This document provides an overview of the 21st Century Learning curriculum. It describes the six levels that take students through different island themes like Family Island and Space Island. Each level focuses on presenting new language, practicing vocabulary, telling stories that consolidate learning, and incorporating cross-curricular lessons. Formative assessments check student understanding. An online world reinforces the material through interactive games. Supplementary materials include workbooks, audio CDs, picture cards, and posters to support teaching the curriculum.
Ana Carolina Barrera has over 20 years of experience in education. She has worked as an English and art teacher, tutor, volunteer translator, and sports coach in Guatemala. She holds a Master's degree in Curriculum and a Bachelor's degree in Hospitality Management. Her resume demonstrates strong English language skills and experience teaching a variety of subjects at various academic levels.
This document discusses how creative drama activities can help young English language learners improve their oral language skills. It describes a drama curriculum developed by the San Diego Unified School District featuring 27 lessons for kindergarten through 2nd grade. Teachers reported that the drama lessons helped students learn vocabulary and engage in extended interactions. Videos of lessons and materials are available online to help more teachers incorporate drama into language instruction.
The document summarizes what was learned from workshops on various arts subjects. In the dance workshop, participants learned about incorporating elements of dance into lessons and managing class environments. The drama workshop demonstrated how drama can be used for inquiry-based learning and adapting lessons for all students. The music workshop highlighted the cognitive benefits of music lessons. The visual arts workshop emphasized letting students make mistakes to learn and using images to convey meaning. Finally, the media arts workshop covered embracing technology in teaching and using film techniques to teach perspective.
The document discusses the Cool English method for teaching English to children. It emphasizes using songs, stories, role plays and other multi-sensory activities to engage students. The method stimulates learning through all senses in a fun and memorable way. It also aims to develop students' multiple intelligences. The Cool English program contains 6 levels for students aged 5-11 and includes textbooks, activity books, audio CDs and other materials to support this holistic teaching approach.
This document outlines a lesson plan for a group of students to work on translating a book into a readers' theatre performance incorporating juggling. Over multiple sessions, the students will work on reading fluency, vocabulary, spelling, and developing their performance skills. This particular lesson focuses on improving reading fluency through repeated readings of the script. It also aims to reinforce vocabulary through a word web activity related to words from the "clown" word family. Time is allotted for practicing juggling skills and performing the readers' theatre piece with expression. Assessment of student learning will include observations of reading fluency, engagement with literacy activities, and expression of emotions through performance.
The document discusses the use of drama techniques in classroom teaching. It provides examples of history, home economics, math, and elementary teachers integrating drama into their lesson plans by having students role play or improvise scenarios related to the subject matter. The document emphasizes that these techniques allow students to learn in a way that engages different learning styles through drama. It then discusses principles for effective drama teaching, such as establishing clear procedures, rules, and warm-up activities to focus students. Overall, the document advocates for using drama to create an engaging learning environment that addresses a variety of student needs.
The document appears to be a presentation about teaching young learners. It discusses motivation, materials, and practice. For motivation, it talks about addressing learners' affective filters and intrinsic and extrinsic motivation. For materials, it examines coursebooks, activity books, digital tools, and online materials for students and teachers. It then discusses the importance of practice for developing fluency and having students commit to foundational language learning.
Ana Carolina Barrera has over 20 years of experience in education. She has worked as an English and art teacher, tutor, volunteer translator, and sports coach in Guatemala. She holds a Master's degree in Curriculum and a Bachelor's degree in Hospitality Management. Her resume demonstrates strong English language skills and experience teaching a variety of subjects at various academic levels.
This document discusses how creative drama activities can help young English language learners improve their oral language skills. It describes a drama curriculum developed by the San Diego Unified School District featuring 27 lessons for kindergarten through 2nd grade. Teachers reported that the drama lessons helped students learn vocabulary and engage in extended interactions. Videos of lessons and materials are available online to help more teachers incorporate drama into language instruction.
