1. LANGUAGE WORK, JOURNAL REFLECTIONS & PORTFOLIO WORK LANGUAGE WORK, JOURNAL REFLECTIONS & PORTFOLIO WORK PSTDP CLASS 8

2. Giggle idioms in English

3. PSTDP CLASS 8 Giggle idioms in English Happiness is just a smile away.

4. PSTDP CLASS 8 Giggle idioms in English

5. PSTDP CLASS 8 Giggle idioms in English Show off those pearly whites!.

6. PSTDP CLASS 8 Giggle idioms in English

7. PSTDP CLASS 8 Giggle idioms in English Just clownin’ around.

8. PSTDP CLASS 8 Giggle idioms in English

9. PSTDP CLASS 8 Giggle idioms in English Walk on the wild side!

10. LANGUAGE WORK - Grammar http://www.youtube.com/watch?feature=player_embedded&v=3X4qi7AwDQI LANGUAGE WORK - Grammar http://www.youtube.com/watch?feature=player_embedded&v=3X4qi7AwDQI PSTDP CLASS 8

12. HAPPY PSTDP CLASS 8

13. ECSTATIC PSTDP CLASS 8

15. BIG PSTDP CLASS 8

16. COLOSSAL PSTDP CLASS 8

18. LITTLE

19. ITSY BITSY PSTDP CLASS 8

21. PRETTY PSTDP CLASS 8

22. STUNNING PSTDP CLASS 8

24. SCARED

25. PSTDP CLASS 8 PETRIFIED

26. http://vocaroo.com/i/s0My1w8VZAkV PSTDP CLASS 8 FUTURE GOALS!

27. PSTDP CLASS 8 *Vocaroo *Audiboo *Mailvu *cellphones

28. PSTDP CLASS 8 REFLECTION 1.What were the goals of the activities? 2.How were they linked or related to one another? 3.What do you think about students recording their work and sending it to you? 4. Could it work? 5.Would it be motivating? 6. In what ways would you need to change these activities to do them with your students? 7.Would they be motivated by technology? Why or why not?

29. PSTDP CLASS 8 Methods of ELT

30. Pre-test Which method does the statement represent? (Mark A,B,C,D,E on your paper to note your answer) 1.Students translate reading from their native language to the target language. The class is taught mainly in the native language and vocabulary and grammar are emphasized. 2.Students study common everyday speech in the target language so the emphasis is on vocabulary. The native language should not be used in the classroom. Pre-test Which method does the statement represent? (Mark A,B,C,D,E on your paper to note your answer) 1.Students translate reading from their native language to the target language. The class is taught mainly in the native language and vocabulary and grammar are emphasized. 2.Students study common everyday speech in the target language so the emphasis is on vocabulary. The native language should not be used in the classroom. PSTDP CLASS 8

31. 3.New vocabulary and structural patterns are presented through repetition and imitation of dialogs. Sound systems and grammatical patterns are emphasized. Native language is not used in the class room. 4.Students use language through games, role plays, information gab activities. Language functions are emphasized. The native language is permitted. 5.Students focus on the structure of the language and the sounds. Pronunciation is worked on from the beginning. Some native language is used in the classroom. 3.New vocabulary and structural patterns are presented through repetition and imitation of dialogs. Sound systems and grammatical patterns are emphasized. Native language is not used in the class room. 4.Students use language through games, role plays, information gab activities. Language functions are emphasized. The native language is permitted. 5.Students focus on the structure of the language and the sounds. Pronunciation is worked on from the beginning. Some native language is used in the classroom. PSTDP CLASS 8

32. Which method is it? First get into groups and read about your method. Post-test Which method is it? First get into groups and read about your method. Post-test PSTDP CLASS 8

33. Students translate reading from their native language to the target language. The class is taught mainly in the native language and vocabulary and grammar are emphasized. Most of the interaction in the classroom is from the teacher to the students. Culture is viewed as consisting of literature and fine arts. Grammar-Translation Method Students translate reading from their native language to the target language. The class is taught mainly in the native language and vocabulary and grammar are emphasized. Most of the interaction in the classroom is from the teacher to the students. Culture is viewed as consisting of literature and fine arts. Grammar-Translation Method PSTDP CLASS 8

34. Students study common everyday speech in the target language so the emphasis is on vocabulary. The native language should not be used in the classroom. The teacher uses a lot of realia, pictures, or pantomime to make meaning clear. The class is organized based on themes (using language of a bank or shopping. Grammar is taught inductively. Direct Method Students study common everyday speech in the target language so the emphasis is on vocabulary. The native language should not be used in the classroom. The teacher uses a lot of realia, pictures, or pantomime to make meaning clear. The class is organized based on themes (using language of a bank or shopping. Grammar is taught inductively. Direct Method PSTDP CLASS 8

