By Oralia Ramos Rdz.

THE BRAIN GENDER AND LANGUAGE

• The science of male-female brain difference reported constantly.

• A powerful nexus of social change in gender studies has been building, one in which girls’ and boys’ issues can be dealt with concurrency.

• It is wonderful to see our culture developing its new gender dialogue with the ability, sense of urgency, and elegant science available to help both girls and boys equally.

• What this all means for language teaching?

• Do these differences impact learning?

• Studies showed no difference.

• All students can learn when they are taught in ways that are stimulating to their brain.

FROM COMPETENCIES TO COMPETENCE MINDFUL TEACHING A WHOLE BUNCH OF

MEANING

• To have a higher awareness.• The things we say and do.• Paying attention to life, • Staying focus,• Kindness and curiosity.• Open to do things in different ways.• In images, look for average retention rates• Demonstrate.• Show how to do.• Good teaching is like a Jason Pollock painting: messy, integrated,

interesting, abstract, creative, engaging, rich, and invigorating.

Quick witted games: Enhancing phonetic and lexical development through charades

• The objective was to provide techniques to use and create effective word games that promote commitment and teamwork among students as well as creative activities to incorporate them inside the classroom.

• To improve language teaching and learning.

Consider essential factors:• Boost learners self confidence.• Promote interest and motivation in learning a foreign language.• Quick tips:

1. Rhyming

2. Identifying initial sounds

3. Phoneme counting

4. Phoneme segmentation

5. Phoneme deletion

CHARADES

A game in which players guess a word or phrase from a written or acted clue given for each syllable and for the whole item.

RIDDLES

A question or statement intentionally phrased so as to require ingenuity in finding out its answer or meaning.

VISUAL LITERACY: Transforming our use of images in ELT

• The influence of visual literacy upon the reading, writing, and creative development of learners.

• The basic components of visual literacy and how they manifest themselves in activities such as writing, reading, and computer programing.

• Exploring the world of the visual system and how the brain and individual styles of learning operate during verbal and nonverbal learning; and the third offering strategies to help children make visual-verbal connections and to retain, comprehend, and compose discourse.

“...start every day by taking the most tedious thing you have to convey or accomplish that and find a digital-visual way to make

it engaging and fun.”

• The ability to construct meaning from images.

• Our brain is 80-90 % visual.• We read non-text 60,000 times faster than

text.• We use visuals to interpret text so we have

to learn how to interpret visuals.“There is a tendency to think

of visual images

as less important,

less ‘academic’

than text.”

However, recent research

disputes this traditional stance.

VISUAL LITERACY: Transforming our use of images in ELT

HOW TO RUN AN ENGLISH SPELLING BEE.

SPELLING BEE DISASTERS:• Not enough words.• The list should show each word with its pronunciation, definition and sample

sentence• Appropriate age• Avoid words with alternate spellings and variant pronunciation.• ADVANCED• Identify homophones• Respond to spellers requests for:• definition• word history• Example sentence• Ensure the speller repeats the word correctly• Judges role• Time watch• Starting when pronouncer first speaks the word.

myspellit.com

merriam-webster.com

LearnersDictionary.com

THE LIVES OF LANGUAGE TEACHERS

• A new teachers imagination.• What does your career look like?• What path has your career followed?• Where are you now?• Teachers around the world face similar challenges.• Lack of support.• Lack of salary.• Four stages in career development of language teachers:

-Starting now

-Becoming experienced

-New horizons: professional development.

Communication gap• Communication is action.• Oriented approach• Entails communicative processes• Is not just to communicate.• What exactly happens in communication and bring it to the

classroom.

Activities

Contexts

Domains Topics

Contexts

ContextsRolesCommunication

among speakers

Learner aim

Communicative Competence

Grammatical Competence

Sociolinguistic Competence

Strategic Competence

Discursive Competence

TOEFLFAMILY OF ASSESSMENT ETS

• They presented their TOEFL examinations series,• national statistics and their new series of tests for primary

and TOEFL JUNIOR .

CREATE YOUR OWN DIGITAKLEARNING OBJECTS THROUGH ICTs

• Intended to support teachers o how to generate contents and learning objects for the internet.

• I have already asked the speaker to share with me the digital file he used to address his speech so I can share it with you all.