Portofoliu Monica Bors

8/12/2019 Portofoliu Monica Bors

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Module I

Task 1 Use the direct method/ the audio methodor the grammar translation method to design an activityto develop one/several skills.

Method: audio

Skill: speaking

Ordering Food

Students are given a jumled dialogue and are asked to unjumle it. Then the students act out the dialoguein pairs.

!irl:"May # help you$"%ick:"&es' please. # (ant t(o hot dogs' a hamurger' a diet coke ' an orange juice and a co))ee."!irl:" *appuccino co))ee or espresso co))ee$"%ick:"*appuccino. Oh' and some popcorn' please."

!irl:"+egular or large packet$"%ick:",s a matter o) )act # (ant a giant ucket."!irl:"O.-. ,nything else$"%ick:"%othing else' thank you. o( much is it$"!irl:"#ts 11.0 altogether."%ick:",ll right' heres the money..."!irl:",nd heres your change."%ick:"Thanks2"!irl:"&oure (elcome2"

3*roitoru *ecilia' 4veryday 4nglish5

Task 6 7rite t(o paragraphs )or 8 against communicative language teaching.

*ommunicative language teaching )ocuses on interaction' aiming at ringing the real li)einteraction into the classroom. #t achieves this y using authentic te9ts and tasks adapted to their interests.Students gain more control ' not only on language ut also on the learning process itsel). ,s a result' theyecome more con)ident in their ailities o) learning the language.

#n the same time communicative language teaching tends not to discuss grammar topics unless it isasolutery necessary )or the understanding o) the topic discussed. #t is ased on the idea that a nativespeaker o) language learns the grammar o) the language through conversation and reading. 7ithout propergrammar e9planations' the students assimilate and use (rong grammar patterns.

Task ;esign a project


2/31

Module II

Task 1 >lan three activities corresponding to three di))erent language competences )rom *4F., edgehog in &our edgero($

>otellied pig got a little too ig$ *ockatoo screams too much$ Try the hot' ne( and gentle e9otic pet: thehedgehog. =These are the designed pets o) the ?0@s"' says -athy Snider' pulisher o) 49otic Market+evie(' (ho notes a huge rise in recent sales. The spiny creatures like to e pettedAalong the Buills'pleaseAut dont demand it. They live in a o9' like a moderate climate' dont smell and need only a onceAaAday )eeding o) pet )ood or meal (arms 3they may even eat your roaches5. *ost : C 6@ a pair.37eekly +eader' ,ug.100D5

1. Einguistic

Find (ords in the te9t that mean:

a5 to give a loud cry5 immensec5 to caressd5 to nourishe5 magaine

6. Sociolinguistic

,ns(er the )ollo(ing Buestions:a5 name the typically pets people have5 name some unusual pets people have

c5 can you think o) other animals such as a hedgehog that can ecome a pet$d5 (hy do people have pets$

. >ragmatic

49plain the )ollo(ing phrases:a5 a hedgehog in your hedgero(5 potellied pig got a little too igc5 cockatoo screams too much

Task 6 ;esign an activity ased on !ardners theory o) multiple intelligence and %E>

!ardners theory o) multiple intelligence in teaching vocaulary: animals

1. Geral/Einguistic: the teacher presents the vocaulary verally.6. Eogical/Mathematical: the teacher provides a challenging Buestion to egin the lesson e.g. 7hat

other living eings are on 4arth$. Hodily/-inesthetic: the teacher mimes the animals and asks the studenst to do the same.D. Gisual/Spatial: the teacher presents the animals using visuals aids such as pictures' posters or

)lashcards.. Musical: the teacher reproduces the noises o) the animals and ask the students to do the same.


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I. #nterpersonal: the teacher encourages the students to (ork in pairs and )ind ne( animalsJ. #ntrapersonal: the teacher asks the students to choose an animal they think is suited )or them and

descrie its Bualities.K. %aturalistic: the teacher takes the student in a visit on a )arm and at the oo to compare authentic

suject matter to natural occurrences.

%E>

The teacher gives each student a )lash card (ith an animal on it. The students have minutes to prepare)or a presentation o) the animal on the )lashcard in )ront o) their colleagues. 4ach student has to presentthe animal through its Bualities and characteristics and let its colleagues guess the animal. The colleaguesare allo(ed at the end o) the presentation to ask Buestions in case they havent guessed the animal.

Task Fill in your Eanguage >assport 34uropass5


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A* A+ B* B+ ,* ,+

.8DE&+,8

D98:

Li%tening 9 can under%tand fa'iliar-ord% and very ba%ic phra%e%concerning 'y%elf 'y fa'ilyand i''ediate concrete%urrounding% -hen people%pea %lo-ly and clearly

9 can under%tand phra%e% and thehighe%t fre;uency vocabularyrelated to area% of 'o%t i''ediateper%onal relevance (eg very ba%icper%onal and fa'ily infor'ation%hopping local area e'ploy'ent)9 can catch the 'ain point in %hortclear %i'ple 'e%%age% andannounce'ent%

9 can under%tand the 'ain point%of clear %tandard %peech onfa'iliar 'atter% regularlyencountered in -or %choollei%ure etc 9 can under%tand the'ain point of 'any radio or +' trying to%ay 9 can a% and an%-er%i'ple ;ue%tion% in area% ofi''ediate need or on veryfa'iliar topic%

