Module I

Task 1 Use the direct method/ the audio method or the grammar translation method to design an activity to develop one /several skills. Method: audio Skill: speaking Ordering Food Students are given a jum led dialogue and are asked to unjum le it. Then the students act out the dialogue in pairs. !irl:"May # help you$" %ick:"&es' please. # (ant t(o hot dogs' a ham urger' a diet coke ' an orange juice and a co))ee." !irl:" *appuccino co))ee or espresso co))ee$" %ick:"*appuccino. Oh' and some popcorn' please." !irl:"+egular or large packet$" %ick:",s a matter o) )act # (ant a giant ucket." !irl:"O.-. ,nything else$" %ick:"%othing else' thank you. .o( much is it$" !irl:"#t/s 11.01 altogether." %ick:",ll right' here/s the money..." !irl:",nd here/s your change." %ick:"Thanks2" !irl:"&ou/re (elcome2" 3*roitoru *ecilia' 4veryday 4nglish5 Task 6 7rite t(o paragraphs )or 8 against communicative language teaching. *ommunicative language teaching )ocuses on interaction' aiming at ringing the real li)e interaction into the classroom. #t achieves this y using authentic te9ts and tasks adapted to their interests. Students gain more control ' not only on language ut also on the learning process itsel). ,s a result' they ecome more con)ident in their a ilities o) learning the language. #n the same time communicative language teaching tends not to discuss grammar topics unless it is a solutery necessary )or the understanding o) the topic discussed. #t is ased on the idea that a native speaker o) language learns the grammar o) the language through conversation and reading. 7ithout proper grammar e9planations' the students assimilate and use (rong grammar patterns. Task : ;esign a project < ased activity. The teacher (rites on the oard =The 4leventh .our" and sho(s pictures o) disasters. Students elicit de)initions )or the eleventh hour. The students are grouped in groups o) )our. 4ach group receives in)ormation a out a disaster: pollution' de)orestation' gar age and to9ic (aste. They have to read the in)ormation' e9tract the main ideas )rom the te9t' and make a presentation o) the disaster )or the other colleagues. The presentation' (ith or (ithout a suggestive poster is presented in )ront o) the class y the speaker o) the group.

Module II
Task 1 >lan three activities corresponding to three di))erent language competences )rom *4F. , .edgehog in &our .edgero($ >ot ellied pig got a little too ig$ *ockatoo screams too much$ Try the hot' ne( and gentle e9otic pet: the hedgehog. =These are the designed pets o) the ?0@s"' says -athy Snider' pu lisher o) 49otic Market +evie(' (ho notes a huge rise in recent sales. The spiny creatures like to e pettedAalong the Buills' pleaseA ut don/t demand it. They live in a o9' like a moderate climate' don/t smell and need only a onceA aAday )eeding o) pet )ood or meal (arms 3they may even eat your roaches5. *ost : C 61@ a pair. 37eekly +eader' ,ug.100D5 1. Einguistic Find (ords in the te9t that mean: a5 to give a loud cry 5 immense c5 to caress d5 to nourish e5 magaFine 6. Sociolinguistic ,ns(er the )ollo(ing Buestions: a5 name the typically pets people have 5 name some unusual pets people have c5 can you think o) other animals such as a hedgehog that can ecome a pet$ d5 (hy do people have pets$ :. >ragmatic 49plain the )ollo(ing phrases: a5 a hedgehog in your hedgero( 5 pot ellied pig got a little too ig c5 cockatoo screams too much Task 6 ;esign an activity ased on !ardner/s theory o) multiple intelligence and %E> !ardner/s theory o) multiple intelligence in teaching voca ulary: animals 1. Ger al/Einguistic: the teacher presents the voca ulary ver ally. 6. Eogical/Mathematical: the teacher provides a challenging Buestion to egin the lesson e.g. 7hat other living eings are on 4arth$ :. Hodily/-inesthetic: the teacher mimes the animals and asks the studenst to do the same. D. Gisual/Spatial: the teacher presents the animals using visuals aids such as pictures' posters or )lashcards. 1. Musical: the teacher reproduces the noises o) the animals and ask the students to do the same.

I. #nterpersonal: the teacher encourages the students to (ork in pairs and )ind ne( animals J. #ntrapersonal: the teacher asks the students to choose an animal they think is suited )or them and descri e its Bualities. K. %aturalistic: the teacher takes the student in a visit on a )arm and at the Foo to compare authentic su ject matter to natural occurrences. %E> The teacher gives each student a )lash card (ith an animal on it. The students have 1 minutes to prepare )or a presentation o) the animal on the )lashcard in )ront o) their colleagues. 4ach student has to present the animal through its Bualities and characteristics and let its colleagues guess the animal. The colleagues are allo(ed at the end o) the presentation to ask Buestions in case they haven/t guessed the animal. Task : Fill in your Eanguage >assport 34uropass5

Europass Language Passport

Part of the European Language Portfolio developed by the Council of Europe

FIRST NAME(S) SURNAME(S)

Date of birth (*) $other tongue(%) (ther language(%)

Monica Bor
15/ !/1"#1 &o'anian Engli%h

ENGLISH Se !"assess#ent o! anguage s$i s (%%) Spea$ing

&eading )po*en interaction )po*en production

Un&erstan&ing
Li%tening

'riting
C1 Proficient u%er

C1

Proficient u%er

C1

Proficient u%er

C1

Proficient u%er

C1

Proficient u%er

(ip o#a(s) or certi!icate(s)(%)

+itle of diplo'a(%) or certificate(%) ,-arding body Date European level (***)

Certificate in ,dvanced Engli%h +0+ $odule 11!12

.niver%ity of Ca'bridge E)(L E/a'ination% .niver%ity of Ca'bridge E)(L E/a'ination%

! 1 ! 11

C1 3

Linguistic e)perience(s) (%)

De%cription 4ro' +o

+eacher of Engli%h5

! 6

! 1!

(*) 7eading% 'ar*ed -ith an a%teri%* are optional5 (**) )ee %elf3a%%e%%'ent grid on rever%e5 (***) Co''on European 4ra'e-or* of &eference (CE4) level if %pecified on the original certificate or diplo'a5

A* . 8 D E & ) + , 8 &eading D 9 8 :
Li%tening 9 can under%tand fa'iliar
-ord% and very ba%ic phra%e% concerning 'y%elf1 'y fa'ily and i''ediate concrete %urrounding% -hen people %pea* %lo-ly and clearly5

A+
9 can under%tand phra%e% and the highe%t fre;uency vocabulary related to area% of 'o%t i''ediate per%onal relevance (e5g5 very ba%ic per%onal and fa'ily infor'ation1 %hopping1 local area1 e'ploy'ent)5 9 can catch the 'ain point in %hort1 clear1 %i'ple 'e%%age% and announce'ent%5 9 can read very %hort1 %i'ple te/t%5 9 can find %pecific1 predictable infor'ation in %i'ple everyday 'aterial %uch a% adverti%e'ent%1 pro%pectu%e%1 'enu% and ti'etable% and 9 can under%tand %hort %i'ple per%onal letter%5 9 can co''unicate in %i'ple and routine ta%*% re;uiring a %i'ple and direct e/change of infor'ation on fa'iliar topic% and activitie%5 9 can handle very %hort %ocial e/change%1 even though 9 can>t u%ually under%tand enough to *eep the conver%ation going 'y%elf5

