Technology – mediated

Teaching and Learning

Training seminar for English

language teachers
2 December 2009
Marianthi Kotadaki,
School Advisor for English

Η χρήση υπολογιστών
Τέλος, μια ακόμα «λεπτομέρεια» της έρευνας καταδεικνύει πόσο διστακτικοί είναι
οι Έλληνες εκπαιδευτικοί στη χρήση των νέων τεχνολογιών: το 2006, η χώρα μας
ήταν η τελευταία στην Ευρωπαϊκή Ένωση στον αριθμό εκπαιδευτικών που
χρησιμοποίησαν υπολογιστή μέσα στην τάξη. Μόλις 35,6% είχαν κάνει εκπαιδευτική
χρήση των υπολογιστών για το μάθημα, όταν ο μέσος όρος στην Ε.Ε. ήταν 74,3% και
σε χώρες όπως η Δανία, η Νορβηγία, η Βρετανία, η Σουηδία κ.ά., το ποσοστό
ξεπερνούσε το 90%...
Why should the language teacher need new
technologies?

Printed material a combination of the

Audio materials
electronic versions

Video materials

Still images of all the media
mentioned on the
left

Multimedia tool
authentic
Communications tool
Potential uses of ICT in the
language classroom

Creation by teacher of word-prossessed handouts,
PowerPoint presentations, downloaded web
material, etc

Creation by students of their own work by means
of generic and software applications

Use by students of audio and video recordings

Use of Web 2.0 tools by students or by the
teacher, including social networking sites

Mobile Assisted Language Learning (MALL) - use of
iPods, mobile phones and other mobile devices

Use of chat rooms

Use of virtual worlds, e.g. Second Life

Computer Aided Assessment
Essential word-processing skills

Opening a new document

Saving a document

Editing a previously saved document

Copying, cutting and pasting text

Setting paper size and margins

Setting typeface and font

Using colour, italics and bold

Setting up tables

Inserting pictures into a document

Copying and pasting from another application, e.g. text from

a Web browser
 Using Power Point
presentations

Presenting dialogues, grammar, vocabulary

Setting the stimulus for group exercises

and activities

Embedding on screen

o animated text
o pictures
o audio and
o video clips
Exploiting the World Wide Web

Extracting authentic material in
different forms

Converting this material into language

activities

Uploading (sharing) your own material

Communicating with the rest of the

world
http://www.eslreading.org
http://www.teflclips.com
http://www.makebeliefscomix.com
http://www.photofunia.com
http://www.photofunia.com
 So why bother with ICT?

It is motivating for both teacher and learner

It offers a wide range of multimedia resources

It provides a variety of authentic material

It establishes a variety of learning

opportunities

It encourages intensive and self-access learning

Four key principles which can help
teachers implement technology

1. Be clear about the roles of the teacher

and technology

2. Teach in a principled way

3. Use the technology to complement and

enhance what the teacher does

4. 'It’s not what it is,

it’s what you do with it.' (Jones 1986.)
 A blog for English teachers
http://www.englishstaffroom.blogspot.com
 TEACHER TRAINING SEMINAR
DECEMBER 2009

If only, I wish and the 3 conditionals to develop

the oral skills though a movie extract
 Activity 1
Are you familiar with this expression?

Discuss the meaning of this expression providing examples

 Activity 2
This figure’s cupboard has plenty of
skeletons. Can you mention some?
Activity 3:check your knowledge about Nazi history
1. Auschwitz was a concentration camp in ...

a. Germany b. Poland  c. Austria

2. ‘The Final Solution’ was ….
a. the Nazi plan to build camps for the handicapped
b. the Nazi plan to destroy all European capitals
c. the Nazi plan to exterminate all the Jewish people 
3.’ Death marches’ were about
a. forcing camp prisoners to march long distances out of the camps 
b. forcing camp prisoners to march in the camp yards
c. forcing prisoners shoot other prisoners while walking in the camp
4. The trial of the Nazi war criminals took place in …
a. Berlin b. Munich c. Nuremberg 
5. In the concentration camps, usually …..were selected to be killed
a. the Jewish b. those unfit for  c. the women and the
prisoners forced labour children
http://www.ushmm.org/outreach/en/
http://www.ushmm.org/outreach/en/

Click on the links:

1. The "Final Solution“

2. At the Killing Centres
3. Auschwitz
4. Death Marches
5. The Nuremberg trials
You are going to watch an extract from
the movie “The Reader” (Kate Winslet,
David Kross, Ralph Fiennes).
Before watching : The story so far
Michael is a young German law student.
Years ago, at the age of 15 and while still a school
boy, he had a love affair with a much older woman,
who likes being read books by him. She suddenly
disappears and Michael feels devastated, but he
goes on with his life.
In the film extract, he and other law students are
taken to the court by their professor in order to
attend a real trial.
trial. There, he is going to discover
terrible secrets about her …
Watch the first part of the clip and with your
group work out the answers to the following

Which law school are

the young people
What is the group’s
attending?
first assignment?
What do you think of
their choice?

How seriously does Where do the

Michael take his students and their
work? professor go by train?
Why?
Guess the hypotheses these people are making
about their choices

“ If .....
Each student about his
choice of the specific law
school

Michael’s decision to “ If .....

study instead of
socialising

The professor’s taking

them to a real courtroom
“ If .....
Watch the second part of the clip and complete the
missing information on the table (group work)

The trial
The defendants
Hanna’s current age
Hanna’s charge
Hanna’s previous job

Hanna’s reasons for doing

what she is accused of
The judge’s reason for
asking
Hanna’s SS duties
Discuss with your group and
fill in the bubbles
Describe Michael’s feelings and thoughts in the
stills. Speak like him (1st person)

Listening to Hanna in the On the train, later on

courtroom
These characters’ words hide a wish. Can you work out
what each one silently wishes?
“I don’t know. It wasn’t quite
what I was expecting”
“..............”

“I thought it was exciting,

because it’s justice”
“..............”

“Well, what do you think?

What were you expecting?
“..............”
Post viewing activity 1 (writing – easy)
Get divided into groups. You are preparing a poster of
the movie on which there will be pictures of several of
the movie characters. Your task is to write a few words
below each character describing his role in the movie.
Alternatively - activity 2 (writing – easy)
Get divided into groups. You are presenting some of the
movie characters in the movie advertising leaflet which
is distributed to the public in the cinema halls.
Write a few lines (4-5) about each one of them.
Alternatively - activity 3
(free discussion in groups - medium)
Discuss which of all the characters you mostly
sympathise with. Your group spokesman will report to
the rest of the class.
Alternatively – activity 4
(free written expression in groups – medium)

Suggest a scenario for the rest of the movie.

Alternatively – activity 5 (debate – difficult)

Suppose the two young men had to express their view

concerning Hanna’s guilt during the trial. Their views
differ dramatically, so you have to take sides. Help
them support their ideas with appropriate
arguments.
 Investigation of aspects of World War II

Concentration Major historic

Nazi Germany
camps figures
 Uncommon relationships

Famous Social
Types of couples with a attitudes
differences difference and across
their stories centuries
 Education

Qualities of a Cross
good teacher examination Theory versus
with examples of education practice
from history systems
 Unjustly
Important The capital sentenced
trials punishment victims

Crimes and Trials

The
Unresolved Notorious
Nuremberg
crimes criminals
trial