1. ENGLISH INMERSION:
A WONDERFUL PEDAGOGICAL EXPERIENCE
BARRANQUILLA ,NOVEMBER 17 th TO DECEMBER 7th

2. 1. READING
2. WRITING
3. SPEAKING
4. LISTENING
5. STANDARDS
6. METHODOLOGY

4.  Pre-reading
 Asking questions
 Using resources such as a dictionary or a
glossary
 Predicting (I’ll bet that…)
 Picturing the text (I can see that…)
 Making comparisons (This reminds me
of…)
 Identifying problems (What does this
mean?)
 Fixing problems (Maybe that means…)
 Making comments (That’s interesting…)

6. PRE – WRITING
 WRITING
RESPONDING
REVISING
EDITING
PUBLISHING/SHARING

9. 1. LEARNERS TALK A LOT
2. PARTICIPATION IS EVEN
3. MOTIVATION IS HIGH
4. LANGUAGE IS OF AN
ACCEPTABLE LEVEL
(Cambridge University Press 1996)

10. 1. INHIBITION
2. NOTHING TO SAY
3. LOW OR UNEVEN
PARTICIPATION
4. MOTHER TONGUE USE

13. REAL- LIFE LISTENING
SITUATIONS
Make a list of as many situations
as you can think of where people
are listening to other people in
their own mother tongue.

14.  INTERVIEW
 INSTRUCTIONS
 LOUDSPEAKER ANNOUNCEMENTS
 RADIO NEWS
 COMMITTEE MEETING
 SHOPPING
 THEATER SHOW/MOVIE
 TELEPHONE CHAT
 LESSON, LECTURE
 CONVERSATION, GOSSIP
 WATCHING TELEVISION
 STORY-TELLING

16.  HOW TO IMPLEMENT THE STANDARDS IN
THE CLASSROOM?
IMPROVE LANGUAGES SKILLS IN THE
CLASSROOM
 TO DO A LESSON PLAN
CLASS PROFILE: (level, age, type of
learner, time)
SOCIAL SKILLS (table manners)
LIVING SKILLS( dressing)
LEISURE SKILLS (hobbies, sports, free time)
TEACHER IMPLICATIONS

18. HOW DO CHILDREN LEARN?
THEORIES
COGNITIVISM ( Chomsky)
CONSTRUCTIVISM (Piaget)
HOW TO DO A MICROTEACHING?
STRATEGIES TO TEACH READING, GRAMMAR AND
SPEAKING

19. 1. COMMUNICATIVE PORPUSE OF THE LESSON. (What will
learners be better able to do by the end of the lesson?)
2. WHAT SKILLS ( Speaking, listening, reading, writing) will you
practice?
WHAT LANGUAGE (Grammar, vocabulary, functional expressions)
will you focus on?
3.STANDARD(S) .
4.TOPIC . What the lesson is about?
5.MATERIALS.
6.CLASS PROFILE (Describe your students)
7.HOW THIS LESSON WILL MEET THEIR NEEDS?
8. PERSONAL AIMS.
9.CONNECTION WITH OTHER SUBJECTS IN THE SCHOOL
CURRICULUM.

21.  To have been part of this english
inmersion was very important for us
because:
 To improve the skills to assume the
English teaching process in an
effective way
 To implement appealing strategies for
helping Ss to learn English in a proper
form.

22.  To clarify clue aspects of English standars
to be applied in the English classroom.
 To interchange cultural aspects with
teachers all around Colombia.
 To open the door to a new concern at this
kind of English inmersions stablish a new
version about how to be an effective
English teacher.