The document provides guidance for creating practical English language activities that are competence-based, outlining the learning cycles and competencies of the NEPBE framework in Mozambique. It then gives examples of activities for each cycle, from kindergarten to secondary school, and provides tips for working with different age groups, emphasizing using songs, stories, pictures and hands-on projects to engage students orally and in writing.
This lesson is about how to write and speak to introduce oneself by using Present Simple Tense correctly, because that is important for everyday life.
By
Miss Weerapattha Phosri
Miss Nattacha Chongvarin
This lesson is about how to write and speak to introduce oneself by using Present Simple Tense correctly, because that is important for everyday life.
By
Miss Weerapattha Phosri
Miss Nattacha Chongvarin
AYN Brand : Web 2.0 & Social Media for FilmmakersGrace Rodriguez
AYN Brand presentation on Social Media for Filmmakers, created for SWAMP (http://swamp.org) to help independent filmmakers learn:
* What are Web 2.0 and Social Media?
* How can I use them to brand my company and myself and establish an online presence?
* How can I use them to develop projects and distribute content?
* How can I use them to engage audiences and create a loyal fan base?
Social Media Branding 2.0 presentation created by Grace Rodriguez (President, AYN Brand) for Diverseworks Creative Capital DW2 "Public Relations and Marketing Workshop" held at Spacetaker in Houston, TX (January 2009)
AYN Brand : T3 Workshop - Social Media & Web 2.0 PrimerGrace Rodriguez
AYN Brand : T3 "Tech Tools & Tips" Workshop Series - Social Media & Web 2.0 Primer : Presented by Grace Rodriguez for the Houston Arts Alliance (HAA) RenGen initiative
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Teaching reading: a short description about: what it is? How you can teach reading? and some techniques that you can use.
Link to see the introductory video:
https://www.youtube.com/watch?v=cUoiZl-ep7E
Ferreiro, R.(2005) La participación en clase. Revista ROMPAN FILAS. No 76. Págs. 3-7
Más allá de la Teoría: EL APRENDIZAJE COOPERATIVO
El Modelo Educativo para la Generación N
LA PARTICIPACIÓN EN CLASE
Dr. Ramón Ferreiro, Ph.D.
Nova Southeastern University, USA
rferreir@nova.edu
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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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.
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3. Creating practical activities for
competence-based lessons
Learning outcomes
By the end of Session 1, Formadores will be better able to:
• Understand, explain and exemplify the main categories of the
NEPBE syllabus contents and situations in which they may be
applied
• Recall the major learning outcomes for each NEPBE Cycle
• Identify the components of a Unit Plan, following the NEPBE
curricular foundations
4. Review of Principles underpinning
the NEPBE
Work in groups.
1. What is a competence?
2. What kinds of competences are included in
the NEPBE?
Show your ideas on the whiteboard.
7. NEPBE METHODOLOGY FRAMEWORK FOR TEACHING
ACTIVATE
Previous
knowledge
and language
recycling to
help users
better
understand the
following steps
EXPERIENCE
Concrete
Experience
Experiencing
language:
Text presentation
text work
to check and/or
reinforce overall
comprehension
THINK
Reflective
Observation
Discovering language
challenge:
isolating language
feature – use,
grammar, spelling,
vocabulary, phonology
– and reflecting upon
it with the aid of hints
+
Abstract
Conceptualisation
Hypotheses
construction
CREATE
Active
Experimentation
Using language:
Written or oral
production
through guided to
free activities
8. Review: Competences Cycle 1
1. Acknowledge the existence of other cultures and
languages
2. Acquire motivation and a positive attitude towards the
English language.
3. Begin developing basic communication skills, especially
the receptive ones.
4. Reflect on how the writing system works.
5. Get acquainted with different types of texts.
6. Start exploring children’s literature.
7. Use some linguistic and non-linguistic resources to give
information about themselves and their surroundings.
9. Review: Competences Cycle 2
1. Express simple opinions and requests in familiar contexts.
2. Recognize basic instructions, information, and advertisements.
3. Identify basic aspects of pronunciation and vocabulary used in
everyday life contexts.
4. Use expressions to refer to personal aspects and needs.
5. Respond to spoken and written language in different linguistic and
non-linguistic ways.
6. Use different strategies to solve everyday problems, as well as to
look for information about concrete topics.
7. Identify similarities and differences between their own cultural
expressions and those of the English language.
8. Establish basic social contact by means of their linguistic repertoire.
10. Review: Competences Cycle 3
1. Understand and produce everyday or routine information and its
general meaning.
2. Begin or participate in some conversations or transactions using 11.
verbal and nonverbal strategies.
3. Recognize similarities and differences in the form and social use
between their mother tongue and English.
4. Use strategies to present information, understand academic texts,
and solve simple problems.
11. Review: Competences Cycle 3
5. Express opinions and provide short descriptions.
6. Produce comprehensible messages, adapting their linguistic forms
and pronunciation.
7. Use strategies to recognize form and understand content in a variety
of simple literary texts.
8. Interact with oral and written texts for specific purposes, and use
them as a basis for further interaction.
9. Socialize by means of common expressions.
12. Review: Competences Cycle 4
1. Identify the main idea and some details from a variety of short oral
and written texts, using their knowledge of the world.
2. Understand and use information from different textual sources.
3. Identify the main idea and some details from a variety of short oral
and written texts, using their knowledge of the world.
4. Produce short, conventional texts that respond to personal,
creative, social and academic, purposes.
5. Adapt their language to unexpected communicative needs.
6. Recognize and respect differences between their own culture and
the cultures of English-speaking countries.
