• Portfolio

• Warm-ups

• Brain breaks

• Article on grammar

• Grammar assignments

• Podcasts and videos

• Mindmaps (on India or traveling)

Themes we remember

• Movement in Class

• Language acquisition

• ICT

• Methodology

• Evaluation + self-assement

• Lesson planning

• Input: Merril Swain’s hypothesis challenges the belief that language input (listening and reading) is enough for language proficiency, instead stressing the critical role of language output (speaking and writing)

• Interaction: According to Long, input becomes comprehensible when learners contemplate and negotiate meaning through interaction with others.

• Output: Output Strategies are techniques used to encourage learners to produce language, either spoken or written, as a way to improve their proficiency. 

Interlanguage

Stages of learner language development:

• Presystemic stage

  • Random mistakes. Guesses.

“The different city is another one in the another city”

• Emergent stage

  • Know certain rules, words and phrases.

• Systemic stage

  • They start to see their own errors and correct them. This stage may develop in most children in around 4th-9th class.

• Postsystemtic stage

  • Stabilization, fewer errors → near fluency.

Methodology

Approaches, methods, procedures and techniques

Task-Based Language learning (TBL)

• Based on the belief that learners may learn more effectively when their minds are focused on the task, rather than on the language they are using.

Reading

• Intensive reading = the ability to read for different purposes

• Ekstensive reading = focus on getting students to read as much as possible

• Bottom-up processing = understanding the meaning of words by matching sound to words physical realisation

• Top-down processing = reading for gist 

• Reading aloud

  • Diagnosing students difficulties in pronunciation and intonation

  • Promoting oral communication competency 

Listening

•  Bottom-up processing = “zoom in”

• Top-down processing = focus on the overall meaning and main ideas of the story while using contextual clues.

Writing

Have learned 

Writing for learning → Learn language

• Spelling

• Punctuation

• Tenses

• Layout

Writing for writing → Writing skills

• Knowing genres

• Characteristics

• Process

• Ability and creativity

Need more of:

We want to learn more about specific grammar. Punctuation, Ordstilling mm.

How to teach grammar.

Speaking

• Different kinds of speaking

  • Informal talking/discussions >< prepared talks

• Working with reluctant students

  • Matching level and task

  • Preparation 

ICT & Gamification

E-learning, ICT, Language learning. Many of the benefits of ICT and E-learning and how gamification can be a great tool for many students.

Physical activities

• Physically writing notes rather than typing them helps remembering 

• Humans have evolved to move therefor inactivity can cause brain impairment 

• Movement can cause stronger neuro-connections 

• It is not enough to move in recess, students need to move in lessons to help academic achievement

• Complex movement can help students with ADHD

• Movement is good for learning because it releases "brain fertiliser" that prepares the brain for learning

• Movement is good for learning because it releases serotonin and dopamine that impact motivation and memory.

We want to learn more about culture, grammar teaching and motivation.