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A Sense of Balance The Key to Success for Young Teenagers

A Sense of Balance The Key to Success for Young Teenagers. Rob Dean, Serbia, February 2011. A Sense of Balance The Key to Success for Young Teenagers.

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A Sense of Balance The Key to Success for Young Teenagers

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  1. A Sense of Balance The Key to Success for Young Teenagers Rob Dean, Serbia, February 2011

  2. A Sense of Balance The Key to Success for Young Teenagers Rob Dean, Serbia February 2011

  3. Today’s Agenda: Balance (n, c/u) A state in which opposite forces or influences exist in equal or the correct amounts in a way that is good. Longman Active Study Dictionary

  4. Today’s Menu: Balance… … of skills and language … of interactions and intelligences … of learner support and learner autonomy … of fantasy, creativity and reality …of the familiar and the new

  5. What are we aiming for?

  6. How do we get there? • Grammar: Present Perfect, Past Simple • Vocabulary: Music • Skills: Listening, Reading, Speaking, Writing • Practice and Preparation Time

  7. Language development: Vocabulary

  8. Language development: Vocabulary

  9. Language development: Vocabulary

  10. Language development: Vocabulary ? ? ?

  11. Focus on Grammar: Language Input as it once was: One way traffic...

  12. ‘Right! Read this! The present perfect is a very difficult concept that does not exist in every language. We use it to link the past to the present in some way – for example when we can see the present result of something that happened in the past. We don’t usually include a time expression with the present perfect (except when we use for and since). We make the present perfect simple affirmative by following the subject with the appropriate present tense form of the auxiliary ‘have’ then the past participle or third form of the main verb. The closed interrogative form is made by simple inversion of the auxiliary and the main verb. ‘Do you understand?’

  13. Information Knowledge Student

  14. What is needed for effective language input? Student involvement

  15. What is needed for effective language input? Student involvement A relevant context

  16. Contexts: A Quiz

  17. Contexts… • True or false: • The Romans introduced cats, carrots and false teeth to England.

  18. Contexts… • True or false: • Queen Victoria was Britain’s smallest – and longest reigning queen.

  19. Contexts… • Gordo was the name of the first what in space? • monkey • dog • mouse

  20. Contexts… • How many stars are there on Hollywood’s ‘Walk of Fame’? • About 1,000 • About 2,000 • More than 3,000

  21. Contexts… • Which is the biggest volcano in the world? • Etna • Vesuvius • Kilimanjaro

  22. A context for grammar that learners will identify with

  23. Who does the work? Students Autonomy Teacher / coursebook Support

  24. Providing Support Developing Autonomy

  25. S Providing Support (S) or Developing Autonomy (A) ? S A A

  26. The Trouble with Grammar difficult illogical invisible abstract

  27. Making grammar visible What’s changed?

  28. Look at your partner for 90 seconds. Turn around and look away from your partner Change three things about your appearance Look at your partner again and try to spot what’s changed. Result? Present perfect made visual, fun and memorable.

  29. The power of imagination and the story form…

  30. The power of imagination and the story form…

  31. The power of imagination and the story form…

  32. The power of imagination and the story form…

  33. The power of imagination and the story form…

  34. The power of imagination and the story form…

  35. The power of imagination and the story form… • Why stories? • Binary elements: eg: good and bad • Structure: Beginning, middle, end • Language learned and practised in a story is memorable • Learners read (and watch!) stories in their own language

  36. Back to reality… Talking about ourselves present perfect pastsimple

  37. Personal Contexts, Real Communication

  38. Write down the name of... A good (or bad) film you’ve seen A beautiful (or horrible) city you’ve visited Somebody who’s annoyed you (or made you happy) A good (or bad) restaurant you’ve been to A good (or bad) book you’ve read The most distant place you’ve ever travelled to

  39. So far: … of skills and language … of interactions and intelligences … of learner support and learner autonomy … of fantasy, creativity and reality … of the familiar and the new Balance…

  40. Balancing the known with the new – another example

  41. Language teaching and learning… What’s it all about? Communication!

  42. Thank You!www.longman.co.rs robert.dean@pearson.com

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