3. Course outline
• Ten three-hour sessions
• We will tackle both: methodological
and practical issues
• Participants will contribute with a
written/ oral presentation
• We will produce a bank of materials
to share
• We will be in permanent contact
through our
wikispace
4. Needs analysis
http://www.surveymonkey.com/s/KDSVGVQ
• Send me your e-mail to this address
arealferreiro@gmail.com
and I’ll send you the link this survey so we can get to know
each other better.
5. Getting to know each other
&
Breaking the ice
Source: Unit 1 Complete CAE
(Brook-Hart, G. And Haines, S., 2009, CUP.)
6. 1. There is a gap between receptive and
productive competence
2. Fluency may have progressed at the expense
of complexity
3. Learners have a limited vocabulary range
4. Language production may be adequate but
often lacks the characteristics of natural
speech
5. There are persistent, fossilized language
errors
Moving Beyond the Plateau
by Jack C. Richards
8. NOTICING
in Listening and Speaking
• Identifying differences between what is heard
and a printed version
• Completing a cloze version of the text
• Completing sentence stems from texts
• Checking off from a list of expressions from
text
9. Mastering Languages
1. Fill in blanks in pairs (prediction)
2. Listen and confirm your predictions
3. Key language to remember
4. Discuss these opinions with your peers.
10. NOTICING
Key Vocabulary
a bit rusty accurately
an excellent command bilingual
fashionable loanwords mother tongue
persuasion pick up switch
fluency highly accurate
Source: Unit 2, p.17 Complete CAE (Brook-Hart, G. And Haines, S., 2009, CUP.)
12. Source: Unit 2, p.21 Complete CAE (Brook-Hart, G. And Haines, S., 2009, CUP.)
Listen and tick the ones you hear
1. Come off it, don’t 9. That’s hardly their biggest
exaggerate! handicap
2. You must be kidding X 10.It’s your teaching methods that
3. Let me finish! need reforming
4. To make sure that … 11.You’ve really got it in for me
5. It’s frankly absurd 12.Quite by mistake X
6. My foot! X 13.Fifty per cent more room X
7. The character and the 14.Replace every road sign
beauty of language 15.You’re not being realistic X
8. Not everything is about 16.Mind you, I’ve read a lot about
you X dyslexia amongst English kids
13. Output – based Activities
from Listening Input
Acting out the dialogue
Writing dialogues based on the
given one
Sentence completion with key
linguistic items from the text
14. In pairs, write a dialogue
about Dyslexia trying to
use as many expressions
and key lexical chunks as
possible
15. Making informed decisions
• Read this info about dyslexia
• Make a list of the things you agree with and
another with what you disagree with
• Analyse the source
• Compare the styles (more or less formal/ more
or less conversational)
• Spot and highlight interesting words or
expressions that you don’t normally use
16. “Everyone is a genius;
but if you judge a fish
on its ability to climb a
tree, it will live its
whole life believing that
it’s stupid.”
Albert Einstein
