Summer Task

There are seven links to useful websites. Choose ONE website to examine and give a brief review of what you find. Before you begin please state which site you will choose so everyone can look at a different website.

Multiple intelligences

Try these out for more info and also to test your own intelligences and see which one is dominant.

—http://www.thomasarmstrong.com/multiple_intelligences.htmng each role.

—http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

Expressing future meaning- Classroom application

Devise a short grammar presentation contrasting will (for making decisions)and going to ( for talking about plans). Your presentation should include:

• A situation for context, e.g. Dialogue/ monologue
• A task that requires the learners to focus on the contrast
• A way of checking learners’ understanding of the contrast
  

Expressing future tense.

Do the quiz.

1. Does English have a future tense?
2. What are the three most common ways of expressing future meaning in English?
3. Which two structures can be used to make predictions?
4. Which structure is typically used to talk about timetables and schedules in the future?
5. Which of the following factors determine the choice of future form? (You can choose more than one.)

a) the speaker's purpose, e.g. making a prediction, talking about arrangements, etc.

b) the speaker's assessment of the certainty of the future situation

c) the extent that the future situation is seen to be connected to the present

d) the speaker's assessment of how soon the future situation is

e) the degree of informality

Error correction - reading

If you want to find out more about error correction then check out the following books:

Learning Teaching by Jim Scrivener Chapter8, 10
Teaching Practice Handbook (New Ed) Gower & Walters Chapter 7 pp 163-9
Mistakes and Correction Julian Edge
Correction Bartram & Walton

Tense and Aspect Reflection activity

Read these entence beginnings. In each case, think of a way of continuiing each sentence so that its meaning is clear.

The bus is leaving....
The bus leaves....
The bus has left.....

Review

Following on from last week I am going to make a quick note of the main points that were covered. Tina will add a comment later too.

The main issue for me is that you all understand how fast the course is moving. You can't look into the future and think 'I've got until Christmas to improve my instructions' or 'No probs, lesson plan next time.' This course moves very fast and there is a lot of ground to cover. We want to see steady improvement. In an ideal world after a lesson observation we might recommend that you 'show more procedural detail in your lesson plan' for example. We would then (in an ideal world) find that you had addressed the issue in your next observation and we could then make comments to help you improve in some other aspect.

Once something has been covered in an input session we look for it to be used/ implemented immediately. If you don't use these things then a lesson that got you a 'to standard for this stage of the course' in the beginning might now be ' just to standard'.

Do the maths!

My point is that if you stop developing or put things off you might well find yourself producing lessons which fail. Imagine standing still on a treadmill -you just shoot off the back of it and end up on your behind.