9 can co''unicate in %i'ple androutine ta%% re;uiring a %i'pleand direct echange of infor'ationon fa'iliar topic% and activitie% 9can handle very %hort %ocialechange% even though 9 can>tu%ually under%tand enough to eepthe conver%ation going 'y%elf

9 can deal -ith 'o%t %ituation%liely to ari%e -hil%t travelling in anarea -here the language i%%poen 9 can enter unpreparedinto conver%ation on topic% that arefa'iliar of per%onal intere%t orpertinent to everyday life (egfa'ily hobbie% -or travel andcurrent event%)

9 can interact -ith a degree of fluencyand %pontaneity that 'ae% regularinteraction -ith native %peaer% ;uitepo%%ible 9 can tae an active part indi%cu%%ion in fa'iliar contet%accounting for and %u%taining 'yvie-%

9 can epre%% 'y%elf fluently and%pontaneou%ly -ithout 'uchobviou% %earching for epre%%ion%9 can u%e language fleibly andeffectively for %ocial andprofe%%ional purpo%e% 9 canfor'ulate idea% and opinion% -ithpreci%ion and relate 'ycontribution %ilfully to tho%e ofother %peaer%

9 can tae part effortle%%ly in anyconver%ation or di%cu%%ion and havea good fa'iliarity -ith idio'aticepre%%ion% and collo;uiali%'% 9 canepre%% 'y%elf fluently and conveyfiner %hade% of 'eaning preci%ely 9f 9do have a proble' 9 can bactracand re%tructure around the difficulty%o %'oothly that other people arehardly a-are of it

poenproduction

9 can u%e %i'ple phra%e% and%entence% to de%cribe -here 9live and people 9 no-

9 can u%e a %erie% of phra%e% and%entence% to de%cribe in %i'pleter'% 'y fa'ily and other peopleliving condition% 'y educationalbacground and 'y pre%ent or'o%t recent =ob

9 can connect phra%e% in a %i'ple-ay in order to de%cribeeperience% and event% 'ydrea'% hope% and a'bition% 9can briefly give rea%on% andeplanation% for opinion% andplan% 9 can narrate a %tory orrelate the plot of a boo or fil' andde%cribe 'y reaction%

9 can pre%ent clear detailedde%cription% on a -ide range of%ub=ect% related to 'y field of intere%t9 can eplain a vie-point on a topicali%%ue giving the advantage% anddi%advantage% of variou% option%

9 can pre%ent clear detailedde%cription% of co'ple %ub=ect%integrating %ub3the'e% developingparticular point% and rounding off-ith an appropriate conclu%ion

9 can pre%ent a clear %'oothly3flo-ing de%cription or argu'ent in a%tyle appropriate to the contet and-ith an effective logical %tructure-hich help% the recipient to notice andre'e'ber %ignificant point%

?&9+98:

? r i t i n g 9 can -rite a %hort %i'plepo%tcard for ea'ple%ending holiday greeting% 9can fill in for'% -ith per%onaldetail% for ea'ple entering'y na'e nationality andaddre%% on a hotelregi%tration for'

9 can -rite %hort %i'ple note% and'e%%age% 9 can -rite a very%i'ple per%onal letter for ea'plethaning %o'eone for %o'ething

9 can -rite %i'ple connected teton topic% -hich are fa'iliar or ofper%onal intere%t 9 can -riteper%onal letter% de%cribingeperience% and i'pre%%ion%

9 can -rite clear detailed tet on a-ide range of %ub=ect% related to 'yintere%t% 9 can -rite an e%%ay orreport pa%%ing on infor'ation orgiving rea%on% in %upport of or again%ta particular point of vie- 9 can -riteletter% highlighting the per%onal%ignificance of event% andeperience%

9 can epre%% 'y%elf in clear -ell3%tructured tet epre%%ing point%of vie- at %o'e length 9 can -riteabout co'ple %ub=ect% in a letteran e%%ay or a report underlining-hat 9 con%ider to be the %alienti%%ue% 9 can %elect a %tyleappropriate to the reader in 'ind

9 can -rite clear %'oothly3flo-ing tein an appropriate %tyle 9 can -riteco'ple letter% report% or article%-hich pre%ent a ca%e -ith an effectivelogical %tructure -hich help% therecipient to notice and re'e'ber%ignificant point% 9 can -rite%u''arie% and revie-% ofprofe%%ional or literary -or%


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Module IV

Task 1 Using a picture' design an activity )or the teaching o) the present continuous tense 3inductively ordeductively5. >ost oth the picture and the activity.

http://yaymicro.com/stockAimage/childrenAplayingAinAtheApark/DJDD0I

,. *ommunicative drill:

1. 7here are the children$6. 7hat are the children doing$ ;o they play or are they playing$. ;oes the dog chases the cat or is the dog chasing the cat$

H. Meaning)ul drill:

1. The oy is riding/rides a ike.6. The dog chases/is chasing the cat.. The girls play/ are playing (ith the all.

*. Mechanical drill:

1. The oy 3ride5LLLLLthe ike no(.6. The girls 3s(ing5LLLLon the s(ing set.. The oy 3)eed5LLLLLthe dog.


8/31

Module V

Task 1 ;esign t(o activities to teach vocaulary using t(o di))erent techniBues and strategies

Teaching vocaulary rooms in a house

,ctivity 1 ,1:

1. >ictorial representations: (all pictures' )lashcards' magaine pictures to e9plain the meaning o)vocaulary items.6. ;emonstrating the (ord through acting or mimingAT>+3Total >hysical +esponse5: learners associatethe (ord to a gesture y physically acting out the (ord.

