LAST - Materials and Activities of Wednesday workshops by

LAST - Materials and Activities of Wednesday workshops by https://padlet.com/mai_nguyen7/Workshop3_Wednesday en-us 2019-02-06 09:44:35 UTC 2024-08-04 07:17:23 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Beartoy.png Teaching idioms mai_nguyen7 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328160405 https://www.teachingenglish.org.uk/article/shakespeares-idioms-lesson-1]]> 2019-02-06 09:44:35 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328160405 Teaching phrasal verbs mai_nguyen7 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328160406 2019-02-06 09:44:35 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328160406 Teaching phrases mai_nguyen7 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328160407 2019-02-06 09:44:35 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328160407 My high school teacher used to ask us to make an idiom list and try to use at least one idiom in the writing test so that we can get higher score. I don't think my teacher knows clearly about "formulaic sequence", but she just naturally has such impression that it has positive effect. https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328184678 2019-02-06 11:08:01 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328184678 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328184918 Formulaic sequences make my conversation more vivid and interesting to be understand, even somtimes English will strangely get a sense of belonging when I use these in China .

]]> 2019-02-06 11:09:04 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328184918 An American friend told me " let's have a chit chat" and " I have worked my butt off", but I couldn't get the meanings of them until explanations were given. https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185010 2019-02-06 11:09:26 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185010 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185016 If a foreigner can use 成语（chengyu)，which is Chinese idiom in his/her speech. It shows the person is a good Chinese speaker.]]> 2019-02-06 11:09:27 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185016 when doing listening test, formulaic language can help understand the language more easily. https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185062 2019-02-06 11:09:37 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185062 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185125 There was a time that I was about to perform an instrument-playing show for a plaza opening event. And my friend told me to “break a leg”. I was so furious as I thought he was cursed me or something. Then I know the meaning of this idiom and I understand that he was actually expressed his good wishes to me.]]> 2019-02-06 11:09:53 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185125 Especially when I come to Edinburgh, there are so many expressions are formulaic sequence among the local, and by understanding them, I can get closed to them and I feel more confident if I could reply them with certain formulaic sequences. https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185268 2019-02-06 11:10:29 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185268 When reading a passage, I spend less time processing formulaic sequences. https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185274 2019-02-06 11:10:30 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185274 Writing https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185281 It is useful to use those formulaic sequences into either unformal or formal writing, doing that could improve our English writing proficiency, it helps us to act more like native speakers.]]> 2019-02-06 11:10:32 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185281 I feel like I can always understand the formulaic sequences produced by my interlocutors no matter how unfamiliar their English accents are. https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185311 2019-02-06 11:10:35 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185311 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185323 When I was in junior high school, I was curious about some phrases and why those phrases had different meaning from the words making them up. However, when I asked my teacher why, the teacher just said that those were called phrase without explaining why those could be that way. Therefore, I thought that there was no other ways to learn it but to memorize it, which was really difficult to do.]]> 2019-02-06 11:10:40 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185323 Formulaic language https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185441 English nowadays is becoming a worldwide language. When we communicate with others, maybe different accent is difficult for us to understand immediately, so using more formulaic language can help us understand each other better and promote our relationship (Becoming good friends hhh)]]> 2019-02-06 11:11:11 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185441 The more formulaic language I learn, the more easily I can watch films in English without subtitles. As I don't need to read subtitles, I feel that less cognitive processing is required. https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185520 2019-02-06 11:11:28 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185520 when doing the listeningg text, formulaic language can helps us focus on detail information which makes listening more sufficient and effective. https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185532 2019-02-06 11:11:30 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328185532 Yeah very commonly used. Most of the time hard to guess the meaning. Even worse, different English speaking countries use different formulaic sequences. https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328186407 2019-02-06 11:15:01 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/328186407 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/329159906 Group B]]> 2019-02-08 12:37:10 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/329159906 Group C: Teaching Shakespeare's Idioms https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330071935 Original version: https://www.teachingenglish.org.uk/article/shakespeares-idioms-lesson-1

Modified version: https://docs.google.com/document/d/13dpDGO_yzraV8XIjpgb_wCah0-7Mu1mh9BkUjloEGho/edit]]> 2019-02-11 19:55:15 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330071935 Group A Lesson plan https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330567619 2019-02-12 20:56:21 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330567619 Share your learner language analysis here mai_nguyen7 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330577888 2019-02-12 21:24:38 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330577888 Workshop PPT mai_nguyen7 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330577977 2019-02-12 21:24:52 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330577977 mai_nguyen7 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330578231 2019-02-12 21:25:34 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330578231 GROUP D https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330723975 MATERIAL LINK https://harrypotter.fandom.com/wiki/Wizarding_idioms
Harry Potter Idioms 70minutes
10 minutes-divide the students into four groups, each group choose two idioms on the screen and guess the meaning.
20minutes-play the episode and guess the meaning again within the context.
20minutes-teacher explanation
20minutes-make up a dialogue use as many idioms as they can and have a role play