The document summarizes what was learned from workshops on various arts subjects. In the dance workshop, participants learned about incorporating elements of dance into lessons and managing class environments. The drama workshop demonstrated how drama can be used for inquiry-based learning and adapting lessons for all students. The music workshop highlighted the cognitive benefits of music lessons. The visual arts workshop emphasized letting students make mistakes to learn and using images to convey meaning. Finally, the media arts workshop covered embracing technology in teaching and using film techniques to teach perspective.
The document discusses the Cool English method for teaching English to children. It emphasizes using songs, stories, role plays and other multi-sensory activities to engage students. The method stimulates learning through all senses in a fun and memorable way. It also aims to develop students' multiple intelligences. The Cool English program contains 6 levels for students aged 5-11 and includes textbooks, activity books, audio CDs and other materials to support this holistic teaching approach.
This document outlines a lesson plan for a group of students to work on translating a book into a readers' theatre performance incorporating juggling. Over multiple sessions, the students will work on reading fluency, vocabulary, spelling, and developing their performance skills. This particular lesson focuses on improving reading fluency through repeated readings of the script. It also aims to reinforce vocabulary through a word web activity related to words from the "clown" word family. Time is allotted for practicing juggling skills and performing the readers' theatre piece with expression. Assessment of student learning will include observations of reading fluency, engagement with literacy activities, and expression of emotions through performance.
The document discusses the use of drama techniques in classroom teaching. It provides examples of history, home economics, math, and elementary teachers integrating drama into their lesson plans by having students role play or improvise scenarios related to the subject matter. The document emphasizes that these techniques allow students to learn in a way that engages different learning styles through drama. It then discusses principles for effective drama teaching, such as establishing clear procedures, rules, and warm-up activities to focus students. Overall, the document advocates for using drama to create an engaging learning environment that addresses a variety of student needs.
The document appears to be a presentation about teaching young learners. It discusses motivation, materials, and practice. For motivation, it talks about addressing learners' affective filters and intrinsic and extrinsic motivation. For materials, it examines coursebooks, activity books, digital tools, and online materials for students and teachers. It then discusses the importance of practice for developing fluency and having students commit to foundational language learning.
This document provides information about the Total English language learning program. It describes the features and components of the course, including flexible lessons, clear learning objectives linked to the Common European Framework, a focus on grammar, vocabulary and skills. It also notes the inclusion of authentic supplementary materials like a DVD and additional online and print resources for both teachers and students.
Total English is a flexible English language course based on the Common European Framework. It includes course books, teacher's books, workbooks, audio CDs/cassettes, and DVDs. The courses cover 6 levels from starter to advanced and feature balanced lessons on grammar, vocabulary, pronunciation, and skills. Each unit relates classroom material to authentic videos on the included DVD. The teacher's book provides extensive teaching notes and resources, while the workbook offers self-study exercises.
The English course for your kindergarten.
The playful way for your children/pupils to discover the English language.
Complete set with all important teaching materials:
* 100 clearly structured lessons in a detailed Lesson Plan
* 3 sing & dance DVDs each presenting 6 songs in a variety of video versions
* 406 lareg flashcards illustrating key words and concepts
* 18 full-color storybooks to read out loud
* 1 exercise package to accompany the lessons
Sparks is a content and language integrated learning (CLIL) programme for primary education that focuses on developing both language and subject content objectives through classroom lessons, literacy activities, and various student and teacher materials like books, workbooks, flashcards, and digital resources to provide an engaging educational experience.
This document summarizes and compares two English language coursebooks for young learners: Cookies and Friends A and English Adventure Collection.
Cookies and Friends A is designed for preschool students and focuses on commands, classroom language, and developing creativity through tracing, miming, singing and observing. English Adventure Collection is for students aged 4-10 who have not been exposed to English before; it uses Disney characters to motivate students and incorporates motor skills, coloring, chanting and lessons with a Mickey Mouse puppet.