13. Review: Competences Cycle 4
7. Express some judgments and opinions about issues that are
interesting to them or resemble their everyday reality.
8. Use appropriate registers in a variety of communicative situations
9. Master linguistic resources to understand the relationship between
the parts of a statement or text.
10. Edit their own or their classmates’ writings.
11. Use grammar, spelling, and punctuation conventions.
12. Participate in formal communicative situations.
13. Keep communication flowing, identify breakdowns and use strategic
resources to repair it when necessary.
14. Experiential learning at different levels
1. Concrete
experience
2. Reflective
observation
4. Active
Experimentation
3. Abstract
conceptualization
apprehension
transformation
comprehension
Kolb, 1984 in Kohonen 1992:16
ACTIVATE
15. Cycle 1
Kindergarten children
Kindergarten children learn with their whole bodies, their
minds, and their hearts. They learn best when:
Activities are play-based, involving exploration and inquiry, with
hands-on activities that engage all their senses
Activities are developmentally and culturally appropriate
Environments provide for their social-emotional, intellectual,
aesthetic, artistic, and physical development, and growth in social
responsibility
The adults in their world — teachers, families, school and
community members — work together to support them.
16. Cycle 1: Example
On a walk in the playground, the children notice birds building a nest in
a nearby tree. This observation begins a conversation about where
animals live. The class then engages in a project on investigating
neighbourhood animals and their habitats. Project activities might
include:
Sorting and classifying pictures of neighbourhood animals
Reading stories and singing songs about the animals
Exploring traditional stories about local animals
Taking walks or field trips to observe animals with an emphasis
on their habitats
Conducting library research on animals in the wild
Having students create, and share with their peers, a
representation of the animal of their choice
Working with the students to create a habitat display.
17. NEPBE METHODOLOGY FRAMEWORK FOR TEACHING
ACTIVATE
Previous
knowledge
and language
Show pictures of
PETS
Elicit names
Model “ I have
two cats. How
about you?”
Elicit which pets
children have
EXPERIENCE
Experiencing
language
Project an email
from a friend which
includes photos and
talks about a
special pet and has
several examples of
“have” and “has”.
Comprehension
check questions (to
include “have” and
“has”)
THINK
Reflective
Observation
Ask why sometimes we
use “have” and
sometimes “has”
Hypotheses
construction
Elicit ideas
Abstract
Conceptualisation
Help children to see the
rule
CREATE
Active
Experimentation
Children draw their
pets, or the pets
they would like to
have and write short
phrases or
sentences about it.
Children mingle and
share information
about their pets.
Plan a pet show!
18. 15 Tips for working with Primary
school children
Start working with oral skills:
1. Use songs to practise and learn vocabulary and grammar patterns.
2. Use Storytelling.
3. Use pictures, gestures and body to explain meanings.
4. Use English as much as you can, especially at the lowest levels.
5. Introduce L1 only in difficult learning activities, for example, when
children have to think about grammar or about the way language
works.
19. 15 Tips for working with primary
school children
After having introduced oral skills, start with written skills
Write and draw lists of vocabulary
6. Check previous knowledge before introducing new contents.
7. Integrate vocabulary into the related grammar patterns.
8. Use English to communicate –even if it is a simple and
very basic idea.
9. Take advantage of the festivals during the school year
10. Ask your students to do projects: specific final tasks in which
students use all their language knowledge to achieve a goal
-although it is a little goal.
20. 15 Tips for working with primary
school children… continued
11. Ask your students to pay attention to the Art part of their final
assignment/project/task.
12. Engage your students in doing their own Language Portfolio
-electronic or not.
13. Use ICT to support your constructivist methodology
14. Work on children's attitude towards language learning and other
important concepts: autonomous language learner, lifelong language
learning, self-assessment.
15. Be a blogger. Create a blog for your subject. Look at this example:
http://teachingenglishtoprimarychildren.blogspot.com/2008/11/teaching-engl
http://learnenglishkids.britishcouncil.org Get more ideas!
21. Cycle 4: Example
Rogers (1957) outlined 3 attitudinal qualities that a teacher, or in his
words, a facilitator, should have to assist the learning process.
empathy (seeing things from the students' viewpoint)
authenticity (being yourself)
acceptance (of students' ideas and opinions).
These factors will strengthen trust with learners of any age, and
especially, perhaps, with adolescents.
22. ACTIVATE
Previous
knowledge
and language
T shows pictures
of when he/she
was younger
Elicit general
questions
Model “ I used to
have short hair.”
“I used to wear
jeans.”
EXPERIENCE
Experiencing
language
Project a video of a
friend of T, talking
about things they
used to do when
they were younger.
Comprehension
check questions (to
include “used to”
and “didn’t use to”)
THINK
Reflective
Observation
Ask what is the
difference between “I
wore jeans to the party
on Saturday.” and “I
used to wear jeans all
the time.”
Hypotheses
construction
Elicit ideas
Abstract
Conceptualisation
Help students to revise
and construct rules
CREATE
Active
Experimentation
Sts work in small
groups and show
photos o f when
they were younger,
and talk about the
things they used to
do.
In their journals,
they reflect on what
they used to do in
primary school and
what they do now
and how life is
better.
23. Creating practical activities for
competence-based lessons
Homework project
Find teachers who are responsible for the same age-group
as yourself. (Cycles 1, 2, 3 or 4)
Get into small groups of three or four.
Design a simple class outline, following the model given.
Hand your work in to your trainer tomorrow.
Thank you!