Speak Up: Encouraging Students to Speak in the ClassroomJulie Hanks
Getting students to speak in class is challenging. Given the opportunity for classroom participation, students may choose not to speak for a host of cultural, social and personal reasons. Having previous experience in Asia, the presenter will discuss these reasons, and provide classroom-tested suggestions on how to get students speaking.
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
Integration of Skills In English Language Teaching by Ayoub OublaAyoub Oubla
Integration of skills in teaching English as ESL/EFL
Prepared by: Ayoub Oubla
Supervised by: Mr.Ayaad Chraa
Campus Ait Melloul, Ibn Zohr University.
professional B.A program: English language teaching and The Global Market.
Task-based language teaching requires an understanding of "what is a task" as well as a plan to ensure people do what they should, and not what they shouldn't. This powerpoint includes materials relating to lesson planning. Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require.
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
This PPT was used for the 2013 TaLK Program in South Korea for new teacher orientation. The content is specific to South Korea and the TaLK program but can be used and adapted to other circumstances.
Speak Up: Encouraging Students to Speak in the ClassroomJulie Hanks
Getting students to speak in class is challenging. Given the opportunity for classroom participation, students may choose not to speak for a host of cultural, social and personal reasons. Having previous experience in Asia, the presenter will discuss these reasons, and provide classroom-tested suggestions on how to get students speaking.
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
Integration of Skills In English Language Teaching by Ayoub OublaAyoub Oubla
Integration of skills in teaching English as ESL/EFL
Prepared by: Ayoub Oubla
Supervised by: Mr.Ayaad Chraa
Campus Ait Melloul, Ibn Zohr University.
professional B.A program: English language teaching and The Global Market.
Task-based language teaching requires an understanding of "what is a task" as well as a plan to ensure people do what they should, and not what they shouldn't. This powerpoint includes materials relating to lesson planning. Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require.
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
This PPT was used for the 2013 TaLK Program in South Korea for new teacher orientation. The content is specific to South Korea and the TaLK program but can be used and adapted to other circumstances.
LET Reviewer - General Education
- ENGLISH (Study and Thinking Skills, Writing in the Discipline, Speech and Oral Communication, Philippine Literature, Master Works of the World)
- MATHEMATICS (Fundamentals of Math, Plane Geometry, Elementary Algebra, Statistics and Probability)
- SCIENCE (Biological Science -General Biology; Physical Science- with Earth Science)
- SOCIAL SCIENCES (Philippine Government New Constitution with Human Rights; Philippine History; Basic Economics, Taxation, Agrarian Reform; Society, Culture with Family Planning; Rizal and Other Heroes; Philosophy of Man; Arts; General Psychology; Information and Communication Technology)
Richard Castillo es director educacional del Centro Nacional de Clima Escolar (NSCC), con sede en Nueva York. Posee una experiencia de más de veinte años como docente en establecimientos con educación básica y media en los Estados Unidos, y también ha enseñado en Perú.
Como pedagogo ha impulsado también numerosos programas educativos y de enseñanza. Además, trabajó en dos subcomisiones encargadas de crear las normas para la ley contra el bullying que fue promulgada en el estado de Nueva Jersey en 2012.
Cardillo es profesor de inglés de Iona College y posee el grado de magíster en literatura comparada, de la Universidad de Columbia. Habla inglés y castellano.
Esta presentación define y desarrolla al Bullying como una situación de acoso escolar e incorpora al Ciberbullying, al Grooming y al Sexting como otras tres formas actuales de acoso a través del uso de la tecnología. Además, proporciona consejos y formas de prevención en los cuatro tipos de acoso para padres y educadores.
Los sueños se hacen realidad gracias al financiamiento colectivo
Ideame es un espacio donde:
Creadores presentan ideas que necesitan financiamiento
Colaboradores descubren, financian y ayudan a compartir esas ideas.
Entre todos, generamos impacto social, educativo y económico en América Latina
Presentación hecha por Rubén D. Quintana de la Fundación Humedales e Instituto de Invesetigación e Ingeniería Ambiental, UNSAM-CONICET. La presentación fue dada en una conferencia irganizada por la Embajda el 31 de marzo en la que se debatió acerca de cuestiones relacionadas con el agua en el mundo y el impacto de los humedales en la agricultura.
"Por ellas... 5 años de informes de femicidios en Argentina”, de la Asociación Civil La Casa del Encuentro.
Esta publicación cuenta con el apoyo de la Embajada de los Estados Unidos de América, la Fundación Avón y el Centro de Información de las Naciones Unidas para Argentina y Uruguay.
Frank Talluto, funcionario de la Seccion de Medio Ambiente, Ciencia Tecnologia y Salud de la Embajada de Estados Unidos participó del V Foro de Derecho Ambiental organizado por la Universidad de Belgrano. Octubre 2013.