Both books employ a lexical syllabus with frequent repetition and practice of new words. Cookies and Friends A introduces new language through flashcards and movements while English Adventure Collection uses songs to relate new items to previous
The document discusses the recommendations of the 2006 Rose Report on the teaching of early reading. It recommends teaching phonics as the main approach for beginner readers to learn to read. It also emphasizes the importance of speaking, listening, and language development from birth. The document then outlines the basic structure of phonics instruction based on the Letters and Sounds framework, including the six phases of learning grapheme-phoneme correspondences, blending, segmenting, high frequency words, and assessing reading progress.
The document discusses the reading process and provides strategies to improve reading comprehension. It describes the differences between proficient and novice readers, highlighting that novice readers struggle with anticipation, decoding, and self-correction. The document also outlines the cueing systems that help with reading: graphophonic, semantic, and syntactic cues. It emphasizes teaching comprehension strategies such as activating prior knowledge, making predictions, generating questions, and summarizing. The goal is to help students engage actively with texts to construct meaning.
This document provides guidance for implementing the Speech Sound Pics (SSP) reading program in schools. It outlines resources needed for each classroom, including printed materials, apps, and displays. It describes the three phases of SSP: Phase 1 focuses on phonemic awareness without letters; Phase 2 teaches the four code levels to develop reading, writing, and spelling; Phase 3 supports independent literacy. Key aspects of SSP are explicitly teaching the speech sounds and their connections to graphemes using visual prompts and a left-to-right approach.
This document provides an overview of a presentation on language and indigenous issues in mathematics education. It discusses key research findings on how language issues impact ESL students' learning and the relationship between language, language learning, and mathematics. It also examines issues impacting indigenous students' learning and how incorporating indigenous culture and knowledge is particularly relevant for teaching mathematics. The document concludes with implications for teachers, including facilitating inclusive learning environments and ensuring all students can engage with meaningful mathematical concepts.
Approaches and Methods for Language Teachingvblori
This document summarizes 14 language teaching methods: Grammar Translation Method, Direct Method, Natural Approach, Audio-Lingual Method, Total Physical Response, Silent Way, Desuggestopedia, Community Language Learning, Communicative Language Teaching, Participatory Approaches, Content Based, Task Based, Learning Strategy, Cooperative Learning, and Multiple Intelligences. For each method, it provides a brief overview of the key principles and techniques used.
Phonics-Workshop-How to improve reading-Presentationssuserf9597c
The document summarizes key points from the Rose Report on teaching early reading and the importance of phonics instruction. It describes the phases of phonics teaching as outlined in Letters and Sounds, including blending, segmenting, grapheme-phoneme correspondence, and high frequency words. It also discusses the Year 1 Phonics Screening Check and ways to support phonics learning at home.
This lesson plan focuses on the topic of decisions and decision making. It includes activities such as analyzing cartoon captions about difficult decisions, matching vocabulary to statements, writing hypothetical situations using the second conditional, discussing questions about personal decisions, and practicing grammar structures like "I wish" and "I hope." The plan aims to extend vocabulary, improve pronunciation, give reasons for decisions, and allow students to reflect on their own decisiveness. It incorporates individual, partner, group, and whole-class activities over four phases of learning using materials like a student book, whiteboard, and worksheet.
This document provides information about a lesson plan for pronunciation training focused on two-syllable nouns. The lesson plan includes icebreaker activities to introduce the theme, extension activities to recognize stressed syllables, personalization through individual practice, transfer activities like partner practice, and consolidation through a role play activity. It also includes a sample weekly timetable for a language awareness course with classes focused on topics like pronunciation, difficult classroom situations, and teaching methodologies.