]]> 2019-02-13 09:46:39 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330723975 Student A https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330744701 2019-02-13 11:07:21 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330744701 Group D https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330744725 2019-02-13 11:07:23 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330744725 Group B https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330745115 2019-02-13 11:09:28 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330745115 Group C https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330745182 https://docs.google.com/presentation/d/1osxB7OsOLJD3QypUlteLUcnAqpYfEjLaVMLdF34LGZU/edit#slide=id.p

Material: ]]> 2019-02-13 11:09:46 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/330745182 Mid-course survey mai_nguyen7 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/334905028 2019-02-25 15:36:00 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/334905028 Workshop PPT mai_nguyen7 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/334905963 2019-02-25 15:37:27 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/334905963 Sample lesson: Teaching the past perfect tense mai_nguyen7 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/334906651 2019-02-25 15:38:34 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/334906651 tag question group D https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335817144 step 1. introduce the form
step 2.sentence match
match the tag questions and the main sentence(focus on form)
step 3.filling the blanks with the given context or pictures(focus on meaning)
step 4. listen to the audio and answer the questions(production, focus on use)
step 5. conversation(production, focus on use)]]> 2019-02-27 10:40:04 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335817144 subjunctive mood Group A warm-up talk about one thing students wanted to do but failed to do in the past pre-task listen to a music (contains subjunctive mood). focus on the use of the grammar task-cycle ask students to pay attention to the lyrics and find out the characteristics of the structure and raise their awareness of subjunctive mood language focus ask students to share their opinions and the teacher scaffold and make some conclusion pre-task 2 play a Chinese song and ask students to find out the sentence which uses subjunctive mood task-cycle translate the lyrics into English by using the grammar has taught language focus students share their answers and the teacher scafflod https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335817568 2019-02-27 10:41:58 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335817568 Group B: conditional sentence (type one: If ... you will...) https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335818846 Step 1: Use a video about environmental disasters to introduce.
Step 2: Analyse the cause and effect students find in the video and put them into two columns.
Step 3: Ask students to use their own knowledge to combine the cause and effect in one sentence
Step 4: Students read their. sentence to the class and then teacher suggests using conditional sentence to express cause and effect, and explain the grammar rule of it.
Step 5: Ask students to go back to the columns of cause and effect and create conditional sentence to practice

]]> 2019-02-27 10:47:02 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335818846 Group C: Present Perfect vs. Past Simple https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335819197 https://docs.google.com/document/d/1RJwa2c_kfpzYMof5nKdgspbYt5ND4LxPY8FPt9H-IWo/edit]]> 2019-02-27 10:48:12 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335819197 GROUP C https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335827383 Chinese Table Manner

If you are hosting a meal with Chinese people on a round table.

1. The seat facing the entrance is for the one who will pay the bill.
2.The people sit beside the hoster is the most honored guest. (Such as elderly) (the seat facing the south is the most honored seat).

3. Never be stingy to order!
4. Never touch the chopsticks before the most honored guest starts to eat.

5. When you need to toast to other people, make sure to raise your glass lower than the guest.

6. In order to show your respect to others, you should go to the person’s seat when toasting to him.

7. If you would like to pay the bill, better leave the room with an excuse (e.g. go to the restroom), or you will experience a fierce argument.
8. Don't sit down until the elderly and honored guests get seated.

]]> 2019-02-27 11:21:33 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335827383 group D https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335827787 Visiting Chinese family
1. You are supposed to bring some gifts. They may refuse it but you should insist them to accept it.

2. Chinese people tend to be very modest to say their house or cooking is not very good but you should praise it.

3. If you have meal together, even though you are already full, the owner will still insist you to have more.

4.The owner may invite you to come later as a politeness.

]]> 2019-02-27 11:23:34 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335827787 Group A https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335828629 2019-02-27 11:27:29 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335828629 group B https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335829456 2019-02-27 11:30:57 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335829456 Group C https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335831385 https://docs.google.com/document/d/1JvG2LPItzs5DI52jey23xE8BsAYbzo5JwAtxwXBCSMk/edit]]> 2019-02-27 11:39:01 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335831385 Group B https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335831512 2019-02-27 11:39:35 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335831512 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335833767 2019-02-27 11:47:02 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/335833767 Share your email analysis here mai_nguyen7 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/338318871 2019-03-06 11:17:42 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/338318871 group B https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/338319389 1. using " dear" to open a formal email, like tutor...
"hi" is used in less formal email, like emailing friends or colleagues
2. it depends on personal preference
3. we do not use non-traditional language in formal emails
4. "I would like to", "I am writing to", "looking forward to your reply", "thank you"
5. it depends on what we are talking about, eg. certain terms that we ask to our tutor, other students who do not take the course they do not understand ]]> 2019-03-06 11:19:24 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/338319389 Group C https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/338319459 Opening: "Hello".
Closing: "Best wishes", "Best regards", "Yours", or just close with signature.
Non-traditional language: BTW, emojis and smileys to close friends.
Formulaic sequences: "I writing to ..." "I am looking forward to your response".
Background knowledge: interpersonal, cultural.