B*
9 can under%tand the 'ain point% of clear %tandard %peech on fa'iliar 'atter% regularly encountered in -or*1 %chool1 lei%ure1 etc5 9 can under%tand the 'ain point of 'any radio or +< progra''e% on current affair% or topic% of per%onal or profe%%ional intere%t -hen the delivery i% relatively %lo- and clear5 9 can under%tand te/t% that con%i%t 'ainly of high fre;uency everyday or =ob3related language5 9 can under%tand the de%cription of event%1 feeling% and -i%he% in per%onal letter%5 9 can deal -ith 'o%t %ituation% li*ely to ari%e -hil%t travelling in an area -here the language i% %po*en5 9 can enter unprepared into conver%ation on topic% that are fa'iliar1 of per%onal intere%t or pertinent to everyday life (e5g5 fa'ily1 hobbie%1 -or*1 travel and current event%)5 9 can connect phra%e% in a %i'ple -ay in order to de%cribe e/perience% and event%1 'y drea'%1 hope% and a'bition%5 9 can briefly give rea%on% and e/planation% for opinion% and plan%5 9 can narrate a %tory or relate the plot of a boo* or fil' and de%cribe 'y reaction%5 9 can -rite %i'ple connected te/t on topic% -hich are fa'iliar or of per%onal intere%t5 9 can -rite per%onal letter% de%cribing e/perience% and i'pre%%ion%5

B+
9 can under%tand e/tended %peech and lecture% and follo- even co'ple/ line% of argu'ent provided the topic i% rea%onably fa'iliar5 9 can under%tand 'o%t +< ne-% and current affair% progra''e%5 9 can under%tand the 'a=ority of fil'% in %tandard dialect5

,*
9 can under%tand e/tended %peech even -hen it i% not clearly %tructured and -hen relation%hip% are only i'plied and not %ignalled e/plicitly5 9 can under%tand televi%ion progra''e% and fil'% -ithout too 'uch effort5

,+
9 have no difficulty in under%tanding any *ind of %po*en language1 -hether live or broadca%t1 even -hen delivered at fa%t native %peed1 provided5 9 have %o'e ti'e to get fa'iliar -ith the accent5

9 can under%tand fa'iliar na'e%1 -ord% and very %i'ple %entence%1 for e/a'ple on notice% and po%ter% or in catalogue%5

9 can read article% and report% concerned -ith conte'porary proble'% in -hich the -riter% adopt particular attitude% or vie-point%5 9 can under%tand conte'porary literary pro%e5 9 can interact -ith a degree of fluency and %pontaneity that 'a*e% regular interaction -ith native %pea*er% ;uite po%%ible5 9 can ta*e an active part in di%cu%%ion in fa'iliar conte/t%1 accounting for and %u%taining 'y vie-%5

9 can under%tand long and co'ple/ factual and literary te/t%1 appreciating di%tinction% of %tyle5 9 can under%tand %peciali%ed article% and longer technical in%truction%1 even -hen they do not relate to 'y field5 9 can e/pre%% 'y%elf fluently and %pontaneou%ly -ithout 'uch obviou% %earching for e/pre%%ion%5 9 can u%e language fle/ibly and effectively for %ocial and profe%%ional purpo%e%5 9 can for'ulate idea% and opinion% -ith preci%ion and relate 'y contribution %*ilfully to tho%e of other %pea*er%5 9 can pre%ent clear1 detailed de%cription% of co'ple/ %ub=ect% integrating %ub3the'e%1 developing particular point% and rounding off -ith an appropriate conclu%ion5

9 can read -ith ea%e virtually all for'% of the -ritten language1 including ab%tract1 %tructurally or lingui%tically co'ple/ te/t% %uch a% 'anual%1 %peciali%ed article% and literary -or*%5

)po*en 9 can interact in a %i'ple -ay interaction provided the other per%on i%
prepared to repeat or rephra%e thing% at a %lo-er rate of %peech and help 'e for'ulate -hat 9>' trying to %ay5 9 can a%* and an%-er %i'ple ;ue%tion% in area% of i''ediate need or on very fa'iliar topic%5

) P E , 0 9 )po*en production 8 :

9 can ta*e part effortle%%ly in any conver%ation or di%cu%%ion and have a good fa'iliarity -ith idio'atic e/pre%%ion% and collo;uiali%'%5 9 can e/pre%% 'y%elf fluently and convey finer %hade% of 'eaning preci%ely5 9f 9 do have a proble' 9 can bac*trac* and re%tructure around the difficulty %o %'oothly that other people are hardly a-are of it5 9 can pre%ent a clear1 %'oothly3 flo-ing de%cription or argu'ent in a %tyle appropriate to the conte/t and -ith an effective logical %tructure -hich help% the recipient to notice and re'e'ber %ignificant point%5

9 can u%e %i'ple phra%e% and 9 can u%e a %erie% of phra%e% and %entence% to de%cribe -here 9 %entence% to de%cribe in %i'ple live and people 9 *no-5 ter'% 'y fa'ily and other people1 living condition%1 'y educational bac*ground and 'y pre%ent or 'o%t recent =ob5

9 can pre%ent clear1 detailed de%cription% on a -ide range of %ub=ect% related to 'y field of intere%t5 9 can e/plain a vie-point on a topical i%%ue giving the advantage% and di%advantage% of variou% option%5

? & 9 + 9 8 :

? r i t i n g 9 can -rite a %hort1 %i'ple

po%tcard1 for e/a'ple %ending holiday greeting%5 9 can fill in for'% -ith per%onal detail%1 for e/a'ple entering 'y na'e1 nationality and addre%% on a hotel regi%tration for'5

9 can -rite %hort1 %i'ple note% and 'e%%age%5 9 can -rite a very %i'ple per%onal letter1 for e/a'ple than*ing %o'eone for %o'ething5

9 can -rite clear1 detailed te/t on a -ide range of %ub=ect% related to 'y intere%t%5 9 can -rite an e%%ay or report1 pa%%ing on infor'ation or giving rea%on% in %upport of or again%t a particular point of vie-5 9 can -rite letter% highlighting the per%onal %ignificance of event% and e/perience%5

9 can e/pre%% 'y%elf in clear1 -ell3 %tructured te/t1 e/pre%%ing point% of vie- at %o'e length5 9 can -rite about co'ple/ %ub=ect% in a letter1 an e%%ay or a report1 underlining -hat 9 con%ider to be the %alient i%%ue%5 9 can %elect a %tyle appropriate to the reader in 'ind5