The teacher sho(s pictures o) room in the house and asks students to repeat. The teacher mimes taking aspoon in the hand and ringing it to the mouth. The students have to guess the room E#G#%! +OOM. Theteacher mimes sleeping' the students H4;+OOM. The teacher mimes cooking' the students guess

-#T*4%.

,ctivity 6 H1:

1. Semantic MapsATeaching MultipleAMeaning 7ordsA:a strategy )or students to discover the relationshipset(een vocaulary (ords it is an active )orm o) learning as it uilds on prior kno(ledge a semanticmap is a graphic organier that is organied around a (ord that represents an important concept 3e.g. theliving room5 on the map' related (ords are clustered around the target (ord according to criteria thatteachers or students choose.6. Gocaulary games: )or rein)orcing the meaning and helping the students to rememer the ne( (ordsthey have learned e)ore the vocaulary game.

The teacher (rites on the oard the (ord H4;+OOM. The students (rite on the oard around the target(ord H4;+OOM' things (hich can e )ound there: lamp' ed' cushion' sheets' and (ardroe. #n thevocaulary game one student thinks o) an item e.g. lamp and other students try to guess. =#s it in thekitchen$"' =%o2"' =#s it in the edroom$"' =&es2"' =;o (e sleep in it$"' =%o2"' =;o (e use it )or light$"'=&es2"' =#ts a E,M>2"' =*orrect2".


9/31

Module VI

Task 1 ;esign an activity to teach reading 3level H15

+ead the te9t ello( and choose the correct (ord )or each space. For each Buestion' mark the correct letter

,' H' * or ; on your ans(er sheet. 36@points5

Superheroes

, superhero is a )ictional character (ith special po(ers. 315LL..the )irst Superman story (as (ritten inthe US, in 10K' superheroes have 365LL.in various comic ooks around the (orld. Hut more recentlythey have 35LL.etter kno(n as )ilm characters.3D5LL..superhero po(ers vary (idely' superhuman strength and the aility to )ly are common. 35LL.superheroes do not have special po(ers ut have 3I5LLLother important ailities. #n order toprotect )riends and )amily' a superheros identity is normally 3J5LLL.secret' (hich o)ten meanssuperheroes have a complicated doule li)e. 3K5LLL.have een success)ul superheroes in countries

other than the US,. 49amples 305LLL*yersi9 )rom ,rgentina and the heroes o) ,- comics )rom4gypt. Napan is the only country that has created as many superhero characters as the US,. o(ever'most Napanese superheroes are shortAlived. 7hile ,merican entertainment companies reinventsuperheroes' [email protected] (ill stay popular' Napanese companies )reBuently introduce ne( characters.

1. ,. until H. since *. )rom ;. e)ore6. ,. sho(n H. entered *. come ;. appeared. ,. ecome H. returned *. changed ;. gro(nD. ,. ecause H. i) *. although ;. so. ,. each H. some *. another ;. HothI. ,. made H. increased *. prepared ;. developed

J. , .held H. put *. kept ;. gotK. ,. these H. that *. there ;. those0. , consists H. involve *. contain ;. include1@. ,. hoping H. reBuiring *. needing ;. asking

3>reliminary 4nglish Test )or Schools5


10/31

Module VII

Task 1 *omment on the )ollo(ing "So (hen you are listening to someody completely' attentively'thenyou are listening not only to (ords' ut also to the )eeling o) (hat is eing conveyed' the (hole o) it' notthe part o) it."

This commentary re)ers to the competence o) listening and its suskills such as : discriminating et(eenemotions' getting the gist' recogniing the topic' using discourse structure to enhance listening strategies'identi)ying the speaker' evaluating themes' )inding the main idea' )inding supporting details' makingin)erences and understanding organiing principals o) e9tended speech.

Task 6 ;evise a preAlistening activity )or an audio te9t

Eisten *are)ully' # shall say this only Once2

1. ,dvertising is mainly designed to ... .

6. 7hen did the packaging revolution egin$. He)ore the packaging revolution' dishonest grocers (ould sometimes sell tea leaves that (ere mi9ed(ith ... .D. 7hich o) the )ollo(ing (ould %OT appear on pacckaged goods$)ree us tickets/ recipes/ an assurance o) Buality

3hhtp://((((.jam.esaela.co.uk/5


11/31

Module VIII

Task 1 ;evelop an in)ormationA gap task )or our students. #denti)y a conte9t' create a visual aid )orstudents to )ill in as they gather the in)ormation )rom their partners mention the time limit.

*onte9t: 7ho is your )avourite singer$ Time limit: 1@ minutes#n pairs' one student has a iography o) a )amous singer' )or e9ample Eady !aga (ith some o) the placenames missing' (hile the other student has the same te9t (ith all the dates missing. Together they cancomplete the te9t y asking each other Buestions.

