{képzés} MM Publications - ELT Hungary ::: IX. országos szakmai konferencia

Régen jelentkeztem. Azóta sok mindent csináltam/csináltunk. De majd remélhetőleg, a közeljövőben beszámolhatok mindenről. Most azonban a tegnapi konferenciáról szeretnék írni.

Már tavaly is voltam az MM Publication konferenciáján és akkor úgy jöttem el, hogy idén újra el kell mennem. Amikor a referenstől megkaptam a meghívót, szinte azonnal regisztráltam.

A konferencia egy plenáris előadással kezdődött, amit négy workshop követett.

A plenáris előadás - A köznevelési szabályozók változásainak hatása a mindennapi nyelvórákra - előadója Öveges Enikő volt és a fontosabb törvényi változásokról szólt. Az érdekes és nyelvórákon felhasználható ötleteket azonban a workshopokon következtek. Íme a tippek nagyon vázlatos formában:

The Wonderful Land of Oz /Sean Thompson/

• országok bemutatása ::: általános jellemzők - adjuk meg a válaszokat, a diákok találják ki a kérdéseket (pl. Canberra - What is the capital of Australia?)
• személyek körülírása ::: lakosok bemutatása - miben különböznek az afrikaiaktól
• város bemutatása ::: madártávlatból készült kép alapján beszélni az épületekről, a városi életről stb.
• állatvilág ::: monotremes and marsupials
• sport ::: a tanulók megnézik a videót és közben a csoport egyik része számolja, hogy hány sportot látott, a másik pedig megnevezi azokat; a végén egyeztetnek
• jármű típusok
• híres ausztrálok

Boosting Teachers Confidence in Order to Help Their Students Reach Their Full Potential /Claudia Molnár/

• teach slang
• English is not American or British native
• it is OK to have an accent
• produce what you expect from your students

Speak My Language: Intercultural Competence /Anna Szegedy- Maszák/

• components of IC: skills (critical thinking, multiperspectivity, interaction, problem solving and collaboration), knowledge (about world views and belief systems, the roles of social and political actors, interaction), attitude (empathy, open mindedness and curiosity, tolerance of ambiguity, confidence to challenge and to be challenged, respect, self-awareness)
• the iceberg concept of culture

How to Make our Student More Motivated to Write? /Andrea Lőrincz/

• characteristics: have a purpose and an audience; solo activity; physical effort; takes a lot of time...
• solutions: find real audience for learners (FB, blog, website); meaningful tasks (notes, recipes); use group correction/self-correction; use mind maps; comment on content (not only on grammar)
• creative writing tasks: use background music
• story ::: give first/last sentence; give words; take words from a bag; get a picture or watch a video (e.g. this)
• e-mail ::: real e-pals; letter generator; write e-mail to your future self
• letter asking/giving advice ::: on FB group; vote for the best advice

{tananyag} Our Island

I finished the textbook with my beginner group. So I planned a project week for them. They had to make a posterboard with

• a picture/map of an island
• a brochure describing the island
• a leaflet giving health advice
• an e-mail giving news

Students worked in small groups - three students per group. Their first task was to plan their island. On their pictures/maps they had to draw and name as many geographical features as they could.

 

The second task was to prepare the brochure of their island. They had to include important sights and activities one can do on the island.

The third task was to make a leaflet giving (health) advice to the visitors of their island. They had to use the modal verb 'should' what we studied in the last module.

The fourth task was to write an e-mail to a friend giving news about a journey to the island. They used 'going to' to talk about future plans.

{tananyag} Barcelona

One of my students is going to Barcelona in January, and asked me to help her develop her travel vocabulary . She's going to spend five days there and be the 'tour guide' for her friends. Therefore, she needed to know how to talk about different sights.

Preparation, Materials and Equipment

• For this activity, you will need a YouTube video clip titled Top 10 Travel Attractions of Barcelona. Decide how you are going to play the video clip. Possibilities include: mobile device, laptop, desktop or tablet computer.

• You will also need photos of different types of holiday and of the 10 attractions mentioned in the video clip. Print them in colour and make copies for each student/pair/group.

• Write short descriptions for each attraction without mentioning their names. I used a travel guide to do this.

Lesson Plan Outline

• Brainstorm and create a mind map. The process of brainstorming involves capturing a lot of ideas. Mapping the ideas helps your students to easily capture all the things that are put out and use them later on to structure the ideas into something more meaningful (e.g. writing task, exam prep). I'm a great fan of mind maps and use them quite a lot.

• Help your students with the following questions: Where can you go? (places/destinations); Who can you go with? (people); What should you take with you? (essentials); How can you get there? (transport); Where can you stay? (accommodation); What can you do there? (activities).

• You can come up with something like this or this. (None of them is my or my students' work.) 

•  Photos of different holidays. Encourage students to say what they see in each picture. Elicit some holiday locations and types (city/seaside/adventure holiday).

• Ask your students the following question: Which is most similar to the holidays you usually go on?

• I chose pictures which were taken in Spain. This helped me to easily make the transition to the next task.

•  Listen and watch the travel video. Ask students what they know about Spain and Barcelona. Encourage them to write down the 10 must see things in Barcelona. (This can be done as a pair/group work.)

• Play the video. Make sure that the students don't see the video this time. Students check if they mentioned the same tourist attractions. They complete their list accordingly.

• Play the video again. Now, students listen out for details. Hand out the pictures and ask them to identify the different places using the information they've just heard. Show the video and let students check if they did the exercise correctly.

• Hand out the descriptions. Let students read them and match them with the names and pictures. Ask for feedback. (Ask students which words/phrases helped them decide.) Go over unknow language.

• Students underline some adjectives for describing buildings, sights etc. They will use them to describe in detail the 10 attractions (with their own words). Take feedback for both tasks.

Follow up

•  Use these activities to help students to do a bigger project. Students can make a guide book or brochure (similar to this one; not my or my students' work.) using their own descriptions. Don't forget to specify your requirements (e.g. students should mention the name, location and at least one interesting fact about the sights; they should use descriptive adjectives to make their descriptions more interesting; they should do some research and write about accommodation, transport, events and activities that can be done in the city).

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I've just enlisted the tasks. Make sure you use transitions to do your lesson flow. Don't forget to give clear instructions - ask yourself the following questions: Is it a solo, pair or group work? How long should each task take? What exactly should students do? What is your aim with that task?