9 can -rite clear1 %'oothly3flo-ing te/t in an appropriate %tyle5 9 can -rite co'ple/ letter%1 report% or article% -hich pre%ent a ca%e -ith an effective logical %tructure -hich help% the recipient to notice and re'e'ber %ignificant point%5 9 can -rite %u''arie% and revie-% of profe%%ional or literary -or*%5

Module III
Task 1 7rite an essay on your teaching philosophy # (as educated in a society that idoliFed the teacher. The teacher (as omniscient. There (ere and still are some reminiscence o) this pro)ession such as: the teachers are not made ut are orn' and i) you haven/t ecome a teacher in your )irst three years o) teaching you (ill never ecome a good teacher. First o) all the teachers aren/t omniscient. This prejudice (as shattered to me and to other elievers' (hen our pro)essor at the university (as asked a Buestion and she replied =# don/t kno(". The shock' the horror on our )aces can/t e rendered in (ords. Hut our pro)essor calmly continued = ut # kno( (here # can )ind it". ,nd suddenly the shock and the horror on our )aces made room to enlightenment. Teachers can/t e e9pected to kno( everything' ut they are e9pected to kno( (here to )ind everything and ultimately this is an achievement' to teach students ho( to )ind things on their o(n. Secondly no one (as orn (ith a pro)ession. 7e all have to learn' to study and this (ay (e ecome (hat (e are' in other (ords (e are made. #n conclusion there is no time limit o) ecoming a good teacher. Ei)e is a continuous stretch o) learning: (e learn ho( to tie our shoe laces' ho( to (rite' ho( to speak a )oreign language' ho( to drive a car' ho( to raise a child' ho( to cook' and so on. # educate children in the spirit that learning reBuires critical thinking' pro lem solving' colla oration and various )orms o) communication' and that learning never stops.

Module IV
Task 1 Using a picture' design an activity )or the teaching o) the present continuous tense 3inductively or deductively5. >ost oth the picture and the activity.

http://yaymicro.com/stockAimage/childrenAplayingAinAtheApark/DJDD0I ,. *ommunicative drill: 1. 7here are the children$ 6. 7hat are the children doing$ ;o they play or are they playing$ :. ;oes the dog chases the cat or is the dog chasing the cat$ H. Meaning)ul drill: 1. The oy is riding/rides a ike. 6. The dog chases/is chasing the cat. :. The girls play/ are playing (ith the all. *. Mechanical drill: 1. The oy 3ride5LLLLLthe ike no(. 6. The girls 3s(ing5LLLLon the s(ing set. :. The oy 3)eed5LLLLLthe dog.

Module V
Task 1 ;esign t(o activities to teach voca ulary using t(o di))erent techniBues and strategies Teaching voca ulary rooms in a house ,ctivity 1 ,1: 1. >ictorial representations: (all pictures' )lashcards' magaFine pictures to e9plain the meaning o) voca ulary items. 6. ;emonstrating the (ord through acting or mimingAT>+3Total >hysical +esponse5: learners associate the (ord to a gesture y physically acting out the (ord. The teacher sho(s pictures o) room in the house and asks students to repeat. The teacher mimes taking a spoon in the hand and ringing it to the mouth. The students have to guess the room E#G#%! +OOM. The teacher mimes sleeping' the students H4;+OOM. The teacher mimes cooking' the students guess -#T*.4%. ,ctivity 6 H1: 1. Semantic MapsATeaching MultipleAMeaning 7ordsA:a strategy )or students to discover the relationships et(een voca ulary (ordsM it is an active )orm o) learning as it uilds on prior kno(ledgeM a semantic map is a graphic organiFer that is organiFed around a (ord that represents an important concept 3e.g. the living room5M on the map' related (ords are clustered around the target (ord according to criteria that teachers or students choose. 6. Goca ulary games: )or rein)orcing the meaning and helping the students to remem er the ne( (ords they have learned e)ore the voca ulary game. The teacher (rites on the oard the (ord H4;+OOM. The students (rite on the oard around the target (ord H4;+OOM' things (hich can e )ound there: lamp' ed' cushion' sheets' and (ardro e. #n the voca ulary game one student thinks o) an item e.g. lamp and other students try to guess. =#s it in the kitchen$"' =%o2"' =#s it in the edroom$"' =&es2"' =;o (e sleep in it$"' =%o2"' =;o (e use it )or light$"' =&es2"' =#t/s a E,M>2"' =*orrect2".

Module VI
Task 1 ;esign an activity to teach reading 3level H15 +ead the te9t ello( and choose the correct (ord )or each space. For each Buestion' mark the correct letter ,' H' * or ; on your ans(er sheet. 36@points5 Superheroes , superhero is a )ictional character (ith special po(ers. 315LL..the )irst Superman story (as (ritten in the US, in 10:K' superheroes have 365LL.in various comic ooks around the (orld. Hut more recently they have 3:5LL. etter kno(n as )ilm characters. 3D5LL..superhero po(ers vary (idely' superhuman strength and the a ility to )ly are common. 315 LL.superheroes do not have special po(ers ut have 3I5LLLother important a ilities. #n order to protect )riends and )amily' a superhero/s identity is normally 3J5LLL.secret' (hich o)ten means superheroes have a complicated dou le li)e. 3K5LLL.have een success)ul superheroes in countries other than the US,. 49amples 305LLL*y ersi9 )rom ,rgentina and the heroes o) ,- comics )rom 4gypt. Napan is the only country that has created as many superhero characters as the US,. .o(ever' most Napanese superheroes are shortAlived. 7hile ,merican entertainment companies reinvent superheroes' 31@5LL.they (ill stay popular' Napanese companies )reBuently introduce ne( characters. 1. ,. until 6. ,. sho(n :. ,. ecome D. ,. ecause 1. ,. each I. ,. made J. , .held K. ,. these 0. , consists 1@. ,. hoping H. since H. entered H. returned H. i) H. some H. increased H. put H. that H. involve H. reBuiring *. )rom *. come *. changed *. although *. another *. prepared *. kept *. there *. contain *. needing ;. e)ore ;. appeared ;. gro(n ;. so ;. Hoth ;. developed ;. got ;. those ;. include ;. asking 3>reliminary 4nglish Test )or Schools5

Module VII
Task 1 *omment on the )ollo(ing "So (hen you are listening to some ody completely' attentively'then you are listening not only to (ords' ut also to the )eeling o) (hat is eing conveyed' the (hole o) it' not the part o) it." This commentary re)ers to the competence o) listening and its su skills such as : discriminating et(een emotions' getting the gist' recogniFing the topic' using discourse structure to enhance listening strategies' identi)ying the speaker' evaluating themes' )inding the main idea' )inding supporting details' making in)erences and understanding organiFing principals o) e9tended speech. Task 6 ;evise a preAlistening activity )or an audio te9t Eisten *are)ully' # shall say this only Once2 1. ,dvertising is mainly designed to ... . 6. 7hen did the packaging revolution egin$ :. He)ore the packaging revolution' dishonest grocers (ould sometimes sell tea leaves that (ere mi9ed (ith ... . D. 7hich o) the )ollo(ing (ould %OT appear on pacckaged goods$ )ree us tickets/ recipes/ an assurance o) Buality 3hhtp://((((.jam.esa ela.co.uk/5

Module VIII
Task 1 ;evelop an in)ormationA gap task )or our students. #denti)y a conte9t' create a visual aid )or students to )ill in as they gather the in)ormation )rom their partnersM mention the time limit. *onte9t: 7ho is your )avourite singer$ Time limit: 1@ minutes #n pairs' one student has a iography o) a )amous singer' )or e9ample Eady !aga (ith some o) the place names missing' (hile the other student has the same te9t (ith all the dates missing. Together they can complete the te9t y asking each other Buestions.

