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Advanced Grammar Instructional Webinar on Ways of Expressing Contrast

Join Daniel M.Q. on October 4th for an in-depth look at opposition clauses, subordinators for contrast, and practical exercises. Explore communicative competence, classroom activities, and reflection on web-based tasks. Don't miss out!

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Advanced Grammar Instructional Webinar on Ways of Expressing Contrast

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  1. Advanced Grammar Instructional Webinar Daniel M.Q. October 4th, 2012 (Thursday)

  2. CODES TO SEND RESPONSES. • [A1] OR [B3] • [A] IS THE ACTIVITY • [1] IS THE NUMBER OF THE SENTENCE. • YOU WRITE IN [A1] THE CORRESPONDENT ANSWER IN THE RESPONSE FORM AT THE BLOG: CREACTIVETEACHING.WORDPRESS.COM • CLICK ON THE LINK: ADVANCED GRAMMAR

  3. Ways of expressing contrast • Even though many people were supporting him, the Bolillo Gómez quit. • Main (independent) clause: an unexpected or a surprising result: the Bolillo Gómez quit.

  4. Practical exercise Complete these ideas: • [A1] Although the H faculty has a copy center, • [A2] Even though the licenciatura has more than 700 students, • [A3] Despite the fact that “El Galpón” is the main cafeteria at the UTP, • [A4] Though the UTP has a huge campus,

  5. Subordinators for contrast Though Although Even though Despite the fact that In spite of the fact that

  6. Opposition clauses • To show that two things, people or situations are in direct opposition or contrast. • Subordinators: whileand/or whereas • Punctuation: comma is optional when the subordinator is in the middle.

  7. Example • Steve has classes in the morning, while Sean has classes in the afternoon. • While Steve has classes in the morning, Sean has classes in the afternoon. • Sean has classes in the afternoon whereas Steve has classes in the morning. • Whereas Sean has classes in the afternoon, Steve has classes in the morning.

  8. Practical exercise [A5] “Men are practical, whereas women are complicated.” • “While women think about the future, men live the present.”

  9. Pedagogical section

  10. Pedagogical Section • [B1] The linguistic competence refers to knowledge and use of… • [B2] The discourse competence refers to… • [B3] The functional competence is the use of… • [B4] The sociolinguistic competence refers to knowledge and use of…

  11. The Communicative Competence and real classroom events • [C1] example Listen and repeat after me (adjectives) • [C2] Conjugate the verb to be with all subjects. • [C3] Look at these people. How are they feeling? Use this phrase: She is feeling… [C4] Watch the video and answer: What expression are they using to show excitement? Why is Rachel sad?

  12. The Communicative Competence and real classroom events • [C5] Unscramble these words: asd – cidexte – apyhp • [C6] Write this info: How to express feelings in English? Teacher teaches: I am – I am feeling… • [C7] Listen to two business people talking: How do they say hello and goodbye? Listen to two friends and do the same exercise.

  13. Analyze these events • [D10] Watch the video mind your language. In this video you will evidence several problems of communication, all of those, from different features of communication (Linguistic, sociolinguistic, or pragmatic problems) Watch the clip posted in the blog, identify the problems, and write the examples in the form posted on the blog.

  14. Watch the complete chapter in the blog 14

  15. REFLECTION ON WEB BASED TASKS [E1] In this section you are going to reflect about the experience of using web tasks in the grammar course. Reflect on: - What positive aspects did you find in this task? - What negative aspects did you find in this task? - Why would you or wouldn’t you implement this in an English class?

  16. OFF YOU GO!

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