. Positions in Gaelic
football are similar to that in other football codes, and comprise one goalkeeper, six backs, two midfielders,
and six forwards, with a variable number of substitutes.
If the ball goes over the crossbar, a point is scored and a white flag is raised by an umpire. A point is scored
by either kicking the ball over the crossbar, or fisting it over, in which case the hand must be closed while
striking the ball. If the ball goes below the crossbar, a goal, worth three points, is scored, and a green flag is
raised by an umpire. A goal is scored by kicking the ball into the net, not by fist passing the ball into it.
However, a player can strike the ball into the net with a closed fist if the ball was played to him by another
player or came in contact with the post/crossbar/ground prior to connection. The goal is guarded by a
goalkeeper. Scores are recorded in the format Goal Total-Point Total. To determine the score-line goals
must be converted to points and added to the other points. For example, in a match with a final score of
Team A 0–21 Team B 4–8, Team A is the winner with 21 points, as Team B scored only 20 points (4 times
3, plus 8).
Gaelic football is one of four sports (collectively referred to as the "Gaelic games") controlled by the Gaelic
Athletic Association (GAA), the largest sporting organisation in Ireland. Along with hurling and camogie,
Gaelic football is one of the few remaining strictly amateur sports in the world, with players, coaches, and
managers prohibited from receiving any form of payment. Gaelic football is mainly played on the island of
Ireland, although units of the Association exist in other areas such as Great Britain and North America.
Gaelic football is the most popular sport in Ireland in terms of attendance, with the 2011 All-Ireland Senior
Championship Final, held at Croke Park, Dublin, drawing an attendance of 82,300 people. Outside of
Ireland, football is mainly played among members of the Irish diaspora. Gaelic Park in New York City is the
largest purpose-built Gaelic sports venue outside of Ireland. Three major football competitions operate
throughout the year: the National Football League and the All-Ireland Senior Championship operate on an
inter-county basis, while the All-Ireland Club Championship is contested by individual clubs. The All-

Ireland Senior Championship is run as a knock-out competition, with the top two counties meeting in the
All-Ireland Football Final, considered the most prestigious event in Gaelic football.
Under the auspices of the GAA, Gaelic football is a male-only sport; however, the related sport of ladies'
Gaelic football is governed by the Ladies' Gaelic Football Association. Similarities between Gaelic football
and Australian rules football have allowed the development of international rules football, a hybrid sport,
and a series of Test matches has been held regularly since 1998, with the exception of the cancelled 2007
edition.
Encyclopedia article from http://en.wikipedia.org/wiki/Gaelic_football
Video from https://www.youtube.com/watch?v=TEAbWrdB9XU
Suggested approach to develop the reading skill through the given text
 Elicit relevant vocabulary to activate prior knowledge and show video to attract interest
 Skim: find the rules of Gaelic football
 Read in detail: make questions for each paragraph
 Scan: find specific grammar – the passives

Developing the Writing
Skill
Process Writing

Putting pen to paper...
Why do you think writing is important?
What types of writing activities do you assign in class / for
homework?
How do you publish your students’ work?
Do you teach your students the stages of writing?

What are the stages of the writing
process?
❏ Prewriting
❏ Writing
❏ Responding
❏ Revising
❏ Editing
❏ Publishing

❏ not a linear process
❏ fluid process
❏ moves back and forth between the stages
The writing process

Why publish?
❏ strengthens self-confidence
❏ rewards interest
❏ promotes a positive attitude
❏ encourages the reluctant writer

Process writing
“...writing activities which move learners from the
generation of ideas and the collection of data through to
the ‘publication’ of a finished text” Tribble, (1996, p. 37).
“...second language learners develop, rather than
consciously learn, writing skills” Badger and White, (2000,
p.154).