3 http://upload.(ikimedia.org/(ikipedia/commons/thum//D/TheMonsterHallA>okerFacerevamped6At(eak.jpg/66@p9ATheMonsterHallA>okerFacerevamped6At(eak.jpg5


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Module IX

Task 1 ;esign a preA(riting activity

Students have to (rite an article aout their trip to a monastery last Saturday )or the local ne(spaper.

They rainstorm divided into groups to produce (ords and ideas aout (hat should e mentioned in thearticle: the journey' the history o) the monastery' the people.

Task 6 ;esign an assignment )or your students and ans(er the )ollo(ing Buestions:1. 7hat is the learning ojective$

6. 7hat are the suAskills needed to complete the task$

. 7hat preA(riting activities can help students prepare to complete the task $

D. 7hat guideline (ould you give the students during the (riting task$

. 7hat are some postA(riting activities you could use$

7rite an article )or your local ne(spaper aout the recent trip to a monastery.

1. (riting an article

6. spelling: alphaet and punctuation' using the correct grammar' using the correct vocaulary' style

appropriate to journalism

. rainstorming aout (hat should the article include

D. use a dictionary or spellAchecker

. proo) editing and proo)Areading 3to reduce the article and to concentrate on the most important

in)ormation5.


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Modu1le X

Task 1 o( can the use o) technology and multimedia help teachers avoid passive teaching and learning$

3a 6@@(ord essay)

!ood teachers kno( ho( to challenge their students' simply ecause they get to kno( theirstudents as individuals' and (hat they need. The more a teacher understands the students' and learns aout(hat the students )ind interesting and not so interesting' the etter ale they are to adapt their teachingmethods' to help the students grasp the material.

, traditional class contains limitations and challenges that a))ect language learning. The timeteacher spends (ith each student is limited. E6 teachers are not native teachers there)ore' it is di))icult toe9pose students in a classroom to authentic language. The use o) technology provides students (ith moretime on task and a (ay to minimie these class limitations. Today' anyone (ho has access to the #nternethas instant access to other languages. The use o) multimedia helps student e9pose students to theseauthentic speech e9changes' increases time o) on task and the e))ectiveness o) the study time.

Technology increases time on task' it provides conte9t' conte9tualies the learning environment'that is' the multimedia comines audio' video' pictures' and te9t in ne( (ays that help to create a uniBuerich learning environment' and technology ultimately )rees us )rom the limitations o) a course ook' asteachers (e are al(ays supplementing our lessons (ith our o(n materials.

Task 6 #denti)y the possile causes residing at the level o) classroom interraction )or the some negativee9periences encountered y students then make suggestions on ho( to avoid them.

>rolems Solutions

7hen making groups students are vocal to(ardsthose they (ould like to e in a group (ith and

those that they do not (ant to e (ith. They thenchoose not to (ork (ith anyone else esides their)riends.

Teacher randomly chooses the students elongingto each group using di))erent strategies: counting

1'6''D )or )our groups and a)ter )our the countingis resumed' having students e9tracting ottle corkso) di))erent colours )rom a hat and those (ith thesame ottle cork colour go to a group' those (ithother ottle cork colour to the other group and soon.

The same students are al(ays the ones (ho makesure the materials are picked up and put a(ay at theend o) class.

Teacher sets the rules at the eginning o) the classand (ho picks up and puts a(ay the materials at theend o) the class.

, student is e9cluded )rom participating in group(ork.

Teacher tries to )ind the reason (hy.


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Module XII

Task 1 Make a poster presentation on the suject o) motivation

&ou have een commissioned y your principal to produce a poster presentation )or the ne9t meeting on

the suject o) teachers motivation. The principal (ants you to comine theory and practical activities.To complete this 7e Buest' you (ill need the )ollo(ing:Step 1 #nternet +esearchA )ind out (hat motivates teachersStep 6 Make a chart o) motivating/ demotivating )actorsStep #nternet +esearchA choose a motivating taskStep D ;o a >oster presentationStep ;o a Sel)Aevaluation

Step 1 Find out (hat motivates teachers.Some teachers have ecome very good teachers and shaped the lives o) many young people. The youngteachers can only look up to them and try to )ind out (hat motivated these people.

Thompson =# ecame a teacher ecause # (as inspired y teachers (ho' along (ith others' impacted myli)e' shared (ith me their passion )or learning' and )orced me to reach eyond my horions (ith highe9pectations. P

Tommy =#t is one o) the )e( jos in the (orld (here the main goal is change and rene(al. ,lso there is agreat space )or creativity in teaching."

;rake =# ecame a teacher ecause it )elt right )or me' and # ecame an 4nglish teacher ecause # am alover o) (ords. # hear the voices o) (hat # read' and # like that they linger (ithin my mind and my heart. #(ant my students to hear those voices as (ell."

Find ans(er to these Buestions:

1. ;o you have a )avourite teacher$

6. ,re you a creative person$

. ;o you like to read$

Step 6 Make a chart o) motivating/ demotivating )actors

7hat motivates teachers to teach$

Motivates ;emotivates

Eove )or children Eo( salary

Eove )or teachers *lose circle o) )riends

>assing on kno(ledge *orrecting test papers

Eong summer reaks %oisy and disruptive students

Step #nternet +esearchA choose a motivating task


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Task 6 ;esign an activity using modern techniBues and tools3 choose )rom podcasting,audacity' Surveymonkey' audioAcon)erencing or (iki5

;o the Preparation task )irst. Then go to Text and read the poem or story 3you can also listen to theaudio (hile you read5. %e9t go to Task and do the activity.