La presentación del subsecretario adjunto en la Oficina de Recursos Energéticos del Gobierno de Estados Unidos, Robert Cekuta, en la World Shale Oil & Gas Latin America Summit
Juan Proaño fue invitado por la Embajada a visitar la Argentina y compartir su vasto conocimiento de como las redes sociales pueden ayudar a posicionar una organización no gubernamental.
Reconociendo el interés compartido entre los Estados Unidos y la Argentina en la promoción de la educación STEM (ciencia, tecnología ingeniería y matemáticas), el Departamento de Estado ha desarrollado una serie de programas de extensión STEM con la asistencia de educadores especializados en el campo de la educación científica. Jennifer Díaz fue seleccionada para formar parte de este equipo, visitó la Argentina y participó en una serie de talleres con estudiantes y educadores, compartiendo actividades y prácticas utilizadas en Techbridge http://www.techbridgegirls.org
Reconociendo el interés compartido entre los Estados Unidos y la Argentina en la promoción de la educación STEM (ciencia, tecnología ingeniería y matemáticas), el Departamento de Estado ha desarrollado una serie de programas de extensión STEM con la asistencia de educadores especializados en el campo de la educación científica. Jennifer Díaz fue seleccionada para formar parte de este equipo, visitó la Argentina y participó en una serie de talleres con estudiantes y educadores, compartiendo actividades y prácticas utilizadas en Techbridge http://www.techbridgegirls.org
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. ADAPTING THE ENGLISH TEXTBOOK
TO YOUR STUDENTS’ NEEDS.
Dayna House,
Senior English Language Fellow 2012
U.S. State Department
http://argentina.usembassy.gov/english_teaching.
html
2. The Question
Why should teachers reinvent
activities when publishers have
already developed appropriate
instructional sequences, lesson
designs, and activities for each
subject?
3. The Answers….
1. Textbooks are designed so that the
format of all lessons is the same. This
uniformity makes textbooks easier to:
a. Write
b. Teach from
but it can also lead to boredom as the
same sequence of activities is followed
day after day.
4. 2. The materials are designed to appeal
to the same "generic" student
interests. This means that the design
of the textbook is "one size fits all.“
a. Teachers know that a single set of
materials cannot meet all the needs
and interests of all their students.
5. Don't you be a stumbling block to your
learners' progress
SO….Use the texts, but supplement
and adapt them to the needs of
your students
This builds Student’s confidence
that you are concerned about their
needs and not just following a
program.
6. Erroneous practices
Here are some common errors that can be
easily remedied.
1. You Don't adapt materials to the learning
style and characteristics of the students.
2. You only Follow the course book.
3. You Don't encourage and promote language
practice outside the classroom.
4. Ask for your students’ feedback to improve
your teaching
7. Mechanical Language Texts and
our own teaching practices can
derail the students' efforts and
motivation in language acquisition
Analyze your own teaching
practices and make any needed
adjustments to your teaching.
8. The learning style most reflected in the
classroom is that of the teacher.
But, It is important that concepts and material be
presented in ways most suitable for the learners. Jack C.
Richards, author of the popular Interchange textbook
series said,
"Student learning styles may be an important factor in the
success of teaching and may not necessarily reflect those
that teachers recommend."
Why is this true? Because teachers use their own
preferred learning style in the class room, not necessarily
those of the students.
Analyze your student’s learning characteristics, then apply
the results to your teaching.
10. 2. A course book is not intended to be
a "bible"
Too often teachers follow it "religiously“ and do nothing
else, nor do they include outside materials in their teaching.
1. Read the teacher's notes at the beginning. You will read
how the course book is intended as a guide for teaching
with supplementary materials to be added to
expand, deepen or reinforce presented materials and
themes.
2. Use the course book sequence as a guide and freely
supplement exercises and materials with your own creations
or at the very least with materials adapted from other
sources.
3. And again, plan your lessons and materials to meet the
11. Table of the Multiple Intelligences Synthesized
Type
Read “When Presenting Information”
Preference Strength Ss. Learn Best By And Need When presenting the information
1.Verbal/Linguistic Write Writing Reading Books - Present Content Verbally
Read Memorizing Dates Thinking In Words Tapes - Ask Questions Aloud And Look For Ss. Feedback - Use Interviews
Tell Stories Telling Stories Paper Diaries -Ask Ss. To Present Material
Talk Writing Tools - Ask Ss. To Read Content & Prepare Presentations For Classmates
Memorize Dialogue - Have Ss. Debate Over An Issue
Work At Solving Puzzles Discussion
Debated
Stories, Etc..
2. Logical/ Mathematical Question Work With Numbers Math Logic Working With Patterns & Relationships -Provide Brain Teasers Or Challenging Questions To Begin Lessons.