These books provide teachers with resources for incorporating communicative and task-based language activities into their extracurricular lessons. They blend theory and practice by combining brief lectures with hands-on activities based on Communicative Language Teaching and Task Based Language Learning methodologies. The books aim to make learning experiences more engaging and memorable for students by encouraging participation in dramatized activities that bring vocabulary, grammar and culture to life. They provide overviews and downloadable versions of various resource books focused on games, tasks and interactive exercises for practicing different aspects of language at various levels.
The document provides strategies and considerations for effectively teaching English as an additional language (EAL) pupils. It discusses various advantages that EAL learners can bring to the classroom, such as visual-spatial skills and storytelling abilities. It then examines different buddy models for pairing EAL learners with English-speaking peers and notes pros and cons of each. The document emphasizes using clear, literal language when teaching EAL pupils and avoiding idioms. It stresses the importance of scaffolding instruction and providing additional language support through techniques like visual aids, repetition of key words, and bilingual worksheets.
This document provides an overview of a lesson plan for a recorder unit for 5th grade students called Recorder Taekwondo. The unit uses a belt ranking system where students progress through different belt levels as they learn increasingly difficult songs. Previously, the unit was taught using direct whole-class instruction, but changes are being made to incorporate additional resources and learning theories. The revised unit will include instructional videos to allow for more independent practice, as well as peer teaching between higher and lower belt students. This is intended to maximize instructional time while still achieving curricular goals.
Observation By Dr. Carmen de Onis PhD 04162010lbackman
This observation summary provides an overview of a math lesson for English language learners focusing on phonemic awareness and CVC words. The teacher effectively integrated ESL strategies like think-pair-share, modeled pronunciation of new vocabulary, and scaffolded instruction. Students were actively engaged in practicing the new CVC words through activities like coloring, writing, and playing a game to locate words. The teacher demonstrated understanding of best practices for English learners through creating a supportive environment and limiting new vocabulary introduced.
Blending Listening, Pronunciation, Spelling, Phonics and Word Attack Skills i...Marsha J. Chan
The purpose of this presentation is to present high-interest low-stress games and activities to help adult learners develop pronunciation, spelling, phonics, word attack and memory skills in interesting and fun ways.
This document discusses the use of dialogues in teaching English as a foreign language. It outlines several key points in teaching dialogues, including using them to present functional language, teach new vocabulary and structures, and engage students through activities like role playing. The document recommends that teachers first prepare students by setting the scene for the dialogue and pre-teaching any new words. It then suggests steps for presenting the dialogue, such as reading it aloud and having students listen, ask questions, and reconstruct it from key words. Finally, it stresses the importance of follow-up activities to encourage student involvement, such as continuing the dialogue or creating original dialogues.
A very rough funny presentation and me and Kimchi, designed to show my course participants how you can put together a pretty good presentation in a taxi in 20 mins, at least one which hits some of the key skills in awesome presentations.
This document provides information about the Total English language learning program. It describes the features and components of the course, including flexible lessons, clear learning objectives linked to the Common European Framework, a focus on grammar, vocabulary and skills. It also notes the inclusion of authentic supplementary materials like a DVD and additional online and print resources for both teachers and students.
Total English is a flexible English language course based on the Common European Framework. It includes course books, teacher's books, workbooks, audio CDs/cassettes, and DVDs. The courses cover 6 levels from starter to advanced and feature balanced lessons on grammar, vocabulary, pronunciation, and skills. Each unit relates classroom material to authentic videos on the included DVD. The teacher's book provides extensive teaching notes and resources, while the workbook offers self-study exercises.
The English course for your kindergarten.
The playful way for your children/pupils to discover the English language.
Complete set with all important teaching materials:
* 100 clearly structured lessons in a detailed Lesson Plan
* 3 sing & dance DVDs each presenting 6 songs in a variety of video versions
* 406 lareg flashcards illustrating key words and concepts
* 18 full-color storybooks to read out loud
* 1 exercise package to accompany the lessons
Sparks is a content and language integrated learning (CLIL) programme for primary education that focuses on developing both language and subject content objectives through classroom lessons, literacy activities, and various student and teacher materials like books, workbooks, flashcards, and digital resources to provide an engaging educational experience.