He)ore you read

Match the (ords and phrases in old to the descriptions elo(.

1.eetle' 6.)aint' .)urry' D.mind' . phoia

;e)initions:

a. L descries something that has a lot o) hair.

. , L is an insect (ith a strong round shell.

c. #) you dont L something' you dont particularly like or dislike.

d. 7hen you L you )all do(n' losing consciousness.

e. , L is (hen you are a)raid o) something' )or no good reason.

, Serious *ase y *hris +ose

# have a )riend (ho is a)raid o) spiders. This isnt very unusual a lot o) people are a)raid o) spiders. #dont really like spiders much mysel). # dont mind them i) you see them outside' in the garden' as long astheyre not too ig. Hut i) one comes in the house' especially i) its one o) those really ig spiders (ith

)urry legs and little red eyes' then # go =yeeucch" and # try to get rid o) it. Usually #ll use a rush to getrid o) the spider' ut i) # )eel rave then #ll put a glass over the top o) it' slide a piece o) paper under theglass and then take it outside.

This is Buite normal' # think. Hut my )riend isnt a)raid o) spiders in any normal (ay. She isnt just a)raido) spiders' she is totally' completely and utterly terri)ied o) them. 7hen my )riend sees a spider shedoesnt just go =uurgghh2" or run a(ay' or ask someone else to get rid o) the horrile creepy cra(ly. %o:she screams as loud as she possily can. She screams so loud that her neighours (orry aout her' andthink aout calling the police. 7hen she sees a spider' she shivers all over' and sometimes she )reeescompletely < she cant move at all ecause she is so terri)ied. Sometimes she even )aints.

Hut my )riend had a surprise )or me (hen (e met )or co))ee last (eek.=!uess (hat$" she asked me.=7hat$" # said.=#ve got a ne( pet2"=!reat'" # said. =7hat is it$ , dog$ , cat$"=%o"=, udgie$"=%o"=, rait$"=%o"


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=7hat then$"=#ve got a pet spider."=# dont elieve you2"=#ts true2 # decided that it (as time # did something aout my phoia so # (ent to visit a doctor' a specialdoctor. , psychiatrist. This psychiatrist specialised in phoias < helping people (ho had irrational )ears toget etter' and live normally. e told me # su))ered )rom ?arachnophoia."

=#ts an irrational )ear o) spiders'" he said. =,out one in )i)ty people su))er )rom a severe )orm o)arachnophoia. #ts not very uncommon."=Thanks" said my )riend. =Hut that doesnt help me much..."=There are lots o) di))erent (ays (e can try to cure your phoia'" said the psychiatrist. =First' there istraditional analysis."=7hat does that mean$" asked my )riend.=This means lots o) talking. 7e try to )ind out e9actly (hy you have such a terrile )ear o) spiders.>erhaps its linked to something that happened to you (hen you (ere a child."=Oh dear'" said my )riend. =That sounds Buite (orrying."=#t can take a long time'" said the psychiatrist. =&ears' sometimes' and you can never e certain that it (ille success)ul."

=,re there any other methods$"=&es < some psychiatrists use hypnosis along (ith traditional analysis." My )riend didnt like the idea o)eing hypnotised. =#m (orried aout (hat things (ill come out o) my suconscious mind2" she said.=,re there any other methods$" asked my )riend'=7ell"' said the psychiatrist' =There is (hat (e call the ?ehavioural approach."=7hats the ehavioural approach$" asked my )riend.=7ell'" said the psychiatrist' =#ts like this..."

The psychiatrist got out a small spider )rom his desk. #t (asnt a real spider. #t (as made o) plastic. 4venthough it (as only a plastic spider' my )riend screamed (hen she sa( it.

=;ont (orry'" said the psychiatrist. =#ts not a real spider."=# kno('" said my )riend. =Hut #m a)raid o) it just the same."=mmmm'" said the psychiatrist. =, serious case..." e put the ruer spider on the desk. 7hen my)riend stopped screaming' the psychiatrist told her to touch it. 7hen she stopped screaming again < theidea o) touching the plastic spider (as enough to make her scream < she touched it. ,t )irst she touched it)or just one second. She shivered all over' ut at least she managed to touch it.

=Ok'" said the psychiatrist. =Thats all )or today. Thanks. &ou can go home no(."=Thats it$" asked my )riend.=&es."=Thats all$"

=&es' )or today. This is the ehavioural approach. *ome ack tomorro(."

My )riend (ent ack the ne9t day' and this time the plastic spider (as already on the doctors desk. Thistime she touched it and held it )or )ive minutes. Then the doctor told her to go home and come ack thene9t day. The ne9t day she (ent ack and the plastic spider (as on her chair. She had to move the spiderso she could sit do(n. The ne9t day she held the spider in her hand (hile she sat in her chair. The ne9tday' the doctor gave her the plastic spider and told her to take it home (ith her.


