BRIDGING THE GAPCPR – Avilés

2011 – 2012

Theory

Practice

Cours

e o

utl

ine

• Ten three-hour sessions• We will tackle both: methodological

and practical issues• Participants will contribute with a

written/ oral presentation• We will produce a bank of materials

to share• We will be in permanent contact

through our

wikispace

Needs analysis

• Send me your e-mail to this address

arealferreiro@gmail.com

and I’ll send you the link this survey so we can get to know

each other better.

http://www.surveymonkey.com/s/KDSVGVQ

Getting to know each other

&

Breaking the ice

Source: Unit 1 Complete CAE (Brook-Hart, G. And Haines, S., 2009, CUP.)

Moving Beyond the Plateau by Jack C. Richards

1. There is a gap between receptive and productive competence

2. Fluency may have progressed at the expense of complexity

3. Learners have a limited vocabulary range

4. Language production may be adequate but often lacks the characteristics of natural speech

5. There are persistent, fossilized language errors

1. Receptive vs. Productive

NoticingFocused Output

NOTICING

in Listening and Speaking

• Identifying differences between what is heard and a printed version

• Completing a cloze version of the text

• Completing sentence stems from texts

• Checking off from a list of expressions from text

Mastering Languages

1. Fill in blanks in pairs (prediction)

2. Listen and confirm your predictions

3. Key language to remember

4. Discuss these opinions with your peers.

NOTICING

Key Vocabulary

Source: Unit 2, p.17 Complete CAE (Brook-Hart, G. And Haines, S., 2009, CUP.)

a bit rusty accurately

an excellent command bilingual

fashionable loanwords mother tongue

persuasion pick up switch

fluency highly accurate

The English Spelling Reform

THROUGH

THOROUGH

THOUGHPLOUGH

ROUGH

Listen and tick the ones you hear

1. Come off it, don’t

exaggerate!

2. You must be kidding X3. Let me finish!

4. To make sure that …

5. It’s frankly absurd

6. My foot! X7. The character and the

beauty of language

8. Not everything is about

you X

9. That’s hardly their biggest

handicap

10.It’s your teaching methods that

need reforming

11.You’ve really got it in for me

12.Quite by mistake X13.Fifty per cent more room X14.Replace every road sign

15.You’re not being realistic X16.Mind you, I’ve read a lot about

dyslexia amongst English kids

Source: Unit 2, p.21 Complete CAE (Brook-Hart, G. And Haines, S., 2009, CUP.)

Output – based Activities

from Listening Input

Acting out the dialogue

Writing dialogues based on the given one

Sentence completion with key linguistic items from the text

In pairs, write a dialogue

about Dyslexia trying to

use as many expressions

and key lexical chunks as

possible

Making informed decisions

• Read this info about dyslexia

• Make a list of the things you agree with and

another with what you disagree with

• Analyse the source

• Compare the styles (more or less formal/ more

or less conversational)

• Spot and highlight interesting words or

expressions that you don’t normally use

“Everyone is a genius; but if you judge a fish on its ability to climb a tree, it will live its whole life believing that it’s stupid.”

Albert Einstein