This document summarizes and compares two English language coursebooks for young learners: Cookies and Friends A and English Adventure Collection.
Cookies and Friends A is designed for preschool students and focuses on commands, classroom language, and developing creativity through tracing, miming, singing and observing. English Adventure Collection is for students aged 4-10 who have not been exposed to English before; it uses Disney characters to motivate students and incorporates motor skills, coloring, chanting and lessons with a Mickey Mouse puppet.
Both books employ a lexical syllabus with frequent repetition and practice of new words. Cookies and Friends A introduces new language through flashcards and movements while English Adventure Collection uses songs to relate new items to previous
The document discusses the recommendations of the 2006 Rose Report on the teaching of early reading. It recommends teaching phonics as the main approach for beginner readers to learn to read. It also emphasizes the importance of speaking, listening, and language development from birth. The document then outlines the basic structure of phonics instruction based on the Letters and Sounds framework, including the six phases of learning grapheme-phoneme correspondences, blending, segmenting, high frequency words, and assessing reading progress.
The document discusses the reading process and provides strategies to improve reading comprehension. It describes the differences between proficient and novice readers, highlighting that novice readers struggle with anticipation, decoding, and self-correction. The document also outlines the cueing systems that help with reading: graphophonic, semantic, and syntactic cues. It emphasizes teaching comprehension strategies such as activating prior knowledge, making predictions, generating questions, and summarizing. The goal is to help students engage actively with texts to construct meaning.
This document provides guidance for implementing the Speech Sound Pics (SSP) reading program in schools. It outlines resources needed for each classroom, including printed materials, apps, and displays. It describes the three phases of SSP: Phase 1 focuses on phonemic awareness without letters; Phase 2 teaches the four code levels to develop reading, writing, and spelling; Phase 3 supports independent literacy. Key aspects of SSP are explicitly teaching the speech sounds and their connections to graphemes using visual prompts and a left-to-right approach.
This document provides an overview of a presentation on language and indigenous issues in mathematics education. It discusses key research findings on how language issues impact ESL students' learning and the relationship between language, language learning, and mathematics. It also examines issues impacting indigenous students' learning and how incorporating indigenous culture and knowledge is particularly relevant for teaching mathematics. The document concludes with implications for teachers, including facilitating inclusive learning environments and ensuring all students can engage with meaningful mathematical concepts.
Approaches and Methods for Language Teachingvblori
This document summarizes 14 language teaching methods: Grammar Translation Method, Direct Method, Natural Approach, Audio-Lingual Method, Total Physical Response, Silent Way, Desuggestopedia, Community Language Learning, Communicative Language Teaching, Participatory Approaches, Content Based, Task Based, Learning Strategy, Cooperative Learning, and Multiple Intelligences. For each method, it provides a brief overview of the key principles and techniques used.
Phonics-Workshop-How to improve reading-Presentationssuserf9597c
The document summarizes key points from the Rose Report on teaching early reading and the importance of phonics instruction. It describes the phases of phonics teaching as outlined in Letters and Sounds, including blending, segmenting, grapheme-phoneme correspondence, and high frequency words. It also discusses the Year 1 Phonics Screening Check and ways to support phonics learning at home.
This lesson plan focuses on the topic of decisions and decision making. It includes activities such as analyzing cartoon captions about difficult decisions, matching vocabulary to statements, writing hypothetical situations using the second conditional, discussing questions about personal decisions, and practicing grammar structures like "I wish" and "I hope." The plan aims to extend vocabulary, improve pronunciation, give reasons for decisions, and allow students to reflect on their own decisiveness. It incorporates individual, partner, group, and whole-class activities over four phases of learning using materials like a student book, whiteboard, and worksheet.
