live session 30 oct. 2020 - training foundry

Live session 30 Oct. 2020

Reminders

● Turn your microphone and camera on and off with these buttons.

● Use the raise hand feature to ask questions.

● Use the chat box to ask questions.

● In the chat box, contribution is more important than spelling.

● You can use the go slower button, if you feel the session is going too fast and vice versa.

Expected interactions

● the chat box

● slides in the main room

● breakout rooms (requires camera, headphones and microphone)

● status change to agree / disagree

Warmer - Can you guess the word?

ˌækwɪˈzɪʃ(ə)n

aquisition

Warmer - Can you guess the word?

ɪksˈpəʊʒə

exposure

Warmer - Can you guess the word?

ˌɪntərˈækʃən

interaction

Warmer - Can you guess the word?

ˌməʊtɪˈveɪʃən

motivation

Lesson objectives

● What can I learn from my experience about second language learning?

● What can we do to make our lessons more interesting and relevant to increase motivation?

● What aspects should I consider when teaching vocabulary?

L1 vs L2 Key Differences

L1 vs L2 - Key differences● Age● Context of learning: family & friends vs formal settings● Amount & type of exposure● Ways of learning● Motivation

Motivation for learning languages (From Forums)● Interest in culture● Career prospects● They’re good at it and they feel good about it● It is well regarded (social expectations)● Forming close relationships (e.g. boyfriend/girlfriend)● We like the lessons / teacher

Breakout room 1: Share your experiences as an L2 learner:● Where, when and how did you start learning a second

language?● What did you find difficult about learning a second language?

How did you try to overcome those difficulties?● Did you learn the language successfully? Why/ why not?

15-20 mins.

From your discussion: How can teachers improve L2 teaching?

Improving L2 teaching

- Be excited about what you are going to teach & explain the purpose- Don’t always use the same approach- Encourage student-student communication and practice- Make activities relevant → personalise tasks. - Make activities challenging but manageable

Knowing a word

What does ‘knowing’ a word involve?

Knowing a word

Knowing its meaning in context

Knowing how to pronounce it

Knowing its form:noun/verb etc.

Knowing its spelling

Knowing which words to use with it. (collocation) Make a mistake

Recognizing it when you see or hear it. (Reading and Listening)

Remembering it when you want to use it

Knowing the feelings associated with a word. (connotation) skinny/fat.

Appropriacy (formal/informal)

What do you need to consider when teaching the following (meaning and

form)?1) Acquisition

2) Exposure

3) Interaction

4) Motivation

Breakout room 2: Prepare a vocabulary lessonTeaching context: pre-int adult learners (General English course)

What are the key stages involved in planning a vocabulary lesson?

Breakout room 2: Prepare a vocabulary lessonTeaching context: pre-int adult learners (General English course)

Consider:● Context for language● Possible lesson stages● Ways of clarifying and checking this vocabulary● How will students practice the language?

Give some brief feedback on your ideas to to the group.

Example vocabulary lesson

Example vocabulary lesson

Example vocabulary lesson

Example vocabulary lesson

Example vocabulary lesson

Link to materials: https://drive.google.com/file/d/1vYCUJ_hXysPBYoLBJYFM2fN4ppw22SOp/view?usp=sharing

Will this be a motivating lesson for students? Why/ why not?