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Using multimedia material in teaching Technical English at the Hungarian Police College

Using multimedia material in teaching Technical English at the Hungarian Police College. - a practice-oriented approach. Innovative Methods for Teaching Languages Judit Borszeki borszekij@gmail.com.

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Using multimedia material in teaching Technical English at the Hungarian Police College

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  1. Using multimedia material in teaching Technical English at the Hungarian Police College - a practice-oriented approach Innovative Methods for Teaching Languages Judit Borszeki borszekij@gmail.com

  2. Training at the Faculty of Law Enforcement, National University of Public Service (former Police College) • Crime and Justice • The structure of the coursebook • Motivating students – brain-based learning • Sample activities • More activities • Useful web pages

  3. CRIME AND JUSTICE WHAT? BASIC VOCABULARY ROBBERY BURGLARY VEHICLE CRIME PETTY CRIMES? WHITE COLLAR AND COMPUTER CRIME

  4. CRIME AND JUSTICE • DRUGS • INTERNATIONAL DRUG TRADE • SMUGGLING • INTERNATIONAL COOPERATION • TRAFFICKING IN HUMAN BEINGS

  5. CRIME AND JUSTICE • CRIME SCENE INVESTIGATION • INVESTIGATION  • CRIMINAL JUSTICE  • POLICING PUBLIC EVENTS  • ORGANISED CRIME

  6. CRIME AND JUSTICE 1 RESOURCE PACK 1.1 ADDITIONAL EXERCISES: PHOTOCOPIABLE MATERIALS 1.2 ADDITIONAL EXERCISES: INSTRUCTIONS AND KEYS 1.3 ADDITIONAL LISTENING EXERCISES 2 KEY TO EXERCISES  DVD (VIDEO AND AUDIO MATERIAL FOR THE LISTENING ACTIVITIES)

  7. THE STRUCTURE OF UNITS

  8. The brain is curious and meaningful HOW? The brain is attracted to novelty. It tends to be more active when exposed to new ideas and challenges. Meaning is more important to the brain than is information. The brain searches for meaning through patterning, which allows for the storage and connection of information into meaningful categories. (Caine, 2001)

  9. The brain is social, conscious and subconscious • Language learning becomes more effective in a setting where social interaction and cooperation takes place. • Learning involves both conscious and subconscious processes. (Caine, 2001)

  10. The brain searches for meaning (through patterning) Matching words  expressions words – definitions words - headlines words/ stories – pictures questions – paragraphs in texts Ordering and sorting sequence of events ranking - order of importance, seriousness, preference categorising unscrambling letters, words Filling in gaps missing letters in words unfinished sentences cloze tests

  11. Match the dominoes to make collocations and form a circle. The first two has been put in.

  12. 1 a) Put in the missing element of the collocation. 1 b) In pairs, write/ think of a dialogue in which you use (at least) ten of the above expressions. Act it out to another pair. They have to check whether you have used ten collocations by ticking the ones they have heard. Then swap roles.

  13. The brain is curious and meaningful Prediction, questions before reading/ listening texts: 6 a) Think of usual places smugglers hide drugs. 6 b) In January 2011 the UK Border Agency published a round-up of 2010's more unusual drug concealments. Put the expressions back in the gaps and match the pictures with 7 of the stories.

  14. 1 You are going to read about six cases UK Customs (HMRC)* dealt with. In which ones do you think the authorities took measures? 2 a) Read extracts from "A Customs guide for travellers entering the UK" to check your answers. Write the letter of the case next to the regulation that applies.

  15. How do you think the following words are related to robbery? Read the text on the next page to check your answers. Look at the titles of two newspaper articles. What do you expect them to be about? Policewomen to act as bait for Rolex robbers Rolex raiders bite woman's finger

  16. Puzzles:

  17. The brain is more active when exposed to new ideas and challenges

  18. Social interaction and cooperation • Information gap, jigsaw activities

  19. Work in groups of three. Students A: Watch a video about the effects of drugs on the brain and do the exercises. Students B, C: Read the texts. Find similarities and differences in the information you have learnt. 2F1 Work in groups of three. Students A (go to page 86) and B (go to page 89) are the interviewers, student C is the interviewee.

  20. Usingbothhemispheres

  21. MORE ACTIVITIES Messenger Realia in a story Taboo With your back to the board

  22. INTERNET – THE FUTURE E-learning? Cloud learning? https://sites.google.com/ Create your own website Resources http://www.discoveryeducation.com/free-puzzlemaker/index.cfm?campaign=flyout_teachers_puzzle free puzzlemaker http://www.toolsforeducators.com/dominoes/ domino maker http://worksheets.theteacherscorner.net/make-your-own/word-scramble/word-scramble-form.php word scramble maker http://www.kubbu.com/ Create on-line activities http://investigation.discovery.com/videos/ videos http://www.fodey.com/generators/newspaper/snippet.asp newspaper clipping generator http://www.vocabahead.com/StudyRoom/tabid/61/Default.aspx vocabulary illustrated http://quizlet.com/ flashcard maker http://www.proprofs.com/games/word-games/hangman/ hangman maker http://busyteacher.org/ downloadable material http://www.mindmapper.com/main/main.asp mindmapper software

  23. INTERNET – THE FUTURE Interactive exercises – in class/ language lab / autonomous learning http://forensics.rice.edu/ CSI: The experience http://www.crimeandinvestigation.co.uk/games.html https://www.cepol.europa.eu/index.php?id=courses-elearning – Virtual tour of a police station borszekij@gmail.com

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