Experiment Solve Problems Problem-Solving Reasoning Classifying Categorizing - Make Logical Connections Between The Subject Matter & Authentic Situations To Answer The Question
Patterns Working With The Abstract "Why?" -Have Ss. Categorize Information In Logical Sequences For Organizing.
Needs: Things To Think –Have Ss. Create Graphs Or Charts To Explain Written Info. –Have Ss. Participate In Web
About & Explore-- Science Materials, Quests Associated With The Content
Manipulative, Trips To The Planetarium &
Science Museum.
3. Visual/Spatial Draw Build Maps Legos Video -Use Visuals To Explain Content: Powerpoint Slides, Charts, Graphs, Cartoons, Videos, Overheads,
Design Create Reading Charts Movies Slides -Have Students Work Individually Or In Groups To Create Visuals Pertaining To The Information
Daydream Look At Pictures Drawing Mazes Art Imagination Games - Use Posters; Timelines; Models; Powerpoint Slides; Maps; Illustrations, Charts; Concept Mapping
Puzzles Imagining Things Mazes Puzzles
Visualization Illustrated Book Trips To Art
Museums
4. Bodily/Kinesthetic Move Around Touch And Talk Athletics Dancing Touching Moving -Use Props During Lecture - Provide Tangible Items Pertaining To
Body Language Crafts Using Tools Knowledge Through Body Sensations Content For Ss. to Examine -Review Using Sports Related
Acting Processing Examples (Throw A Ball To Someone To Answer A Question) -
Needs: Role-Play Students Use Computers To Research Subject Matter. - Students
Drama Things To Build Create Props Of Their Own Explaining Subject Matter (Shadow Boxes, Mobiles, Etc...)
Movement Sports And - Students Create Review Games.
Physical Games
Tactile Experiences Hands-On Learning
12. 3. It is essential for learners to receive additional
practice and input.
It is alarming number of schools and institutes
decreasing foreign language class contact hours per
week.
-Many public or government-funded educational
centers require as little as four hours or less a week.
-Can a student really learn a language in only 45
hours?
-Now, add the fact that learners are using their first
language most of the day of language learning and you
have a situation degraded to a nearly impossible state.
13. Discuss ideas to do this
-Put this way, is it reasonable to expect mastery of any
sort in a language after only six or seven days in a
foreign country where that language is spoken?
It is no wonder students can't hold even a basic
conversation after studying English (or another foreign
language) under these conditions for two, three or
even more years.
Encouragement and promotion of
foreign language practice outside
the class room is absolutely vital to
the success of the learners.
14. 4. Ask for your students’ feedback to
improve your teaching
Feedback from your students is very important to
know which activities they enjoyed the most at the
end of the class, then adapt your lesson plans
based on their feedback.
This can help you better understand the teaching
methods that are most effective for your students.
Adapting your lessons to your students’ language
level and learning style is the best way to meet
their language need.
15. Don't you be a stumbling block to your
learners' progress.
If you are guilty of any of these
erroneous practices in language
teaching, make any needed adjustments
to your teaching practice ASAP.
You may be amazed how your learners
grow, improve and become motivated
to practice in the language classroom.
16. How to Adapt the Text
1. Leave out a unit or units
a. Leave out the first or second units of the
book when they already know the concepts(it
is being recycled)
b. Leave out a unit with a grammar point that
is introduced later on as there is a unit that
does contrasting of two tenses (e.g. Present
Perfect/ Simple Past)
17. 2. Combine grammar points
-If the students have done the Present Continuous
and Past Continuous before in a previous year, in
your class, do all the Continuous tenses together.
-Choose a few exercises from the different
chapters of the textbook and workbook to
illustrate the similarities and differences between
those two tenses and the Future Continuous and
Present Perfect Continuous.
-Then consider those units done. You can go back
to other parts of the units later if needed to
reinforce or assign it at homework
18. 3. Leave out the same section each
time.
You might be surprised that
leaving out the same tasks at
the end of units or the Test
Yourself sections doesn’t take
anything away from the
students learning.
19. 4. Let the class choose
Allow students to express their own
opinion on what they do and don’t want
to learn.
Let the class to look at the syllabus at the
front of the students’ book and decide
THEIR PRIORITIES AND what they are
happy to leave out.
20. For Classes that still expect the teacher
to make all learning decisions:
a. teachers can do a needs analysis and guide
the class to embrace different options. for
example:
• “After identifying the grammar points you
feel you already know, we can skim over the
easier units and work on fluency. Then we
can concentrate and try to push your level
up with more the difficult grammar
structures and idiomatic language”
21. 5. Set textbook exercises for homework
and eliminate the workbook
If the workbook has a key, set the
textbook exercise as obligatory and
the workbook as optional extras,
perhaps telling students which
workbook exercises would be most
useful for them to work on their
own.
