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.
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.
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.
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.
This brilliant presentation was made by my two friends Gorakhnath Gangane and Mahesh Babu after returning from Cambridge University Regional Training College, London, having done their CELTA from there, getting a CELTA degree that is the most prestigious one in the whole world. The presentation is about ELT, EFL and ESL and ELL and is brilliant in its accuracy. It also has some suggestion and structural inputs from me.. Gorakhnath and Mahesh are language instructors in Jazan University Saudi Arabia, and I am an Assistant Professor here.
How to Teach Pronunciation: Getting StartedJudy Thompson
We asked hundreds of ESL/EFL teachers, "If I could wave a magic wand and fix one thing to help you teach Pronunciation - what would it be?" The number one answer was - How do I start? I created a webinar to answer this great question (link to recording of the webinar http://bit.ly/1SW62M7) and these are the slides from that webinar.
This brilliant presentation was made by my two friends Gorakhnath Gangane and Mahesh Babu after returning from Cambridge University Regional Training College, London, having done their CELTA from there, getting a CELTA degree that is the most prestigious one in the whole world. The presentation is about ELT, EFL and ESL and ELL and is brilliant in its accuracy. It also has some suggestion and structural inputs from me.. Gorakhnath and Mahesh are language instructors in Jazan University Saudi Arabia, and I am an Assistant Professor here.
How to Teach Pronunciation: Getting StartedJudy Thompson
We asked hundreds of ESL/EFL teachers, "If I could wave a magic wand and fix one thing to help you teach Pronunciation - what would it be?" The number one answer was - How do I start? I created a webinar to answer this great question (link to recording of the webinar http://bit.ly/1SW62M7) and these are the slides from that webinar.
Public Speaking? No thanks. - Social Media Breakfast Montreal - 2013-10-23Frédéric Harper
You may think that public speaking isn't for you, but you'd be wrong. Do you have a passion? Do you like to share with others? Public speaking will help you spread the love in your industry, and help others find success. But let's be honest: you'll get a lot out of it too. You'll learn from attendees, grow your network, get visibility, and much more in return for your efforts. Let's explore why there are good opportunities for you, how to set and achieve your goals, and where can you start. Who knows, you may have a born public speaker hidden inside of you!
The first in a three part series for English language teachers on Stress and Intonation. What is word stress and why is it important for language teaching?
Delivered by Cleo Jones of Edinburgh City Council at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.
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. – 2014.
Language Learner Profile: Learning Strategiescmillafilo
In the different research concerning how a second language can be acquired, it has been shown that many factors affect acquisition process of the language. This piece of work covers the influence of learning strategies by English language learners, and how the use of these can improve their level of proficiency or their understanding of the target language.
We are third year students of the English teaching major that the UCSC offers, and we are currently in our “Teaching Experience I”. For the purpose of effectiveness of our future lessons, we decided to carry out this research interviewing a second year student of a secondary school located in Concepción.
This student had an interview with us, and on the basis on that, we spot the possible linguistic problems that she had. In this piece of work, we are going to analyze the difficulties she had in order to make proposals, and plan a lesson so that this student can overcome those problems.
Delivered by George Smuga of Scottish Government at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.
Similar to British Council CELTA input materials for teacher training (20)
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
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Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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British Council CELTA input materials for teacher training
1. CELTA course – Intro to TEFL: Learning / Teaching
Classroom arrangements
Page | 1
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
3. CELTA course – Intro to TEFL: Learning / Teaching
roles of the teacher – depends on stage of the lesson / course
Page | 3
facilitator
motivator
questioner
co
-participant
planner
TEACHER ROLES
organiser/
manager
assessor
resource
Think of 3 ways to motivate ss:
Think of 3 things you organize/manage in the classroom ss:
Think of 3 things ss may ask you about as you act as resource:
Think of 3 types of questions you ask ss:
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Page 3 of 8
4. CELTA course – Intro to TEFL: Learning / Teaching
Using questions as a teacher –e licitation (and checking) techniques
Page | 4
CLARIFICATION OF LANGUAGE
Checking MEANING with CCQs (grammar)
6. Do you understand? Do you know this?
7. Do we know when the action started?
8. How do we use the present perfect?
Checking MEANING with CCQs (lexis)
9. Does ‘hectic’ mean busy or very busy ?
10. Does anyone think they know what
this word means? Can you tell me?
Highlighting/labelling FORM (grammar)
11. How do we form the present
perfect?
12. Which verb is the auxiliary verb?
Highlighting features of PRON (lexis)
13. Look at this word – what do you
notice about it ?
14. Listen, “half”- which letter is silent?
CHECKING INSTRUCTIONS (ICQ)
0. Will you be speaking or
writing in this task ?
