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A1 2009

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Inma Garín
Inma Garín
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NA1 2009 Teacher: Inma Garín
General Linguistic Range ,[object Object],[object Object]
General objectives ,[object Object],[object Object],[object Object]
Specific objectives ,[object Object],[object Object],[object Object],[object Object],[object Object]
Content (B2a CEFR) ‏ ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Topics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Methodology ,[object Object],[object Object],[object Object],[object Object],[object Object]
Evaluation ,[object Object],[object Object],[object Object],[object Object]
Materials ,[object Object],[object Object],[object Object],[object Object],[object Object]
Building the group ,[object Object],[object Object],[object Object],[object Object],[object Object]
Speaking. (Groups of 3). Tell your partners ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Listening ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What kind of language learner are you? Discuss (groups of 3) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Thinking about groups Discuss (groups of 3) ‏ ,[object Object],[object Object],[object Object],[object Object],[object Object]
Class records (find out) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Language L e arner’s Diary ,[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Student and Teacher’s roles ,[object Object],[object Object],[object Object],[object Object],[object Object]
El M EC R (Marco Europeo Común de Referencia) (2001) ,[object Object],[object Object]
Common European Framework ,[object Object]
Cognitive dimension ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Speaking ,[object Object],[object Object],[object Object],[object Object]
Unit 1 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Verb patterns ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Speaking ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Grammar ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Speaking ,[object Object],[object Object],[object Object]
Article ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Writing a presentation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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A1 2009

  • 1. NA1 2009 Teacher: Inma Garín
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Hinweis der Redaktion

  1. Traditional methods understand that memorizing rules from a grammar book affords applying these rules and that applying the rules results in better language use. Interaction theory, on the other hand, considers learning as a product of social interaction. Learning is the result of internalizing knowledge that has been built in collaboration in contextualized social activities in cultural environments. Building linguistic knowledge is a process from the social to the individual, from that which is unconscious to that which is conscious.