3 http://upload.(ikimedia.org/(ikipedia/commons/thum / / D/TheOMonsterOHallOA O>okerOFaceOrevamped6At(eak.jpg/66@p9ATheOMonsterOHallOAO>okerOFaceOrevamped6At(eak.jpg5

Module IX
Task 1 ;esign a preA(riting activity Students have to (rite an article a out their trip to a monastery last Saturday )or the local ne(spaper. They rainstorm divided into groups to produce (ords and ideas a out (hat should e mentioned in the article: the journey' the history o) the monastery' the people. Task 6 ;esign an assignment )or your students and ans(er the )ollo(ing Buestions: 1. 7hat is the learning o jective$ 6. 7hat are the su Askills needed to complete the task$ :. 7hat preA(riting activities can help students prepare to complete the task $ D. 7hat guideline (ould you give the students during the (riting task$ 1. 7hat are some postA(riting activities you could use$

7rite an article )or your local ne(spaper a out the recent trip to a monastery. 1. (riting an articleM 6. spelling: alpha et and punctuation' using the correct grammar' using the correct voca ulary' style appropriate to journalismM :. rainstorming a out (hat should the article includeM

D. use a dictionary or spellAcheckerM 1. proo) editing and proo)Areading 3to reduce the article and to concentrate on the most important in)ormation5.

Modu1le X

Task 1 .o( can the use o) technology and multimedia help teachers avoid passive teaching and learning$ 3a 6@@(ord essay) !ood teachers kno( ho( to challenge their students' simply ecause they get to kno( their students as individuals' and (hat they need. The more a teacher understands the students' and learns a out (hat the students )ind interesting and not so interesting' the etter a le they are to adapt their teaching methods' to help the students grasp the material. , traditional class contains limitations and challenges that a))ect language learning. The time teacher spends (ith each student is limited. E6 teachers are not native teachersM there)ore' it is di))icult to e9pose students in a classroom to authentic language. The use o) technology provides students (ith more time on task and a (ay to minimiFe these class limitations. Today' anyone (ho has access to the #nternet has instant access to other languages. The use o) multimedia helps student e9pose students to these authentic speech e9changes' increases time o) on task and the e))ectiveness o) the study time. Technology increases time on task' it provides conte9t' conte9tualiFes the learning environment' that is' the multimedia com ines audio' video' pictures' and te9t in ne( (ays that help to create a uniBue rich learning environment' and technology ultimately )rees us )rom the limitations o) a course ook' as teachers (e are al(ays supplementing our lessons (ith our o(n materials. Task 6 #denti)y the possi le causes residing at the level o) classroom interraction )or the some negative e9periences encountered y studentsM then make suggestions on ho( to avoid them. >ro lems 7hen making groups students are vocal to(ards those they (ould like to e in a group (ith and those that they do not (ant to e (ith. They then choose not to (ork (ith anyone else esides their )riends. Solutions Teacher randomly chooses the students elonging to each group using di))erent strategies: counting 1'6':'D )or )our groups and a)ter )our the counting is resumed' having students e9tracting ottle corks o) di))erent colours )rom a hat and those (ith the same ottle cork colour go to a group' those (ith other ottle cork colour to the other group and so on. The same students are al(ays the ones (ho make Teacher sets the rules at the eginning o) the class sure the materials are picked up and put a(ay at the and (ho picks up and puts a(ay the materials at the end o) class. end o) the class. , student is e9cluded )rom participating in group Teacher tries to )ind the reason (hy. (ork.

Module XI
Task 1 7rite a 61@A(ord essay on #ntercultural education *ardoso de)ines"intercultural education" as a series o) attempts to engage (ith diverse cultures and li)estyles sho(ing respect. #ntercultural education should promote understanding and respect )or other people and cultures' )ight racism and 9enopho ia' and promote eBual opportunities )or all. Multiculturality re)ers to an undenia le )act: the e9istence o) di))erent cultures. >luriculturality may e de)ined as the most characteristic )eature o) modern cultures' given that our present culture (ith all its kno(ledge and values' have een compiled throughout centuries o) contact (ith di))erent cultures' and have ecome a (hole' shared y society. #nterculturality implies interaction among di))erent cultures on the asis o) eBuality and respect. #ntercultural education engages (ith diverse cultures and li)estyles sho(ing respect )or them. #t develops transcultural understandingM it is a out e9amining di))erences in cultures and peoples. #t also implies the realiFation that the others are di))erent )rom ourselves and that they make us reAanalyFe our o(n system o) values. #ntercultural education reBuires a ne( attitude in relation to the other and to ourselves' it challenges the inherently dominant modes o) doing things and thinking a out them. #t is a out stimulating the understanding )or otherness. #nterculturality admits the mutual in)luencing o) cultures and deals (ith con)licts among cultures or/and (ith their solution' recogniFes that cultures are open one to another and mutually interdependent and reBuires that (e give attention to ooks/media presentations )rom di))erent cultures in rder to prejudice and to develop analytical and critical thinking. 4uropean countries are characteriFed y diversity despite e))orts to produce an idea o) 4uropeaness. 4urope is a multicultural and multilinguistic and there)ore interculturality in 4urope implies openness to plurality o) values' religions' elie)s and (ays o) li)e.

Module XII
Task 1 Make a poster presentation on the su ject o) motivation &ou have een commissioned y your principal to produce a poster presentation )or the ne9t meeting on the su ject o) teachers/ motivation. The principal (ants you to com ine theory and practical activities. To complete this 7e Buest' you (ill need the )ollo(ing: Step 1 #nternet +esearchA )ind out (hat motivates teachers Step 6 Make a chart o) motivating/ demotivating )actors Step : #nternet +esearchA choose a motivating task Step D ;o a >oster presentation Step 1 ;o a Sel)Aevaluation Step 1 Find out (hat motivates teachers. Some teachers have ecome very good teachers and shaped the lives o) many young people. The young teachers can only look up to them and try to )ind out (hat motivated these people. Thompson =# ecame a teacher ecause # (as inspired y teachers (ho' along (ith others' impacted my li)e' shared (ith me their passion )or learning' and )orced me to reach eyond my horiFons (ith high e9pectations. P Tommy =#t is one o) the )e( jo s in the (orld (here the main goal is change and rene(al. ,lso there is a great space )or creativity in teaching." ;rake =# ecame a teacher ecause it )elt right )or me' and # ecame an 4nglish teacher ecause # am a lover o) (ords. # hear the voices o) (hat # read' and # like that they linger (ithin my mind and my heart. # (ant my students to hear those voices as (ell." Find ans(er to these Buestions: 1. ;o you have a )avourite teacher$ 6. ,re you a creative person$ :. ;o you like to read$ Step 6 Make a chart o) motivating/ demotivating )actors 7hat motivates teachers to teach$ Motivates Eove )or children Eove )or teachers >assing on kno(ledge Eong summer reaks ;emotivates Eo( salary *lose circle o) )riends *orrecting test papers %oisy and disruptive students