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=7here do spiders appear in your house$" asked the psychiatrist.=#n the ath' usually'" said my )riend.=>ut the spider in the ath'" he told her.

My )riend (as terri)ied o) the spider in the ath' ut she managed not to scream (hen she sa( it there.=#ts only a plastic spider'" she told hersel).

The ne9t day the psychiatrist told her to put the spider in her living room. My )riend put it on top o) thetelevision. ,t )irst she thought the spider (as (atching her' and she )elt a)raid. Then she told hersel) that it(as only a plastic spider.

The ne9t day the psychiatrist told her to put the spider in her ed.=%o (ay2" she said. =,solutely not2"=7hy not$" asked the psychiatrist.=#ts a spider2" replied my )riend.=%o its not'" said the psychiatrist' =#ts a plastic spider. #ts not a real one." My )riend realised that herdoctor (as right. She put the plastic spider in her ed' and she slept there all night (ith it in her ed. Sheonly )elt a little it a)raid.

The ne9t day' she (ent ack to the psychiatrist. This time' she had a shock' a ig shock. Sitting in themiddle o) the doctors desk there (as a spider. ,nd this time it (as a real spider.

My )riend (as aout to scream and run a(ay' ut she didnt. She sat on the other side o) the room' as )ara(ay as possile )orm the spider' )or aout )ive minutes' then she got up and le)t the room.=See you tomorro(2" shouted the psychiatrist to her as she le)t.

The ne9t day she (ent ack and this time the psychiatrist let the spider run around on his desk. ,gain' my)riend stayed aout )ive minutes' then le)t. The ne9t day she stayed )or ten minutes' and the day a)ter that')i)teen. 4ventually' the psychiatrist held the spider' the real spider (ith long )urry legs and little eyes' in

his hand. e asked my )riend to come and touch it. ,t )irst she re)used' ut the doctor insisted. 4ventuallyshe touched the spider' just )or a second. The ne9t day she touched it )or a )e( seconds' then )or a )e(minutes' and a)ter that she held the spider in her o(n hand.

Then she took the spider home' and let it run around in her house. She didnt )eel a)raid. 7ell' ok' she did)eel a)raid' ut only a tiny it.=So no( #ve got a pet spider2" she told me again.=7ell done2" # said.=Theres only one prolem'" she said' and as she spoke # noticed that she (as shivering all over. Then shescreamed and climed up on the chair. She (as pointing to something on the )loor.=Over there2" she screamed. =Eook2 #ts a eetle...22"

THE E!

*omprehension TaskTrue or False;ecide i) the )ollo(ing statements are true or )alse.

1. %ot many people are a)raid o) spiders.6. The narrator isnt a)raid o) spiders.. The narrators )riend is terri)ied o) spiders.


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D. 7hen she sees a spider she calls the police.. The narrators )riend su))ers )rom a phoia.

3http://learnenglish.ritishcouncil.org/en/stories/seriousAcase5


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Module XIII

Task 1;esign a lesson plan ased on the in)ormation included in module Q###

*lass 0; ;ate the 6tho) May 6@16

Time: @ minutes

Eesson Ojective: Hy the end o) the lesson the learners (ill have practised intensive reading

Eanguage Skills: vocaulary

Ei)e Skills: reading )or gist and )or detail

Materials: *ourse ook 34nglish My Eove5' cards' sheets o) paper' markers' lackoard' chalk' stickers

4Buipment: A

Stages o) the Eesson

7arm Up/+evie(

,sk learners to say (hat they do (hen they get home.

#ntroduction

Tell learners that they (ill take part in a hypnosis e9ercise y taking steps ack in time: they are asked toimagine their lives (ithout computer' radio' telephone till (e arrive at ooks. ,sk learners ho( the ooks

(ere multiplied in those times.

>resentation

Teacher hands out the sheets o) paper and the markers and ask the learners to present in a )e( (ords theirte9t in groups

>ractice

Eearners (rite do(n a )e( (ords in order to present their te9ts.

4valuation

The leader o) each group presents their te9t in )ront o) the class. ,sk some learners Buestions )rom otherlearners presentation


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Module XIV

Task 1 ;evelop an authentic type o) test' administer it to the class and e9plain :

A(ho the test (as designed )or

A(hy

A(hat language items you included in the te9t and (hy

-ho(


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ordonea corect cuvintele Wn enunuri simple 1p

leag enunurile producVnd un te9t simplu Xi coerent 1p

6p corectitudinea gramatical@ )oloseXte relatic corect structuri sintactice simple 1p

)oloseXte relative corect )orme gramaticale simple 1p

6p voca/ular

)oloseXte corect un repertoriu elementar de cuvinte adecvat temei propuse1p

)oloseXte corect un repertoriu elementar de e9presii adecvate temei propuse 1p

conFinut 61p


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$esson PlanTeacher name9 Monica +ors

$evel9 Intermediate )lass9 11E

$esson $ength9 B7 minutes $esson Type9 Voca/ulary&eading

!ate9 the 6Btho. May 6716 $esson Title9 They all speak English

In.ormation a/out the classThere are 67 teenage learners in the class- They have t0o .i.ty minutes lessons every 0eek as part o.their school curriculum- I have /een teaching them .or nearly a year- They use Path0ay toEnglish9 English e0s J Vie0sK as their English course /ook-