This document provides information about a lesson plan for pronunciation training focused on two-syllable nouns. The lesson plan includes icebreaker activities to introduce the theme, extension activities to recognize stressed syllables, personalization through individual practice, transfer activities like partner practice, and consolidation through a role play activity. It also includes a sample weekly timetable for a language awareness course with classes focused on topics like pronunciation, difficult classroom situations, and teaching methodologies.
These books provide teachers with resources for incorporating communicative and task-based language activities into their extracurricular lessons. They blend theory and practice by combining brief lectures with hands-on activities based on Communicative Language Teaching and Task Based Language Learning methodologies. The books aim to make learning experiences more engaging and memorable for students by encouraging participation in dramatized activities that bring vocabulary, grammar and culture to life. They provide overviews and downloadable versions of various resource books focused on games, tasks and interactive exercises for practicing different aspects of language at various levels.
The document provides strategies and considerations for effectively teaching English as an additional language (EAL) pupils. It discusses various advantages that EAL learners can bring to the classroom, such as visual-spatial skills and storytelling abilities. It then examines different buddy models for pairing EAL learners with English-speaking peers and notes pros and cons of each. The document emphasizes using clear, literal language when teaching EAL pupils and avoiding idioms. It stresses the importance of scaffolding instruction and providing additional language support through techniques like visual aids, repetition of key words, and bilingual worksheets.
This document provides an overview of a lesson plan for a recorder unit for 5th grade students called Recorder Taekwondo. The unit uses a belt ranking system where students progress through different belt levels as they learn increasingly difficult songs. Previously, the unit was taught using direct whole-class instruction, but changes are being made to incorporate additional resources and learning theories. The revised unit will include instructional videos to allow for more independent practice, as well as peer teaching between higher and lower belt students. This is intended to maximize instructional time while still achieving curricular goals.
Observation By Dr. Carmen de Onis PhD 04162010lbackman
This observation summary provides an overview of a math lesson for English language learners focusing on phonemic awareness and CVC words. The teacher effectively integrated ESL strategies like think-pair-share, modeled pronunciation of new vocabulary, and scaffolded instruction. Students were actively engaged in practicing the new CVC words through activities like coloring, writing, and playing a game to locate words. The teacher demonstrated understanding of best practices for English learners through creating a supportive environment and limiting new vocabulary introduced.
Blending Listening, Pronunciation, Spelling, Phonics and Word Attack Skills i...Marsha J. Chan
The purpose of this presentation is to present high-interest low-stress games and activities to help adult learners develop pronunciation, spelling, phonics, word attack and memory skills in interesting and fun ways.
This document discusses the use of dialogues in teaching English as a foreign language. It outlines several key points in teaching dialogues, including using them to present functional language, teach new vocabulary and structures, and engage students through activities like role playing. The document recommends that teachers first prepare students by setting the scene for the dialogue and pre-teaching any new words. It then suggests steps for presenting the dialogue, such as reading it aloud and having students listen, ask questions, and reconstruct it from key words. Finally, it stresses the importance of follow-up activities to encourage student involvement, such as continuing the dialogue or creating original dialogues.
A very rough funny presentation and me and Kimchi, designed to show my course participants how you can put together a pretty good presentation in a taxi in 20 mins, at least one which hits some of the key skills in awesome presentations.
Here are some key points to consider when adapting materials:
- Focus on meaning over form by using visuals, gestures, realia
- Simplify language but keep content meaningful
- Allow multiple entry points for different learners
- Build background knowledge before introducing new topics
- Scaffold tasks from easy to more difficult
- Encourage cooperative learning and peer support
- Check frequently for understanding and provide feedback
- Differentiate to meet a range of proficiency levels
- Make lessons relevant and connect to students' lives
- Assess using a variety of formats beyond tests
The core content can stay the same but how it's presented varies to suit different learners. The goal is to create an inclusive,
The document outlines a workshop on improving English skills for Korean elementary students. It discusses keys to teaching English, including being fun and engaging in the classroom. It provides goals and strategies for developing reading, writing, listening and speaking skills for different grade levels. Activities are suggested such as reading aloud, vocabulary cards, dramatic retelling and games to encourage student interaction. Websites with additional resources are also listed.