Step : #nternet +esearchA choose a motivating task

!+4,T #;4,S FO+ MOT#G,T#%! T4,*.4+S >lan noonAhour lunches )or all sta)) mem ers several times a year. 3;on/t leave out the parapro)essionals' the school secretaries' or the custodians25 Those lunches can e ?roving lunches/ in (hich people eat during their regularly scheduled lunch period or they can e (holeAsta)) lunches that kick o)) pro)essional development sessions. OrganiFe small )undraising activities to raise money )or an allAsta)) holiday or endAo)Ayear anBuet. For e9ample' several times during the year' sta)) might e allo(ed to pay +M6 to dress casually )or the day. 4ncourage teachers to seek out pro)essional development courses or (orkshops. ,pprove all reasona le reBuests. Set aside time during each sta)) meeting' or arrange a special pro)essional development day' so teachers can share (ith their peers the main ideas they learned )rom each session they attended. Select a =Teacher o) The Month." Set aside a special parking space that is marked (ith a =+eserved )or the Teacher o) The Month" sign. Set up a schedule to ensure that every educator makes at least t(o visits to other teachers/ classrooms or other schools during the year. ,rrange coverage )or those teachers. &ou might set up a special arrangement (ith other schools to open their classrooms to your teachers. 3http://Fukideen.(ordpress.com/6@@0/@6/16/61A(aysAtoAmotivateAteachers/5 Step D ;o a >oster presentation

Task 6 ;esign an activity using modern techniBues and tools3 choose )rom podcasting, audacity' Survey monkey' audioAcon)erencing or (iki5 ;o the Preparation task )irst. Then go to Text and read the poem or story 3you can also listen to the audio (hile you read5. %e9t go to Task and do the activity. He)ore you read Match the (ords and phrases in old to the descriptions elo(. 1. eetle' 6.)aint' :.)urry' D.mind' 1. pho ia ;e)initions: a. L descri es something that has a lot o) hair. . , L is an insect (ith a strong round shell. c. #) you don/t L something' you don/t particularly like or dislike. d. 7hen you L you )all do(n' losing consciousness. e. , L is (hen you are a)raid o) something' )or no good reason. , Serious *ase y *hris +ose # have a )riend (ho is a)raid o) spiders. This isn/t very unusualM a lot o) people are a)raid o) spiders. # don/t really like spiders much mysel). # don/t mind them i) you see them outside' in the garden' as long as they/re not too ig. Hut i) one comes in the house' especially i) it/s one o) those really ig spiders (ith )urry legs and little red eyes' then # go =yeeucch" and # try to get rid o) it. Usually #/ll use a rush to get rid o) the spider' ut i) # )eel rave then #/ll put a glass over the top o) it' slide a piece o) paper under the glass and then take it outside. This is Buite normal' # think. Hut my )riend isn/t a)raid o) spiders in any normal (ay. She isn/t just a)raid o) spiders' she is totally' completely and utterly terri)ied o) them. 7hen my )riend sees a spider she doesn/t just go =uurgghh2" or run a(ay' or ask someone else to get rid o) the horri le creepy cra(ly. %o: she screams as loud as she possi ly can. She screams so loud that her neigh ours (orry a out her' and think a out calling the police. 7hen she sees a spider' she shivers all over' and sometimes she )reeFes completely < she can/t move at all ecause she is so terri)ied. Sometimes she even )aints. Hut my )riend had a surprise )or me (hen (e met )or co))ee last (eek. =!uess (hat$" she asked me. =7hat$" # said. =#/ve got a ne( pet2" =!reat'" # said. =7hat is it$ , dog$ , cat$" =%o" =, udgie$" =%o" =, ra it$" =%o"

=7hat then$" =#/ve got a pet spider." =# don/t elieve you2" =#t/s true2 # decided that it (as time # did something a out my pho ia so # (ent to visit a doctor' a special doctor. , psychiatrist. This psychiatrist specialised in pho ias < helping people (ho had irrational )ears to get etter' and live normally. .e told me # su))ered )rom ?arachnopho ia/." =#t/s an irrational )ear o) spiders'" he said. =, out one in )i)ty people su))er )rom a severe )orm o) arachnopho ia. #t/s not very uncommon." =Thanks" said my )riend. =Hut that doesn/t help me much..." =There are lots o) di))erent (ays (e can try to cure your pho ia'" said the psychiatrist. =First' there is traditional analysis." =7hat does that mean$" asked my )riend. =This means lots o) talking. 7e try to )ind out e9actly (hy you have such a terri le )ear o) spiders. >erhaps it/s linked to something that happened to you (hen you (ere a child." =Oh dear'" said my )riend. =That sounds Buite (orrying." =#t can take a long time'" said the psychiatrist. =&ears' sometimes' and you can never e certain that it (ill e success)ul." =,re there any other methods$" =&es < some psychiatrists use hypnosis along (ith traditional analysis." My )riend didn/t like the idea o) eing hypnotised. =#/m (orried a out (hat things (ill come out o) my su conscious mind2" she said. =,re there any other methods$" asked my )riend' =7ell"' said the psychiatrist' =There is (hat (e call the ? ehavioural/ approach." =7hat/s the ehavioural approach$" asked my )riend. =7ell'" said the psychiatrist' =#t/s like this..." The psychiatrist got out a small spider )rom his desk. #t (asn/t a real spider. #t (as made o) plastic. 4ven though it (as only a plastic spider' my )riend screamed (hen she sa( it. =;on/t (orry'" said the psychiatrist. =#t/s not a real spider." =# kno('" said my )riend. =Hut #/m a)raid o) it just the same." =.mmmm'" said the psychiatrist. =, serious case..." .e put the ru er spider on the desk. 7hen my )riend stopped screaming' the psychiatrist told her to touch it. 7hen she stopped screaming again < the idea o) touching the plastic spider (as enough to make her scream < she touched it. ,t )irst she touched it )or just one second. She shivered all over' ut at least she managed to touch it. =Ok'" said the psychiatrist. =That/s all )or today. Thanks. &ou can go home no(." =That/s it$" asked my )riend. =&es." =That/s all$" =&es' )or today. This is the ehavioural approach. *ome ack tomorro(." My )riend (ent ack the ne9t day' and this time the plastic spider (as already on the doctor/s desk. This time she touched it and held it )or )ive minutes. Then the doctor told her to go home and come ack the ne9t day. The ne9t day she (ent ack and the plastic spider (as on her chair. She had to move the spider so she could sit do(n. The ne9t day she held the spider in her hand (hile she sat in her chair. The ne9t day' the doctor gave her the plastic spider and told her to take it home (ith her.