35. New vocabulary and structural patterns are presented through repetition and imitation of dialogs. Sound systems and grammatical patterns are emphasized. The teacher wants the students to use language automatically. Native language is not used in the class room. The instruction is mostly teacher-directed, but students will interact with each other during chain drills or dialogs. Audio-Lingual Method New vocabulary and structural patterns are presented through repetition and imitation of dialogs. Sound systems and grammatical patterns are emphasized. The teacher wants the students to use language automatically. Native language is not used in the class room. The instruction is mostly teacher-directed, but students will interact with each other during chain drills or dialogs. Audio-Lingual Method PSTDP CLASS 8

36. Students focus on the structure of the language and the sounds. Pronunciation is worked on from the beginning. Some native language is used in the classroom. Native language is used in the classroom at least in the beginning stages. Teacher can connect similarities in sounds between native and target languages. Teacher should let students find their own means of expression and speak less. Silent Way Students focus on the structure of the language and the sounds. Pronunciation is worked on from the beginning. Some native language is used in the classroom. Native language is used in the classroom at least in the beginning stages. Teacher can connect similarities in sounds between native and target languages. Teacher should let students find their own means of expression and speak less. Silent Way PSTDP CLASS 8

37. Students focus on the function of the language and not just the form. Since the focus is on real language, a variety of forms are presented and the emphasis is not on mastering the forms of a language. The native language is permitted. Teachers facilitate communication in the classroom through games, role plays, information gab activities. True communication is purposeful and materials are authentic. CLT Students focus on the function of the language and not just the form. Since the focus is on real language, a variety of forms are presented and the emphasis is not on mastering the forms of a language. The native language is permitted. Teachers facilitate communication in the classroom through games, role plays, information gab activities. True communication is purposeful and materials are authentic. CLT PSTDP CLASS 8

38. Group Challenge Based on the teaching scenario, determine which method is being used… Group Challenge Based on the teaching scenario, determine which method is being used… PSTDP CLASS 8

39. Situation 1 Students take turns reading sections of a passage out loud. After they finish, they are asked if they have any questions. One student raises his hand and asks, “what does ‘between’ mean? The teacher replies, ‘you are sitting between Maria and Paulo. Now do you understand?” After all the questions have been asked, the teacher asks the class questions about the passage and students answer in unison, yes or no. Situation 1 Students take turns reading sections of a passage out loud. After they finish, they are asked if they have any questions. One student raises his hand and asks, “what does ‘between’ mean? The teacher replies, ‘you are sitting between Maria and Paulo. Now do you understand?” After all the questions have been asked, the teacher asks the class questions about the passage and students answer in unison, yes or no. PSTDP CLASS 8

40. Situation 2 The teacher gives the students an authentic newspaper article and asks the students to read it and underline the predictions the reporter has made. The teacher writes the predictions on the board. Ex: “Brazil is likely to win the World Cup.” Then the teacher asks the students another way to express this same prediction. Then students are told to make statements about their predictions about the WC. Situation 2 The teacher gives the students an authentic newspaper article and asks the students to read it and underline the predictions the reporter has made. The teacher writes the predictions on the board. Ex: “Brazil is likely to win the World Cup.” Then the teacher asks the students another way to express this same prediction. Then students are told to make statements about their predictions about the WC. PSTDP CLASS 8

41. Situation 3 Without saying anything, the teacher points to a sound-color chart on the board. The teacher points in succession to each of the five blocks of color. There is silence. The teacher repeats the pointing. The third time the teacher points and makes the sounds of /a/ as he touches the first block. He does this a few times until students begin to repeat the sound. Situation 3 Without saying anything, the teacher points to a sound-color chart on the board. The teacher points in succession to each of the five blocks of color. There is silence. The teacher repeats the pointing. The third time the teacher points and makes the sounds of /a/ as he touches the first block. He does this a few times until students begin to repeat the sound. PSTDP CLASS 8

42. Situation 4 Teacher: Repeat after me: post office Class: says: post office Teacher: Going to the post office Class: Going to the post office. Teacher: I’m going to the post office. Class: I’m going to the post office. After this exercise, students listen to and practice a dialogue about two people going to the post office Situation 4 Teacher: Repeat after me: post office Class: says: post office Teacher: Going to the post office Class: Going to the post office. Teacher: I’m going to the post office. Class: I’m going to the post office. After this exercise, students listen to and practice a dialogue about two people going to the post office PSTDP CLASS 8

43. Situation 5 Students translate a reading passage from the target language into their native language. The reading passage then provides the focus for new vocabulary. Students look at the new vocabulary words and the teacher asks them what these words are in the native language. Situation 5 Students translate a reading passage from the target language into their native language. The reading passage then provides the focus for new vocabulary. Students look at the new vocabulary words and the teacher asks them what these words are in the native language. PSTDP CLASS 8

44. B.R.E.A.K! BREAK

45. PSTDP CLASS 8 Journal Reflections Checklist

46. PSTDP CLASS 8 Portfolio Progress!

47. PSTDP CLASS 8 CYBER ROOM! WORK ON THE WIKI!