ESPE Linguistics
English for Specific Purposes
Deliverable activity 1.2
B.Make a PPT presentation about “THE ROLE OF THE ESP TEACHER” (no more than 10 slides)
CORE Nonfiction Reading is a three-book series for high-beginner and intermediate learners of English. It features passages that have been carefully controlled to ensure vocabulary and grammar appropriate to students in this range of levels. The topics of these readings are interesting and cognitively appropriate to students of high school or university age. Comprehension questions are skill activities ensure and enhance students’ understanding of key concepts and ideas.
A presentation giving an overview on language material evaluation and material adoption processes. This is useful to any student taking a course in Teaching English as a Second Language.
ESPE Linguistics
English for Specific Purposes
Deliverable activity 1.2
B.Make a PPT presentation about “THE ROLE OF THE ESP TEACHER” (no more than 10 slides)
CORE Nonfiction Reading is a three-book series for high-beginner and intermediate learners of English. It features passages that have been carefully controlled to ensure vocabulary and grammar appropriate to students in this range of levels. The topics of these readings are interesting and cognitively appropriate to students of high school or university age. Comprehension questions are skill activities ensure and enhance students’ understanding of key concepts and ideas.
A presentation giving an overview on language material evaluation and material adoption processes. This is useful to any student taking a course in Teaching English as a Second Language.
What counts in reading and writing assessment? How do we choose assessments that support the strengths in our students and choose assessments that support our planning? Consider the alignment of values and assessment.
What counts in reading and writing assessment? How do we align our teaching and our assessment? What is valued? Are all students included? How much time is taken? How do we use the information we collect to inform our teaching? AFL counts!
Fostering interest in literacy The Framework of Reading Literacyaskrunu
The Framework of Literacy Instruction is a guide of how to choose text and instructional strategies which can support learners in a literacy environment.
Effective readers are dependent upon effective literacy programs
Teachers should assess their learners and establish a program which speaks to the students interests, identities, concerns, and strengths/weaknesses.
Students should be given an environment which is conducive to learning how to effectively read and write.
Students should be given the opportunity to connect with the text through cultural identity, interest, and critical analysis
Evaluation of Teaching- Learning materialsLaljiBaraiya1
Evaluation of Teaching- Learning materials, Objective of Material Evaluation,Purpose of Learning material,Requirements for Material Evaluation,What should be evaluated?, Types of Learning materials,Types of Evaluation,The Internal Evaluation,
The External Evaluation, Overall Evaluation,Formative Evaluation,Submissive Evaluation,Good Provider of Material
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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!
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.
2. • Materials are used to assist students
in their writing process, as well as to
assist the teacher to teach the
targeted skills or format in writing.
3. There are a few criteria that should be taken
account in when choosing materials for
writing tasks, some of the are;
• The correlation of it with the objective
of the lesson
• Quality of the material
• Relevant to students needs
• Able to pique students' interest
4. • The selected material should be able to
assist the teacher and student in achieving
the objective of the teaching and learning
process
• No correlation means that the
material is not effective
5. • Quality is important for the material to be
fully viable for the student to follow and
refer to
• Material with grammar mistakes or
other errors that comes with it might
get students into imitating it, and
question the teacher's capability.
6. • Relevance concerns the information that is
provided by the material for the students'
learning
• The level of the material should
suit the students in terms of their
proficiency and age-
appropriateness of the content
7. • This concerns the attractiveness of the
material for the student to get pulled in to
the learning process
• A creative, colourful, and easily
understandable material may
increase students' interest in
referring to the material
8. Material chosen for writing tasks
should be;
• Correlated with the objective of the
lesson
• Have good quality
• Relevant to students needs
• Able to pique students' interest