Main #im+y the end o. the lesson the learners 0ill have practised voca/ulary related to physical appearance-

"u/sidiary #im+y the end o. the lesson the learners 0ill have practised descri/ing people-

Personal #imTo reduce teacher language in 0hole class activities and provide more learners interaction-

Materials 3including source5

)ourse /ook 3Path0ay to English9 English e0s J Vie0s5, /lack/oard, chalk, pictures 3 "HEmagaGine* %L Edition5

#ssumptions$earners 0ill kno0 some o. the voca/ulary and they 0ill /e interested in enriching theirvoca/ulary-

#nticipated di..iculties 0ith tasks "olutions$earners 0ill not use the ne0 voca/ulary intheir description-

I 0ill monitor the groups to make surethey use the ne0 voca/ulary in theirdescription-

!eclaration This lesson plan is my o(n (ork.


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"tage "tage aim Procedure Interaction TimeEead in To introduce the topic ,sk learners to rememer (hat they did the last time

3descriing a colleague5. Tell learners (e (ill )ocus ondescriing appearances.

TAS mins

>ractice To prepare learners )or(orking in pairs

,sk learners to open their ooks at page 1J and e9plaine9ercise #.1. #n pairs ask learners to solve the e9ercise.

TAS mins

Eanguage Focus To introduce ne(vocaulary

Eearners read the descriptions containing the ne(vocaulary and match them to their correspondingpicture.

SAS 1@ mins

Feedack To check learners havethe correct ans(ers *heck the ans(ers (ith the learners in open class and(rite do(n the ans(ers on the lackoard. TAS mins

>ractice To hand out the picturesto e descried using thene( vocaulary

#n groups ask learners to descrie a picture )rom amagaine using the ne( vocaulary.

TAS mins

!roup (ork To put the ne(vocaulary into practice

Eearners descrie the picture in groups using the ne(vocaulary.

SAS 1@ mins

Feedack

To check the completiono) the task

The leader o) the group descries the picture in )ront o)the class

SAS mins

Feedack For learners to sharesome o) theire9periences

,sk learners to talk aout the appearance necessary )or amodel.

TAS mins

T-T: >+,*T#*,E ,%; E4SSO% >E,%%#%!


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$esson PlanTeacher name9 Monica +ors

$evel9 Pre*Intermediate )lass9 ;E

$esson $ength9 B7 minutes $esson Type9 >rammar

!ate9 the 6Btho. May 6716 $esson Title9 !egrees o. )omparison .or#d:ectives

In.ormation a/out the classThere are 6A teenage learners in the class- They have t0o .i.ty minutes lessons every 0eek as part o.their school curriculum- I have /een teaching them .or nearly a year- They use English My $oveKas their English course /ook-

Main #im+y the end o. the lesson the learners 0ill have revie0ed and provided controlled and .reer practiceo. the degrees o. comparison .or ad:ectives-

"u/sidiary #im+y the end o. the lesson the learners 0ill have practised speaking-

Personal #imTo reduce teacher language in 0hole class activities and provide more learner interaction-

Materials 3including source5)ourse /ook 3English My $ove5, /lack/oard, chalk-

#ssumptions$earners have /een taught the degrees o. comparison .or ad:ectives-

#nticipated di..iculties 0ith tasks "olutions$earners may have more di..iculty 0ith thetarget language than anticipated-

"pend more time on the controlledpractice and clari.ication stage-

!eclaration This lesson plan is my o(n (ork.


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"tage "tage aim Procedure Interaction Time

7armAupTo reak the ice ,sk learners to say a (ord in 4nglish. The teacher guides

learners so that the (ord is a noun. Then learners areasked to add as many (ords as possile to descrie the)irst (ord. The teacher guides them to add adjectives.

TAS mins

Eead in

To introduce the topic The teacher circles three adjectives )rom the adjectivesgiven y learners pertaining to the three types o)adjectives and asks learners to make sentences (ith theadjectives and the (ord. 4.g. the (ord/noun is ;O! andthe adjectives are )at' eauti)ul' and ad.

TAS mins

*lari)ication stage

To revie( the degrees o)comparison )oradjectives

Eearners make sentences (ith the adjectives: )at'eauti)ul and ad and (ith the (ord/noun dog.

TAS 1@ mins

>ractice

To provide controlledpractice

,sk learners in pairs to (rite do(n the degrees o)comparison )or the opposite adjectives: thin' disgusting'and good.

SAS 1@ mins

>ractice To provide )reer practice ,sk learners in pairs to (rite do(n the degrees o)comparison )or the adjectives )rom e9ercise D at page 160)rom their course ook.

TAS 1 mins

Feedack To correct learnersans(ers

,sk learners to read the degrees o) comparison )or theadjectives )rom e9ercise D at page 160 and teacher helpsas necessary.

TAS mins

T-T: >+,*T#*,E ,%; E4SSO% >E,%%#%!