=7here do spiders appear in your house$" asked the psychiatrist. =#n the ath' usually'" said my )riend. =>ut the spider in the ath'" he told her. My )riend (as terri)ied o) the spider in the ath' ut she managed not to scream (hen she sa( it there. =#t/s only a plastic spider'" she told hersel). The ne9t day the psychiatrist told her to put the spider in her living room. My )riend put it on top o) the television. ,t )irst she thought the spider (as (atching her' and she )elt a)raid. Then she told hersel) that it (as only a plastic spider. The ne9t day the psychiatrist told her to put the spider in her ed. =%o (ay2" she said. =, solutely not2" =7hy not$" asked the psychiatrist. =#t/s a spider2" replied my )riend. =%o it/s not'" said the psychiatrist' =#t/s a plastic spider. #t/s not a real one." My )riend realised that her doctor (as right. She put the plastic spider in her ed' and she slept there all night (ith it in her ed. She only )elt a little it a)raid. The ne9t day' she (ent ack to the psychiatrist. This time' she had a shock' a ig shock. Sitting in the middle o) the doctor/s desk there (as a spider. ,nd this time it (as a real spider. My )riend (as a out to scream and run a(ay' ut she didn/t. She sat on the other side o) the room' as )ar a(ay as possi le )orm the spider' )or a out )ive minutes' then she got up and le)t the room. =See you tomorro(2" shouted the psychiatrist to her as she le)t. The ne9t day she (ent ack and this time the psychiatrist let the spider run around on his desk. ,gain' my )riend stayed a out )ive minutes' then le)t. The ne9t day she stayed )or ten minutes' and the day a)ter that' )i)teen. 4ventually' the psychiatrist held the spider' the real spider (ith long )urry legs and little eyes' in his hand. .e asked my )riend to come and touch it. ,t )irst she re)used' ut the doctor insisted. 4ventually she touched the spider' just )or a second. The ne9t day she touched it )or a )e( seconds' then )or a )e( minutes' and a)ter that she held the spider in her o(n hand. Then she took the spider home' and let it run around in her house. She didn/t )eel a)raid. 7ell' ok' she did )eel a)raid' ut only a tiny it. =So no( #/ve got a pet spider2" she told me again. =7ell done2" # said. =There/s only one pro lem'" she said' and as she spoke # noticed that she (as shivering all over. Then she screamed and clim ed up on the chair. She (as pointing to something on the )loor. =Over there2" she screamed. =Eook2 #t/s a eetle...22" THE E ! *omprehension Task True or False ;ecide i) the )ollo(ing statements are true or )alse. 1. %ot many people are a)raid o) spiders. 6. The narrator isn/t a)raid o) spiders. :. The narrator/s )riend is terri)ied o) spiders.

D. 7hen she sees a spider she calls the police. 1. The narrator/s )riend su))ers )rom a pho ia. 3http://learnenglish. ritishcouncil.org/en/stories/seriousAcase5

Module XIII
Task 1 ;esign a lesson plan ased on the in)ormation included in module Q### *lass 0; Time: 1@ minutes Eesson O jective: Hy the end o) the lesson the learners (ill have practised intensive reading Eanguage Skills: voca ulary Ei)e Skills: reading )or gist and )or detail Materials: *ourse ook 34nglish My Eove5' cards' sheets o) paper' markers' lack oard' chalk' stickers 4Buipment: A Stages o) the Eesson 7arm Up/+evie( ,sk learners to say (hat they do (hen they get home. #ntroduction Tell learners that they (ill take part in a hypnosis e9ercise y taking steps ack in time: they are asked to imagine their lives (ithout computer' radio' telephone till (e arrive at ooks. ,sk learners ho( the ooks (ere multiplied in those times. >resentation Teacher hands out the sheets o) paper and the markers and ask the learners to present in a )e( (ords their te9t in groups >ractice Eearners (rite do(n a )e( (ords in order to present their te9ts. 4valuation The leader o) each group presents their te9t in )ront o) the class. ,sk some learners Buestions )rom other learners/ presentation ;ate the 61th o) May 6@16

Module XIV
Task 1 ;evelop an authentic type o) test' administer it to the class and e9plain : A(ho the test (as designed )orM A(hy A(hat language items you included in the te9t and (hy
-ho( <(hich testing techniBues you chose and (hy

A(hen and (here you administer the test and special pro lems' constraints and circumstances The test (as designed as a summative assessment' at the end o) a predetermined period o) instruction' at the end o) the Ith grade. The test includes: t(o indirect test items: assessment y true/)alse and multiple choice' one direct test item )ocusing on (riting competences and one trans)ormation' that is to change the )orm o) (ords and phrases to sho( the kno(ledge o) synta9 and (ord grammar. # administered the test at school as part o) testing the test. TE"T !E EV#$%#&E "%M#TIV' $# (I #$%$ )$#"EI # VI*# $IM+# M,!E& ' 1 I- &ead the .ragment /elo0 taken .rom #lice1s #dventures in 2onderland and decide 0hether the sentences are true or .alse- 314p5 First came ten soldiers carrying clu sM these (ere all shaped like the three gardeners' o long and )lat' (ith their hands and )eet at the corners: ne9t the ten courtiersM these (ere ornamented all over (ith diamonds' and (alked t(o and t(o' as the soldiers did. ,)ter these came the royal childrenM there (ere ten o) them' and the little dears came jumping merrily along hand in hand' in couples: they (ere all ornamented (ith hearts. %e9t came the guests' mostly -ings and Rueens' and among them ,lice recognised the 7hite +a it: it (as talking in a hurried nervous manner' smiling at everything that (as said' and (ent y (ithout noticing her. Then )ollo(ed the -nave o) .earts' carrying the -ingSs cro(n on a crimson velvet cushionM and' last o) all this grand procession' came T.4 -#%! ,%; RU44% OF .4,+TS. $e0is )aroll, #lice1s #dventures in 2onderland. 1.The )ragment is taken )rom a children/s ook. 6. There are ten soldiers' ten courtiers and ten royal children at the court. :. The courtiers are ornamented (ith hearts. D. ,lice didn/t recognise the 7hite +a it. II- Imagine you are part o. the procession at the court- In 67 lines descri/e the .ollo0ing: 368p5 15 the court 65 the guests :5 the guests/ clothes D5 the procession at the court 15 your position at the court I5 the events a)ter the procession J5 your )eelings eing there