The document discusses key ingredients for an effective English language classroom. It identifies several essential elements, including:
1. Having an inspired and happy teacher who models reflective teaching.
2. Creating a student-centered classroom that lowers students' affective filters through needs analysis and a comfortable environment.
3. Incorporating fun, laughter, and activities that engage different learning styles like Nation's 25% rule on meaningful input and output.
4. Adapting lessons through supplemental materials, technologies, and cooperative learning strategies to maximize student engagement and interaction.
The document discusses key ingredients for an effective English language teaching methodology. It recommends (1) having an inspired and happy teacher, (2) creating a student-centered classroom, and (3) lowering students' affective filters through fun activities and adapting to their interests and learning styles. Specific techniques mentioned include using entry points, brain-based activities, cooperative learning, thinking routines, and speaking frames to engage students.
The document provides guidance for teachers on adapting their teaching practices and materials. It discusses using entry points, brain-based activities, cooperative learning, thinking routines, speaking frames, textbook supplementation, and more. The goal is to make lessons more engaging for students and promote classroom English.
This document provides guidance for textbook adaptation and supplementation for an English language classroom. It begins with an overview of 5 topics: motivation, classroom management, promoting classroom English, adapting textbooks, and supplementing textbooks. Various techniques and resources are then discussed under each topic, including using entry points, brain-based activities, thinking routines, and websites for videos, games and other materials. The document emphasizes adapting lessons to student multiple intelligences and creating an engaging classroom environment.
The document provides an overview of extensive reading techniques that can be used with Korean young learners. It discusses key principles of extensive reading including choosing easy and interesting books for students to read independently. Specific techniques covered include using graded readers, sight words, phonics instruction, read alouds, guided reading, shared reading and assessment through quizzes and tracking vocabulary and comprehension. The goal of extensive reading with young Korean learners is to help them develop lifelong reading habits through repeated exposure to language in a low-anxiety context.
The document provides information about improving English skills for Korean elementary students. It discusses tactics and activities for developing reading, listening, speaking and writing skills. It recommends using picture books, leveled readers, word cards, games and role plays to engage students and help them practice their skills. Various websites that provide resources for teaching English to young learners are also listed.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
4. •Level 1 Family Island
•Level 2 Tropical Island
•Level 3 Space Island
•Level 4 Film Studio Island
•Level 5 Ice Island
•Level 6 Future Island
5.
6.
7. Unit Walkthrough level 1
Presentation/practice: Language set 1 Presentation/practice: Language set 2
Story & Comprehension / Values Cross-curricular & Phonics Review & Assessment
8. W Opening pages introduce the theme and provide a fun,
vibrant way to present the vocabulary and grammar.
Grammar box explains the
grammar in a simple form, and
reinforced on the Audio CD.
Special challenge or Quest asks
students to find a secret object.
9. Key vocabulary is recycled and developed with plenty
of opportunities for practicing the new words in context.
R
Engaging song or chant
reinforces vocabulary.
R Students practice integrated
skills – they are always taught
together, and in context.
M
11. W A story in every unit consolidates
vocabulary and grammar of the unit.
Values introduce
M social responsibility.
W
Home School Link invites
students to share what they
have learned at home.
13. A simple cross-curricular lesson makes the critical
connection between English other content areas, and
introduces the connection across the curriculum.
A
M The Sounds Fun section
of each unit helps children
to sound out the letters
and form the words
14. A game reviews and consolidates the language from
the entire unit. As the children play the game,
teachers observe what students have learned.
R
M
Progress Check
assesses learners and
learning outcomes.
The “I Can” checkboxes give
students the chance to evaluate their
own progress and feel successful.