]]> 2019-03-06 11:19:38 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/338319459 Group D https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/338319789 1. opening
only use "dear" for formal e-mails, use "hi" for most ordinary occasions
2. ending
best regards, kind regards, best wishes, have a nice day, have a great weekend/week...
3. non-traditional
abbreviations, non-capitalization, smileys, ellipsis, emojis...
4. formulaic sequences
I'd like; I am writing to you; how is everything going...
5. great extent between friends;
explain very clear when apply for a job

]]> 2019-03-06 11:20:45 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/338319789 Group A https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/338320919 the register of the emails depend on who you are writing to (e.g. peers or superior)]]> 2019-03-06 11:25:16 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/338320919 mai_nguyen7 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/338321007 2019-03-06 11:25:37 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/338321007 Workshop PPT mai_nguyen7 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340775948 2019-03-13 09:53:55 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340775948 The Language Passport mai_nguyen7 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340777142 2019-03-13 09:57:32 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340777142 The Multilingual Virtual Talking Books (MuViT) project mai_nguyen7 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340777271 2019-03-13 09:57:53 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340777271 The Diddenheim project mai_nguyen7 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340777414 2019-03-13 09:58:20 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340777414 Share your answers to the discussion questions here. https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340783769 2019-03-13 10:17:17 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340783769 Core reading 1 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340784916 2019-03-13 10:21:14 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340784916 Group https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340785351 question 2
knowledge of 2 or more languages is language ability to use language appropriately in many situations-language proficiency, not include knowledge about language and pedagogical practice and understanding of social, political, and economic struggles.
bilingualism is a broader term which includes the knowledge of language, the knowledge about language, pedagogical practice and the understanding of social, political, and economic struggles and the connection and comparison between the two languages and shift from one language to another flexibly.]]> 2019-03-13 10:22:37 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340785351 Group A https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340787262 Teachers lack multilingual awareness.
It depends on the context of high schools.
Exam-oriented curriculum.
More attention on form.
Less attention on speaking.

]]> 2019-03-13 10:28:19 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340787262 Group Question NO.4 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340787903 1. A bilingual or multilingual teacher can help.
2. The Didenheim Project is a very good example to tell language learners that there's no discrimination between languages.
3. Learners can collect information about different languages and nations and share what they've known about the languages and cultures in class. ]]> 2019-03-13 10:30:36 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340787903 Group B Question 1 https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340788358 L1 and L2 refer to the order of language acquisition, meaning that there is a hierarch between those languages. Meanwhile, language 1 and language 2 refer to the equal position of language.]]> 2019-03-13 10:32:24 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340788358 Group A MuViT https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340806782 Ask students to write stories sentence by sentence by using their own dialects. ]]> 2019-03-13 11:36:35 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340806782 Group B: MuViT Project https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340807201 Strength:
1. Students will be attracted by this kind of high-tech material.
2. It not only introduces diverse languages but also the culture.
3. It also helps to develop student's autonomous learning ability as they will create their own story and share it on the website with other learners.

Weakness:
This tool may require certain amount of funding and not every school can afford it.

How to use it:
We are going to use it in a high school context and ask studetns to write stories relating to another culture that is not their own (in English) and share it on the website. Students coming from that culture will then correct these stories (such as stereotype) in both the culture language and English.

]]> 2019-03-13 11:37:52 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340807201 Group C: Language Passport https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340807862 Context: Chinese university students
Outcome: to share students' mother tongues to raise students' language awareness within a nation
Delete: languages used in primary, secondary...; languages used at work
Add: languages you use when you are with someone from your hometown; languages that you dream]]> 2019-03-13 11:39:50 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340807862 Group D language passport https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340808161 context: Chinese adults who want to learn business English
activity: let the students identify and compare the different languages used in the classroom and outside the classroom, e.g. language at work, language in the traveling, language at home, or doing business with other businessman from other countries, etc.

]]> 2019-03-13 11:40:45 UTC https://padlet.com/mai_nguyen7/Workshop3_Wednesday/wish/340808161