III- )ircle the correct ans0er9 314p5 1. ,lice/s ,dventures in 7onderland is theOOOOOOOOOO ook #/ve ever read. a5 most interesting 5 more interesting c5 interesting 6. # can/t elieve you areOOOOOOOOOOthan me at 4nglish. &ou/ve already )inished reading the ook. a5 (orse 5 good c5 etter :. ,lice (atched the procession ut she didn/t ask )orOOOOOOOOOOOin)ormation. a5 )arther 5 )urther c5 )ar D. ,lice/s dress (asOOOOOOOOOe9pensive as the Rueen o) .earts. a5 not as 5 as c5 more IV- Put the ad:ective in /old .rom the .irst sentence into the second sentence in its correct .orm368p5 1. This is a nice ornament. #t is OOOOOOOOOOO than the royal children/s ornaments. 6. The Rueen o) .earts is old. Hut the -ing o) .earts isOOOOOOOOOO than her. :. ,lice (as nervous at the court' ut the 7hite +a it (as OOOOOOOOOOo) all. D. The cro(ns aren/t cheap' ut the -ing o) .earts/ cro(n isOOOOOOOOOOthan Rueen o) .earts/ cro(n. 1. ,lice lives (ith her )amily in a /ig house' ut the castle o) -ing and Rueen o) .earts isOOOOOOOOOO. I. #t is not easy to e a soldier. Heing a courtier isOOOOOOOOOO. J. The -ings and Rueens at the court (ere .unny. Hut the royal children (ere OOOOOOOOOOat the court. K. The -ing o) .earts is kno(n to e a dangerous man. The Rueen o) .earts is kno(n to eOOOOOOOOOOOthan the -ing. 0. >rocessions at court aren/t .ast. Hut the -ing and Rueen o) .earts/ procession (as OOOOOOOOOOthan any others. ;7 p <17p o.iciu Monica +or= Pro.- >r- II >rup ?colar Industrial Transporturi )@i (erate #rad +#&EM TE"T !E EV#$%#&E "%M#TIV' $# (I #$%$ )$#"EI # VI*# $IM+# M,!E& ' 1 I- itemi o/iectivi cu alegere dual@ 1.TM 6.TM :.FMD.F 3ApxA,BC14p5 II- itemi su/iectivi de tip eseu cu r@spuns restrDns Ep pentru conFinutul .iec@rui item9 3Epx8C615 scrie un te9t adecvat situaTiei 1p respectU limita de rVnduri indicate 1p scrie enunturi simple pe tema propusU 1p 6p pentru organiGarea textului

ordoneaFU corect cuvintele Wn enunTuri simple 1p leagU enunTurile producVnd un te9t simplu Xi coerent 1p

6p corectitudinea gramatical@ )oloseXte relatic corect structuri sintactice simple 1p )oloseXte relative corect )orme gramaticale simple 1p 6p voca/ular )oloseXte corect un repertoriu elementar de cuvinte adecvat temei propuse1p )oloseXte corect un repertoriu elementar de e9presii adecvate temei propuse 1p conFinut 61p<organiGare text 6p<corectitudine gramatical@ 6p<voca/ular 6pC68p III- itemi o/iectivi cu alegere multipl@ 1., the most interestingM 6.* etterM :.H )urtherM D., not as 3ApxA,BC14p5 IV- itemi semio/iectivi de completare 1.nicerM 6.olderM :. the most nervousM D. cheaperM 1. iggerM I.easierM J. the )unniestM K.more dangerousM 0. )aster. 3Epx;C68p5 14p<68p<14p<68p<17p o.iciuC 177p Monica +or= Pro.- >r- II >rup ?colar Industrial Transporturi )@i (erate #rad

$esson Plan
Teacher name9 Monica +ors $evel9 Intermediate $esson $ength9 B7 minutes )lass9 11E $esson Type9 Voca/ularyH&eading

!ate9 the 6Bth o. May 6716

$esson Title9 They all speak English

In.ormation a/out the class There are 67 teenage learners in the class- They have t0o .i.ty minutes lessons every 0eek as part o. their school curriculum- I have /een teaching them .or nearly a year- They use IPath0ay to English9 English e0s J Vie0sK as their English course /ookMain #im +y the end o. the lesson the learners 0ill have practised voca/ulary related to physical appearance"u/sidiary #im +y the end o. the lesson the learners 0ill have practised descri/ing peoplePersonal #im To reduce teacher language in 0hole class activities and provide more learners interactionMaterials 3including source5 )ourse /ook 3Path0ay to English9 English magaGine* %L Edition5 e0s J Vie0s5, /lack/oard, chalk, pictures 3 "HE

#ssumptions $earners 0ill kno0 some o. the voca/ulary and they 0ill /e interested in enriching their voca/ulary#nticipated di..iculties 0ith tasks "olutions $earners 0ill not use the ne0 voca/ulary in I 0ill monitor the groups to make sure their descriptionthey use the ne0 voca/ulary in their description-

!eclaration This lesson plan is my o(n (ork.

"tage Eead in >ractice Eanguage Focus Feed ack >ractice !roup (ork

"tage aim To introduce the topic To prepare learners )or (orking in pairs To introduce ne( voca ulary To check learners have the correct ans(ers To hand out the pictures to e descri ed using the ne( voca ulary To put the ne( voca ulary into practice To check the completion o) the task

Procedure ,sk learners to remem er (hat they did the last time 3descri ing a colleague5. Tell learners (e (ill )ocus on descri ing appearances. ,sk learners to open their ooks at page 1J1 and e9plain e9ercise #.1. #n pairs ask learners to solve the e9ercise. Eearners read the descriptions containing the ne( voca ulary and match them to their corresponding picture. *heck the ans(ers (ith the learners in open class and (rite do(n the ans(ers on the lack oard. #n groups ask learners to descri e a picture )rom a magaFine using the ne( voca ulary.

Interaction TAS TAS SAS TAS TAS

Time 1 mins 1 mins 1@ mins 1 mins 1 mins 1@ mins 1 mins

Eearners descri e the picture in groups using the ne( SAS voca ulary. The leader o) the group descri es the picture in )ront o) SAS the class

Feed ack Feed ack For learners to share ,sk learners to talk a out the appearance necessary )or a TAS some o) their model. e9periences 1 mins

T-T: >+,*T#*,E ,%; E4SSO% >E,%%#%!

$esson Plan
Teacher name9 Monica +ors $evel9 Pre*Intermediate $esson $ength9 B7 minutes )lass9 ;E $esson Type9 >rammar

!ate9 the 6Bth o. May 6716

$esson Title9 !egrees o. )omparison .or #d:ectives

In.ormation a/out the class There are 6A teenage learners in the class- They have t0o .i.ty minutes lessons every 0eek as part o. their school curriculum- I have /een teaching them .or nearly a year- They use IEnglish My $oveK as their English course /ookMain #im +y the end o. the lesson the learners 0ill have revie0ed and provided controlled and .reer practice o. the degrees o. comparison .or ad:ectives"u/sidiary #im +y the end o. the lesson the learners 0ill have practised speakingPersonal #im To reduce teacher language in 0hole class activities and provide more learner interactionMaterials 3including source5 )ourse /ook 3English My $ove5, /lack/oard, chalk#ssumptions $earners have /een taught the degrees o. comparison .or ad:ectives#nticipated di..iculties 0ith tasks "olutions $earners may have more di..iculty 0ith the "pend more time on the controlled target language than anticipatedpractice and clari.ication stage-

!eclaration This lesson plan is my o(n (ork.