15. A
Characters come to life in the Our
Discovery Island online world, where
students practice their new language
through an endless variety of interactive
games and activities!
16. ONLINE WORLD
ONLINE WORLD
www.ourdiscoveryisland.com
32. •Components Online World
Workbook PIN code in SB / TE
Student Book
w/ Audio CD 1-6
w/CDRom
Active Teach 1-6
Picture Cards 1-6
Poster Pack
(one for all levels)
Teacher's Edition DVD 1-6
w/ Audio CD 1-6
Audio CDs 1-6
Editor's Notes
Approach… Pearson are an advocate of 21 st century learning, if you would like to learn more about it, visit one of our partner sites, these are the principles that underpin the appraoch we took to the pedagogy behind Our Discovery Island. Let’s have a look shall we?
Interpretation – (Our Discovery Island – reaches, teaches, gets results, have a look at the back of your book… The whole learner – we care about the cognitive, emotional and social development of the students, not just their English because we are teachers of children not just children’s English teachers…) Our online adventures on themed islands help us to do that… We also realize that children here in Korea have limited exposure to English in their daily life, so we have brought in their school subjects through cross-curriculur connections AND authentic texts such as stories and quests which provide an immersion environment for the children learning English. Again inline with 21 st century learning – we want lessons, where we provide guided communication, collaboration fun characters and enhgaging stories to motivate our YLs… So let’s see how this applies to the book itself…
Not a traditional 20 th Century course, we also have great resources utilizing modern tech, in fact I’d like to introduce a sample unit from Level 1 to you to today, I’m going to do this first using the DVD… Task… What color is Waldo?
Here I want to use the DVD teacher resource to introduce the unit to you, you might want to do the same, or use it at the end of the unit. Task – So, what color is Waldo? (Did you notice that there is songs and stories on the DVD, great teacher resources, anyway we know the target language lets take a look at the UNIT in the Student book)
Does anyone have a birthday today? (A balloon for each table). Competition: first person to find a person born in the same year, same month, same date? GTKY ‘What’s your name? How old are you? What’s the date of your birthday? 12 tables – 12 months of the year VOCAB FC Drills: # body shapes / # grps/ Wait for it (Colours)! Find something (red) VOCAB FC With students: Get in order / Line up / what’s missing? GRAMMAR: Age wave QUEST: Look for the (red) card SONG: Action for come, quest, look, egg, blanket
SONG: island group competition: Loudest
STORY: island group competition: softest (whisper)
CC: What is it? It’s orange … (Mime the answer) Letter/ Sound: decode and encode
T: Count and clap / S: Call the item Let Ss take over as T
Add in the url: www.ourdiscoveryisland.com
Given you a unit walkthrough Level 3 and all the levels follow the same structure, as I mentioned at the bgeinning each l;evel has a different island and there is a different story for each level/isalnd, so what I would like to do now, is give you an idea of the story behinds space island and I am going to use the teacher resource of the active teach, not only SB pages, audio and additonal activities, are you ready’ let’s take off to Space Island.
We know that the unit structure is the same across the levels, and each level has its island and story… However, within the curriculum at level 3 we felt it was age appropriate and cognitively appropriate to introduce them to cross cultural themes from around the world… what’s the coross cultura; theme here??? Turn to page 94/95…
You’ll also see that the types of actively have become cognitively more challenging to match the children’s age. What’s the game? Guess Who? I put on this game because it is a game I used to play as a child and loved it. So I hope you have fun with your students too. (Let’s try it shall we… turn to page 32)
So we have come to the end and I would just like to a high note a Jazzy note… this song comes from Level 4, who likes jazz… let’s all snap our fingers with the beat, if they are getting in to it stand up…
Local Advisory Board… (Teamwork riff… Series Advisors David Nunan, and our local advisors Dr. Wonkey Lee, a senior professor from Seoul National University of Education, and Dr. Namjoon Kang… Dean of TESOL YL program at Sookmyung Women’s University).