1. What do you have to do ?
OPEN CLASS FEEDBACK
2. Tell us one thing your
partner said to you about
their favourite animals?
3. Who can tell me something?
4. What’s the answer to
number 2, (pause) Sylwia ?
5. Sylwia. (pause) What’s the
answer to number 2 ?
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Page 4 of 8
5. CELTA course – Intro to TEFL: Learning / Teaching
MONITORING – why is it vital?
Page | 5
to build rapport on a one-to-one basis
to show concern for the ss learning
to check if ss are on-task
to check if ss understood
instructions for the task
to possibly repair instructions
to gather prompts in readiness
for the feedback stage
to correct errors if an
accuracy-focussed stage
to collect errors if a fluencyfocussed stage
to facilitate ss who are stuck
or doing the task inefficiently
to check the level of challenge
to check pace and timing
to motivate ss to do well by
giving praise and encouragement
to scan the class for fast-finishers
to give partial feedback so ss can
re-do parts
to act as resource for the ss
to decide when to end the
activity and start OCFB
e.g. OK guys thank you
!
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Page 5 of 8
6. CELTA course – Intro to TEFL: Learning / Teaching
UNIVERSAL LESSON SHAPE
Page | 6
WAYS TO GENERATE INTEREST/ ENGAGE
SIGNPOST TOPIC – eg fashion crime food
not grammar/vocab/reading
climate travel
VISUALS + QUESTIONS – have ss chat in
pairs
PERSONALISE: give your view - have ss chat
in pairs
Show a VIDEO with questions
BRAINSTORMING ideas/language
PUZZLER
ICEBREAKER
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Page 6 of 8
7. CELTA course – Intro to TEFL: Learning / Teaching
12 BASIC DO’S & DON’T’S
1. __________ALLOW PAIRWORK/GROUPWORK BEFORE OPEN CLASS FEEDBACK
2. __________MONITOR EVERY PAIRWORK/GROUPWORK moving round room
3. __________ ASK THE GROUP A QUESTION, THEN NOMINATE
4. __________GET SS FIGURING OUT LANGUAGE RULES FOR THEMSELVES
5. __________ASK SS WHAT WORDS MEAN
6. __________PROVIDE MORE TIME FOR PRACTICE THAN PRESENTATION OF LANGUAGE
7. __________HELP SS WITH PRONUNCIATION BY DRILLING
8. __________EXPLAIN THE RULES OF GRAMMAR TO SS
9. __________ ASK SS TO EXPLAIN THE RULES OF GRAMMAR TO YOU
10.
__________ANALYSE THE TARGET LANGUAGE YOU PLAN TO TEACH
BEFORE THE LESSON BY RESEARCHING IT
in e.g. a grammar reference
11.
__________ ANTICIPATE
POTENTIAL STUDENT DIFFICULTIES
12.
__________ SIT DOWN DURING
FEEDBACK WHEN POSSIBLE
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Page 7 of 8
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8. CELTA course – Intro to TEFL: Learning / Teaching
features of an effective & enjoyable lesson – 4 areas to bear in mind
Rapport
EYE CONTACT
SMILE
BODY LANGUAGE
(YOURS/THEIRS)
NAMES
VOICE – varying according to role
SENSITIVE / TOLERANT
HUMOUR
NOTICING IF SS CONCERNED/ CONFUSED
Classroom
Management
ATTENTION-getting
ATTENTION directing
SIGNPOSTING aims / direction
LINKING parts of lesson
start + stop: STAGES
-
Learning
Opportunities
-
SETTING UP tasks - ICQs
MONITORING –
front/back
FEEDBACK : nomination/
signals
SYSTEMS
grammar lexis
pron functional
-
lesson shapes:
[PPP/TTT/TBL]
SKILLS
RECEPTIVE –
listening / reading
PRODUCTIVE –
speaking /writing
lesson shapes:
PRE-/ while / POST
Student involvement
o INITIAL BROAD ENGAGE
STAGE
o PERSONALIZATION -bridging
topic to ss’ lives &
GENERATING INTEREST
o ENERGY & stimulating
MATERIALS
o variety of INTERACTION
PATTERNS :
s-s / s-s-s / T - sss / mingling
o ELICITATION NOT TELLING / not
spoonfeeding
-
Starting on time
Using timelimits
Using timechecks
Finishing on time
-
SEATING ARRANGEMENT
e.g horseshoe, islands,
rows
REGROUPING/
RESEATING
CHANGING INTERACTION
TEACHER POSITIONS
-
o level of CHALLENGE and PACE
o GUIDED DISCOVERY
approaches
- s-centred approaches o maximizing STT / limiting TTT o MOTIVATING / PRAISING
chesting/mapping
organise handouts with
paperclips/ slips or cards
in envelopes
exploit IWB fully
adapt materials to suit ss
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Page 8 of 8
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