"tage 7armAup

"tage aim To reak the ice

Eead in

*lari)ication stage

Procedure ,sk learners to say a (ord in 4nglish. The teacher guides learners so that the (ord is a noun. Then learners are asked to add as many (ords as possi le to descri e the )irst (ord. The teacher guides them to add adjectives. To introduce the topic The teacher circles three adjectives )rom the adjectives given y learners pertaining to the three types o) adjectives and asks learners to make sentences (ith the adjectives and the (ord. 4.g. the (ord/noun is ;O! and the adjectives are )at' eauti)ul' and ad. To revie( the degrees o) Eearners make sentences (ith the adjectives: )at' comparison )or eauti)ul and ad and (ith the (ord/noun dog. adjectives

Interaction TAS

Time 1 mins

TAS

1 mins

TAS

1@ mins

>ractice >ractice Feed ack

To provide controlled ,sk learners in pairs to (rite do(n the degrees o) SAS practice comparison )or the opposite adjectives: thin' disgusting' and good. To provide )reer practice To correct ans(ers ,sk learners in pairs to (rite do(n the degrees o) TAS comparison )or the adjectives )rom e9ercise D at page 160 )rom their course ook. learners/ ,sk learners to read the degrees o) comparison )or the TAS adjectives )rom e9ercise D at page 160 and teacher helps as necessary.

1@ mins

11 mins 1 mins

T-T: >+,*T#*,E ,%; E4SSO% >E,%%#%!

I)E+&E#LE&" 6 Truths J a $ie

#t can e used as an opener )or a (orkshop/con)erenceM in this activity each person (rites t(o truths and a lie a out himsel)/hersel) and then (e (ill try to guess each otherSs lie. The goal is to: a5 convince others that your lie is truth 3and that one o) your truths is the lie5 and 5 to correctly guess other peopleSs lies. !ather together in a circle. Start (ith one person (ho reads their three statements aloud 3to remind everyone5. Then read the statements again' stopping to allo( a vote )or each one. e.g.' Y# am Turkish. 7ho thinks that is a lie$ ZGote[ # am vegetarian. 7ho thinks that is a lie$ ZGote[ # have a metal pin in my right leg. 7ho thinks that is a lie$ ZGote[. O-' my lie (as Y# am vegetarian.YY The )acilitator (ill need to help each person out' especially intially until the asic )ormat is understood. The )acilitator may add drama and rein)orcement' etc. )or correct guesses' tricky statements' etc. 3http://(ilderdom.com/games/descriptions/T(oTruths,nd,Eie.html5

(ear in a Hat *an e done as the )irst activity in a program' during the initial stages or (ell into the program. ,sk everyone' including the group leaders' to complete this sentence on a piece o) paper anonymously5: Y#n this trip/group/program' # am Zmost[ a)raid that...Y or Y#n this trip/group/program' the (orst thing that could happen to me (ould e...Y *ollect the pieces o) paper' mi9 them around' then invite each person to a piece o) paper and read a out someoneSs )ear. One y one' each group mem er reads out the )ear o) another group mem er and ela orates and (hat he/she )eels that person is most a)raid o) in this group/situation. %o one is to comment on (hat the person says' just listen and move on to the ne9t person 3http://(ilderdom.com/games/descriptions/Fear#n,.at.html5

>ro). Monica HorX

F#\4 ;4 +4FE4*]#4 Modul \tiam deja # The communicative approach and other language teaching methods ## Multiple #ntelligences: !ardner/s Theory ### #G G G# G## G### #Q Q Q# Q## Q### Q#G .o( to make 4nglish lessons more e))ective and success)ul Teaching grammar inductively vs deductively ,pproaches to teaching voca ulary ;i))erent kinds o) readingAe9tensive vs intensive ,uthentic vs nonAauthentic materials ,ctivities to promote speaking ,pproaches to teaching (riting Teacher/s roles *ulture as a )i)th skill Motivating tasks Stages in lesson planning Test types ,m WnvUTat Einguistic competence vs. *ommunicative competence The 7holeA>artA7hole learning 61st century skills )or teachers Types o) drills The right time to teach voca ulary ,uthentic vs nonAauthentic materials The roles o) the teacher in intensive listening *ommunicative competence >rinciples o) teaching (riting *omponents o) class management #ntercultural competence Eearning strategies Eesson planningAe))ective vs ine))ective >rinciples o) testing ,X vrea sU mai Xtiu Online curriculum %euroAlinguistic programming %E> 61st century skills )or teachers !rammar levels o) accuracy #ngredients o) good voca ulary (ork 4ducational links Eistening levels *orrection and giving )eed ack ,ctivities to promote process (riting Solutions to classroom management pro lems #ntercultural competence Survey Monkey Tips )or lesson planning Marking scales

Hi liography Module # .armer' N. 36@@15. .o( to teach 4nglish' 3:rd edition5. Eondon: Eongman Module ## !ardner' .' The theory o) multiple intelligences' 10K: Module ### , rudan *aciora Simona Geronica: Motivation in language learning Module #G .armer' NeremyA=The >ractice o) 4nglish Eanguage Teaching"' Eongman >u lishing .ouse' *am ridge' 6@@6 Murphy' +aymondA =4ssential !rammar in Use"' *am ridge University >ress' *am ridge' 6@@I Module G ;uppenthaler' >. Goca ulary ,cBuisition: The +esearch and #ts >edagogical #mplications %ation' >. Teaching and Eearning Goca ulary %ist' E.S.' Mohr' *. #mproving Goca ulary Skills Module G# .ughes' N. The reading process' 6@@J Eoucky' N.>. *om ining 49tensive and #ntensive +eading strategies (ith *ooperative and communicative activities' 6@@K Money(orth' S.Seven Tips )or 4))ective +eading' 61 Nuly 6@@0 Module G## Field' N5. Eistening in the Eanguage *lassroom. *am ridge: *am ridge University >ress' 6@@K >orter' ;. and +o erts' N. ,uthentic listening activities' 4nglish Eanguage Teaching Nournal' :I 315' :JA DJ' 10K1 Module G### Hurkart' !.' S. Spoken Eanguage: 7hat it is and .o( to teach it Module Q#Q Hyrne' ;. Teaching 7riting Skills +aimes' ,. TechniBues in Teaching 7riting Module Q Sasson' ;. The Teacher as a *lassroom Manager 7ells' +. *ommunity in the *lassroom Module Q# Hyram' M.' !ri kova' H. and Starkey' .. developing The #ntercultural ;imension in Eanguage Teaching %icolaescu' *. Einguistic 4duvation and #nterculturality Module Q## .yland' -. EanguageAEearning Simulations: , >ractical !uide Module Q### *ehan' ,. A =Methodology D"A a university course Ur' >. < =, *ourse in language Teaching"' *am ridge University >ress' 100K Module Q#Q *ohen' ,.;. 3100Da5. ,ssessing language a ility in the classroom' 6nd 4dition. Hoston.