Outline
Introduction
Set the context
Explain why the topic is important
State the thesis
Body
Build points
Develop ideas
Support the main claim
Conclusion
Reemphasise the main idea
Restate the thesis

Useful links...
http://www.readwritethink.org/professional-development/strategy-
guides/implementing-writing-process-30386.html
http://www.freetech4teachers.com/2013/05/5-great-activities-from-read-
write-think.html#.U6njQFzablc

Tour of the Internet
http://www.onestopenglish.com/
http://www.teachingenglish.org.uk/
http://lessonstream.org/
http://www.eslflow.com/
http://www.breakingnewsenglish.com/
http://www.famouspeoplelessons.com/
http://www.tuneintoenglish.com/
http://film-english.com/
http://www.readwritethink.org/
http://ed.ted.com/
https://el.padlet.com/
http://vocaroo.com/
http://www.englishcentral.com/
http://lyricstraining.com/
http://www.easydefine.com/
http://www.byrdseed.com/
http://www.discoveryeducation.com/
http://www.fodey.com/
http://www.brendenisteaching.com/
http://www.eslgamesplus.com/

Notes from the class today some suggestions for a
successful class using drama.


Drama games can be used on their own or can be adapted to fit a specific purpose...

● Circle time
Get into a circle circles are democratic, there is no beginning and no end and no
obvious leader.  It breaks up the classroom structure really nicely too.

● Start gently
This is very important but do try to get them to speak before too long.  You don’t want
inhibitions to grow.  Start with something easy: introductions or a name game “My
name is Anna and I like apples”.

● Try throwing a ball.
Most of us don’t normally throw and catch a ball.  If your students are young they will
love this.  If they are older they will love it too!  It allows the sense of “play” to creep in
which is what you want, everyone laughs when someone drops the ball…
Keep it simple – you have seen how tricky it can be.  Try things like:  Opposites, past
tense/participles of irregular verbs, nouns found in the kitchen/bedroom/living room,
free word association, jigsaw storytelling, using connectors – whatever you like.

● Christmas presents
This can be great fun.  Each student takes it in turns to go into the centre and take
something out of “Santa’s Sack”.  They mime the object for the other students who
have to guess what it is.   The ideas can be as outrageous as they want and it
continues the warmingup process.  Good for younger kids and beginners as you can
preteach simple nouns etc.
(You could also practise the present perfect “Thank you, just what I’ve always
wanted”)

● 1 / 2 / 3 game
SS in pairs, A and B.  They count to 3 taking alternate turns A says “1”, B says “2”
and A says “3”.  They continue to do this so that B speaks next and says “1” and so
on.  Excellent game for breaking the ice and making people concentrate with a
different type of energy.

● An improvisation circle.
Back in the circle, ask a student to approach another student and make a gesture.
The other student responds with another gesture.  Allow a few turns of this.  Then
move to the next step which is to ask a student to say a word with his/her gesture and
the other student responds with a suitable word.  Finally move into a sentence.  This is
a good way to build up a dialogue which can be used as the basis of a scene.

● An intonation game.
Foreign speakers can often sound a bit monotonous when they speak English.  A nice
way to get your students to think about this is to introduce the idea of how important
intonation is for us.

Students in a circle.  You introduce a simple dialogue:

A. “Hello”
B. “Oh, It’s you”
A. “Yes”
B. “I wasn’t expecting you”.

Ask a pair to demonstrate.  Then you ask them to play it again and this time you say
that A is a really handsome boy in the the class and B is totally in love with him.  After
that ask the same pair to play it again but this time A is the older brother of a pupil that
B has been bullying in school. Allow them a few minutes to work on it with different
ideas.  Then couples show the group.  You could also ask the students to shout up
suggestions.

Working with text (older ss)

Lets imagine your ss have been studying Macbeth by William
Shakespeare.  They are familiar with the text and you want to bring it to
life in a way that is more immediate to them.
Lets look at Lady Macbeth’s opening monologue:

https://www.youtube.com/watch?v=2xHlngY6Bgk

Elicit some thoughts from them:

● What’s going on here?
● Who is the letter from?  What kind of relationship do they have with
each other?
● What emotions is she feeling?
● etc.

Now lets look at a scene from a contemporary play called Taste (by David
Parnell) which is based on Macbeth but written in 2002. (Scenes from a
Water Cooler, Liberties press, 2008; pp158160.  Text is scanned in
below).

SS take the two parts and read the dialogue as the characters.  Point out
how the themes have been mirrored and how the characters have been
represented in the modern version etc.  Ask them to pick another piece in
the play you are studying and create another scene in this style with the
same characters Declan and Susan.

