Transcript Creative Methodology for Teachers
Slide 1
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 2
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 3
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 4
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 5
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 6
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 7
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 8
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 9
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 10
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 11
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 12
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 13
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 14
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 15
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 16
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 17
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 18
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 19
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 20
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 21
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 22
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 23
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 24
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 25
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 26
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 27
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 28
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 29
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 30
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 31
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 2
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 3
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 4
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 5
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 6
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 7
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 8
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 9
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 10
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 11
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 12
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 13
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 14
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 15
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 16
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 17
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 18
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 19
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 20
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 21
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 22
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 23
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 24
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 25
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 26
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 27
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 28
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 29
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 30
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.
Slide 31
Beneficiar: Alina-Antoanela Craciun-Stefaniu
13th-25th August 2012
IPC Exeter
To explore various techniques to appeal to different
learning styles;
To provide motivation and build confidence in
participants;
To meet teachers from different European countries
and establish links leading to participation in a
collaborative project
1.Learner autonomy and independent learning
2.Student – generated teaching
3. Motivation.
4.Teaching mixed ability classes
5.Adapting our teaching to different learning styles and learning needs
6.Criteria to select what to teach/prioritising content
7.Drama in the classroom.
8.Contemporary English
9.The Lexical approach.
teacher
student
Who chooses the topic?
Who prepares the materials?
Who writes the tests?
Who chooses the homework?
Who teaches?
motivation
learner
independence
self esteem
achievement
High self
esteem
“I was right.
I can do it!”
High
expectations
Good
performance
Start from the learners rather
than from the book!
Use the classroom walls
imaginatively!
Use “open” rather than
“closed” tasks
Allow “processing time”
Get learners to produce exercises,
tasks and tests themselves.
Provide choices!
•
•
•
•
Flexible
Open minded
Happy to have a go
Optimistic about
anything new
• Take action without
thinking
•Rational and objective
•Logical thinkers
•Disciplined approach
•Intolerant of anything
subjective or intuitive
•Careful
•Methodical
•Thoughtful
•Slow to make up their
minds and reach a
decision
•Tendency to hold back
from participation
activist
reflector
theorist
pragmatist
•Keen to test things in
practice
•Practical, realistic
•Tendency to reject
anything without
obvious application
The
Letter
I’d like
to…but
you can’t
The
Wink
Drama
techniques
Present
giving
Make a
jumbo jet
Frozen
pictures
The sun
and the
moon
Got time for a natter?
I’m hitting the sack.
What do you want in your sarnie?
He was a bit dodgy.
Don’t forget your brolly!
What a rip-off!
Keep your eyes peeled.
Fancy a quick half?
Put grammar in its proper place.
Teach language holistically
(Don’t separate grammar from
vocabulary)
Language examples should be
concrete, interesting, attractive.