22. 6. Turn the book activities into
communication games
Adapt textbook activities to engage
students in group or pair work and
create communicative games and
activities
Once you've decided how you want to
actively engage your students(M.I.),
make sure students understand the
procedures of the communicative
Activity you intend to use.
23. Discuss: Share ways you have turned you Book
grammar exercise into a communicative activity.
For Example:
Turned readings into jigsaw readings by getting
students to read half of the text each and
compare their information
Find someone who activity.
24. 7. Check answers to comprehension
activities after the first student finishes
Take a look at comprehension activities in the
textbooks and redesign them in light of the AMOUNT
of the activity itself.
Redesigning the activity in light of “AMOUNT" is about
the obligatory and optional tasks.
Ss. can be asked to answer a certain number of
questions.
For example, low-performing ESL students can list four
answers, while the stronger students can list more
than four answers.
As long as all the students have answered at least
three questions, before asking for the answer.
25. 8. Decide which individual questions
you will leave out
• This is a variation of #7
For example, “Do exercise
three, but don’t do questions 7
and 8 because they are only
true for British English”.
26. 9. When working on less challenging
exercises, stop when they’ve got the hang of it
• Work through exercises together and
at some point say
“Well, I think you’ve got the hang of
that. Let’s move onto the next
exercise/ language point, which is
more challenging/ useful/ related to
the exam”
27. 10. Stop the exercise and leave the
rest for homework
This is a variation of #9 that can be
more suitable for students who don’t
easily accept things being completely
left out.
Or those who are sensitive about
how much money they paid for the
book.
28. 11. Set different tasks for the slower
students
Cater to the student’s level(blooms Taxonomy) of
difficulty of the task.
The teacher can adapt the task to suit all three
levels: lower, middle and stronger.
This gives the student a choice of activities.
You may have to adapt the language of the activity
and the instructions of the activity itself to suit the
level of the student's linguistic ability.
• For example, “Leave questions 3 and 6 until the
end, and only do them if you have time”
32. 12. Simplify the grammar points
• You don’t have to give students every
meaning/use for a grammar item.
• You might want to leave out one of the
meanings for example of the Present Perfect or
one exception to almost always using a
determiner in English.
• If you do this, make sure that you can adapt or
leave it out of later exercises so that these
points don’t come up.
33. • This can also give you a justification
for leaving out other exercises
- “Exercise 4 is a bit different from the
grammar we have seen, so we won’t
do that one”
34. 13. Decide what you can rush through and
what students will need more time on.
• decide and tell your students which
parts you are going to rush or skim
through because they are too easy, too
similar to other things you have done
before or will be done again later.
• You can then tell them this will leave
more time for the things that are worth
spending time on.
35. 14. Use the whole book, but in a
different order
• This means that you will cover all the most
important points and that the students
might never notice that you have missed
anything.
• Ways of making the logic of the process
clear to students giving them a syllabus for
the first few weeks showing them that you
have an actual plan for how you are
choosing what comes next.
36. • This works best with books that
are meant to be modular rather
than ones that build on the
language and increase the
difficulty of texts as the units go
on.
37. ITSON textbook
• Here is an example of a syllabus I had to
reorder when I worked in Mexico at the
Instituto Tecnologico de Sonora.
• The textbook for English Course I & Course II
were compilations of Level I,II,III of other
published course books but were in random
order.
• Here is what I had to do.
38. Notice that
descriptive
adjectives were on
pg. 263-265. I had
Ss. do these
activities in week 1
Infinitive verbs
were on
Pg. 265 also so I
had Ss.
Do these activities
week 1
41. • It is up to the teacher to order the learning in
a coherent way. If the text you are using
doesn’t do this, it is then your job. Otherwise
Students will just be confused.
42. Don't be a stumbling block to your
learners' progress.
Poorly used Language texts and classroom
methodology can easily derail the students'
efforts and motivation in language acquisition
and learning.
Analyze your own teaching practices and make
any needed adjustments to your teaching.
You will be surprised how your learners are
motivates and improve language skills like
never before.
43. Discuss
• Share 3 things that you learned in
today’s workshop with your
neighbors
44. Los Certificados
serán electrónicos y los recibirán dentro de los 7
días siguientes, quienes tengan urgencia lo
soliciten a Vicky
politicalinguisticagcba@gmail.com
o le decís la dirección de la escuela que lo pida
en idiomas@buenosaires.gob.ar
y se le enviará en el día. Aclaren que es urgente y
lo recibirán dentro de las 24 hrs. El resto, dentro
de los 7 días.
45. To receive a copy of this powerpoint
presentation to share with your
colleagues, write me @
elfdaynahouse@gmail.com
VISIT - U.S. Embassy website
http://argentina.usembassy.gov/
english_teaching.html &
https://www.facebook.com/EmbUSARG
Friend us on U.S. Embassy Facebook
The End