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I)E+&E#LE&"

6 Truths J a $ie

#t can e used as an opener )or a (orkshop/con)erence in this activity each person (rites t(o truths and alie aout himsel)/hersel) and then (e (ill try to guess each others lie. The goal is to: a5 convince othersthat your lie is truth 3and that one o) your truths is the lie5 and 5 to correctly guess other peoples lies.!ather together in a circle. Start (ith one person (ho reads their three statements aloud 3to remindeveryone5. Then read the statements again' stopping to allo( a vote )or each one. e.g.' Y# am Turkish.7ho thinks that is a lie$ ZGote[ # am vegetarian. 7ho thinks that is a lie$ ZGote[ # have a metal pin inmy right leg. 7ho thinks that is a lie$ ZGote[. O-' my lie (as Y# am vegetarian.YY The )acilitator (illneed to help each person out' especially intially until the asic )ormat is understood. The )acilitator mayadd drama and rein)orcement' etc. )or correct guesses' tricky statements' etc.

3http://(ilderdom.com/games/descriptions/T(oTruths,nd,Eie.html5

(ear in a Hat

*an e done as the )irst activity in a program' during the initial stages or (ell into the program. ,skeveryone' including the group leaders' to complete this sentence on a piece o) paper anonymously5: Y#nthis trip/group/program' # am Zmost[ a)raid that...Y or Y#n this trip/group/program' the (orst thing thatcould happen to me (ould e...Y *ollect the pieces o) paper' mi9 them around' then invite each person to apiece o) paper and read aout someones )ear.

One y one' each group memer reads out the )ear o) another group memer and elaorates and (hathe/she )eels that person is most a)raid o) in this group/situation. %o one is to comment on (hat the personsays' just listen and move on to the ne9t person

3http://(ilderdom.com/games/descriptions/Fear#n,at.html5


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>ro). Monica HorX

F#\4 ;4 +4FE4*]#4

Modul \tiam deja ,m Wnvat ,X vrea s mai Xtiu# The communicative approach and other language

teaching methodsEinguistic competence vs. *ommunicativecompetence

Online curriculum

## Multiple #ntelligences: !ardners Theory The 7holeA>artA7hole learning %euroAlinguisticprogramming %E>

### o( to make 4nglish lessons more e))ective andsuccess)ul

61st century skills )or teachers 61st century skills )orteachers

#G Teaching grammar inductively vs deductively Types o) drills !rammar levels o)accuracy

G ,pproaches to teaching vocaulary The right time to teach vocaulary #ngredients o) goodvocaulary (ork

G# ;i))erent kinds o) readingAe9tensive vs intensive ,uthentic vs nonAauthentic materials 4ducational links

G## ,uthentic vs nonAauthentic materials The roles o) the teacher in intensive listening Eistening levelsG### ,ctivities to promote speaking *ommunicative competence *orrection and giving

)eedack#Q ,pproaches to teaching (riting >rinciples o) teaching (riting ,ctivities to promote

process (ritingQ Teachers roles *omponents o) class management Solutions to classroom

management prolemsQ# *ulture as a )i)th skill #ntercultural competence #ntercultural competence

Q## Motivating tasks Eearning strategies Survey MonkeyQ### Stages in lesson planning Eesson planningAe))ective vs ine))ective Tips )or lesson planningQ#G Test types >rinciples o) testing Marking scales


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HiliographyModule #armer' N. 36@@15. o( to teach 4nglish' 3 rdedition5. Eondon: EongmanModule ##!ardner' ' The theory o) multiple intelligences' 10KModule ###

,rudan *aciora Simona Geronica: Motivation in language learningModule #Garmer' NeremyA=The >ractice o) 4nglish Eanguage Teaching"' Eongman >ulishing ouse' *amridge'6@@6Murphy' +aymondA =4ssential !rammar in Use"' *amridge University >ress' *amridge' 6@@IModule G;uppenthaler' >. Gocaulary ,cBuisition: The +esearch and #ts >edagogical #mplications%ation' >. Teaching and Eearning Gocaulary%ist' E.S.' Mohr' *. #mproving Gocaulary SkillsModule G#ughes' N. The reading process' 6@@J

Eoucky' N.>. *omining 49tensive and #ntensive +eading strategies (ith *ooperative and communicativeactivities' 6@@KMoney(orth' S.Seven Tips )or 4))ective +eading' 61 Nuly 6@@0Module G##Field' N5. Eistening in the Eanguage *lassroom. *amridge: *amridge University >ress' 6@@K>orter' ;. and +oerts' N. ,uthentic listening activities' 4nglish Eanguage Teaching Nournal' I 315' JADJ' 10K1Module G###Hurkart' !.' S. Spoken Eanguage: 7hat it is and o( to teach itModule Q#QHyrne' ;. Teaching 7riting Skills

+aimes' ,. TechniBues in Teaching 7ritingModule QSasson' ;. The Teacher as a *lassroom Manager7ells' +. *ommunity in the *lassroomModule Q#Hyram' M.' !rikova' H. and Starkey' . developing The #ntercultural ;imension in Eanguage Teaching%icolaescu' *. Einguistic 4duvation and #nterculturalityModule Q##yland' -. EanguageAEearning Simulations: , >ractical !uideModule Q###*ehan' ,. A =Methodology D"A a university course

Ur' >. < =, *ourse in language Teaching"' *amridge University >ress' 100KModule Q#Q*ohen' ,.;. 3100Da5. ,ssessing language aility in the classroom' 6nd4dition. Hoston.

Portofoliu Monica Bors

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