From Page to Stage
Lets look at an all time classic and bring it to life The Importance of Being Earnest by Oscar
Wilde.  (start at 2:40)

https://www.youtube.com/watch?v=h7BS2T3sMs

(The text of this scene is below:)

Watch the scene.  Then get the ss to decide how to stage it.  Start with the WH questions:

When is it set?
Where are they?
Who are these people?
What is their relationship to each other?
Etc.

Step 1
Everybody on their feet.  Transform the classroom.
What is the set like?  What do you need to reproduce this?  A couch here.  A table there.
What’s on the table?  Where are the entrances and exits?  Where do these doors lead to?

Ask your ss about the motivation for each character.
What is Algernon doing before Jack arrives?
Where has Jack come from?
Why is he in town?
Who is Lane?

Look for volunteers to take the roles and the class direct the scene.

Start at the top of the dialogue and work your way through the text work out every
movement:  Should he be sitting here?  What is he doing now?  How does he feel about Jack
eating the sandwiches?  Investigate the entrance and exit of Lane where is he going to
stand?  Does he carry anything?  How do these people move?

The ss Investigate every moment until they agree on the best and the actors move
accordingly.  Continue working through the scene like this.  Now you are in rehearsals!

Jennifer O’Dea, Alpha College, Dublin.
2nd April 2015

Extracts of The Importance of Being Earnest and Taste

[Enter JACK.]
[LANE goes out.]
ALGERNON
How are you, my dear Ernest? What brings you up to town?
JACK
Oh, pleasure, pleasure! What else should bring one anywhere? Eating as usual, I see, Algy!
ALGERNON
[Stiffly.] I believe it is customary in good society to take some slight refreshment at five
o'clock. Where have you been since last Thursday?
JACK
[Sitting down on the sofa.] In the country.
ALGERNON
What on earth do you do there?
JACK
[Pulling off his gloves.] When one is in town one amuses oneself. When one is in the country
one amuses other people. It is excessively boring.
ALGERNON
And who are the people you amuse?
JACK
[Airily.] Oh, neighbours, neighbours.
ALGERNON
Got nice neighbours in your part of Shropshire?
JACK
Perfectly horrid! Never speak to one of them.
ALGERNON
How immensely you must amuse them! [Goes over and takes sandwich.] By the way,
Shropshire is your county, is it not?
JACK
Eh? Shropshire? Yes, of course. Hallo! Why all these cups? Why cucumber sandwiches? Why
such reckless extravagance in one so young? Who is coming to tea?
ALGERNON
Oh! merely Aunt Augusta and Gwendolen.
JACK
How perfectly delightful!
ALGERNON
Yes, that is all very well; but I am afraid Aunt Augusta won't quite approve of your being
here.
JACK
May I ask why?
ALGERNON
My dear fellow, the way you flirt with Gwendolen is perfectly disgraceful. It is almost as bad
as the way Gwendolen flirts with you.
JACK
I am in love with Gwendolen. I have come up to town expressly to propose to her.
ALGERNON
I thought you had come up for pleasure? . . . I call that business.

JACK
How utterly unromantic you are!
ALGERNON
I really don't see anything romantic in proposing. It is very romantic to be in love. But there
is nothing romantic about a definite proposal. Why, one may be accepted. One usually is, I
believe. Then the excitement is all over. The very essence of romance is uncertainty. If ever
I get married, I'll certainly try to forget the fact.
JACK
I have no doubt about that, dear Algy. The Divorce Court was specially invented for people
whose memories are so curiously constituted.
ALGERNON
Oh! there is no use speculating on that subject. Divorces are made in Heaven - [JACK puts
out his hand to take a sandwich. ALGERNON at once interferes.] Please don't touch the
cucumber sandwiches. They are ordered specially for Aunt Augusta. [Takes one and eats it.]
JACK
Well, you have been eating them all the time.
ALGERNON
That is quite a different matter. She is my aunt. [Takes plate from below.] Have some bread
and butter. The bread and butter is for Gwendolen. Gwendolen is devoted to bread and
butter.
JACK
[Advancing to table and helping himself.] And very good bread and butter it is too.
ALGERNON
Well, my dear fellow, you need not eat as if you were going to eat it all. You behave as if
you were married to her already. You are not married to her already, and I don't think you
ever will be.
JACK
Why on earth do you say that?
ALGERNON
Well, in the first place girls never marry the men they flirt with. Girls don't think it right.
JACK
Oh, that is nonsense!
ALGERNON
It isn't. It is a great truth. It accounts for the extraordinary number of bachelors that one
sees all over the place. In the second place, I don't give my consent.
JACK
Your consent!
ALGERNON
My dear fellow, Gwendolen is my first cousin. And before I allow you to marry her, you will
have to clear up the whole question of Cecily. [Rings bell.]
JACK
Cecily! What on earth do you mean? What do you mean, Algy, by Cecily! I don't know any
one of the name of Cecily.
[Enter LANE.]
ALGERNON
Bring me that cigarette case Mr. Worthing left in the smoking-room the last time he dined
here.
LANE

Yes, sir. [LANE goes out.]
JACK
Do you mean to say you have had my cigarette case all this time? I wish to goodness you
had let me know. I have been writing frantic letters to Scotland Yard about it. I was very
nearly offering a large reward.
ALGERNON
Well, I wish you would offer one. I happen to be more than usually hard up.
JACK
There is no good offering a large reward now that the thing is found.
[Enter LANE with the cigarette case on a salver. ALGERNON takes it at once. LANE goes
out.]
ALGERNON
I think that is rather mean of you, Ernest, I must say. [Opens case and examines it.]
However, it makes no matter, for, now that I look at the inscription inside, I find that the
thing isn't yours after all.
JACK
Of course it's mine. [Moving to him.] You have seen me with it a hundred times, and you
have no right whatsoever to read what is written inside. It is a very ungentlemanly thing to
read a private cigarette case.
ALGERNON
Oh! it is absurd to have a hard and fast rule about what one should read and what one
shouldn't. More than half of modern culture depends on what one shouldn't read.
JACK
I am quite aware of the fact, and I don't propose to discuss modern culture. It isn't the sort
of thing one should talk of in private. I simply want my cigarette case back.
ALGERNON
Yes; but this isn't your cigarette case. This cigarette case is a present from some one of the
name of Cecily, and you said you didn't know any one of that name.
JACK
Well, if you want to know, Cecily happens to be my aunt.
ALGERNON
Your aunt!
JACK
Yes. Charming old lady she is, too. Lives at Tunbridge Wells. Just give it back to me, Algy.
ALGERNON
[Retreating to back of sofa.] But why does she call herself little Cecily if she is your aunt
and lives at Tunbridge Wells? [Reading.] 'From little Cecily with her fondest love.'
JACK
[Moving to sofa and kneeling upon it.] My dear fellow, what on earth is there in that? Some
aunts are tall, some aunts are not tall. That is a matter that surely an aunt may be allowed
to decide for herself. You seem to think that every aunt should be exactly like your aunt!
That is absurd! For Heaven's sake give me back my cigarette case. [Follows ALGERNON
round the room.]
ALGERNON
Yes. But why does your aunt call you her uncle? 'From little Cecily, with her fondest love to
her dear Uncle Jack.' There is no objection, I admit, to an aunt being a small aunt, but why
an aunt, no matter what her size may be, should call her own nephew her uncle, I can't
quite make out. Besides, your name isn't Jack at all; it is Ernest.

JACK
It isn't Ernest; it's Jack.
ALGERNON
You have always told me it was Ernest. I have introduced you to every one as Ernest. You
answer to the name of Ernest. You look as if your name was Ernest. You are the most
earnest-looking person I ever saw in my life. It is perfectly absurd your saying that your
name isn't Ernest. It's on your cards. Here is one of them. [Taking it from case.] 'Mr. Ernest
Worthing, B. 4, The Albany.' I'll keep this as a proof that your name is Ernest if ever you
attempt to deny it to me, or to Gwendolen, or to any one else. [Puts the card in his pocket.]
JACK
Well, my name is Ernest in town and Jack in the country, and the cigarette case was given
to me in the country.

Maria Papadaki - Erasmus+ mobility to Dublin 30.3-3.4.2015 -- Overseas Teachers' Course Materials

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