The Secret Passageways of Writing - TOBELTA Reading & Writing ConferenceMalu Sciamarelli
There is no doubt that writing is one of the most difficult skills for L2 learners to master. The difficulty lies not only in generating and organizing ideas, but also in translating these ideas into an intelligible text. In this session I’m going to present an activity of reading/writing based on “The Shadow of the Wind”, and show that the teacher is responsible for translating all the writing principles into practice and should constantly record, ponder and analyze what they have done in the classroom, and use their reflective experience as a basis for improving their practices.
The Secret Passageways of Writing - TOBELTA Reading & Writing ConferenceMalu Sciamarelli
There is no doubt that writing is one of the most difficult skills for L2 learners to master. The difficulty lies not only in generating and organizing ideas, but also in translating these ideas into an intelligible text. In this session I’m going to present an activity of reading/writing based on “The Shadow of the Wind”, and show that the teacher is responsible for translating all the writing principles into practice and should constantly record, ponder and analyze what they have done in the classroom, and use their reflective experience as a basis for improving their practices.
Made as part of my MLIS degree. It is a quiz so in the original presentation it is not a straight thru presentation but a click your own adventure style :)
MS4 Project Three Lessons' Plans is a complete guide to the learning objectives, the communicative tasks and the language forms to teach for third term. It includes detailed presentation and exlpanation to: reporting past events, reading the news " decoding headlines and writing news reports", responding to various situations..... and so many interesting facts
Is poetry instruction still relevant in a time when we are preparing students for high-stakes testing in school while we read and write on cell phones, iPads, and laptops out of school? According to this study, the answer is, “Yes.” Digital poetry bridges new literacy skills with traditional poetry instruction in a collaborative environment. Any opportunities educators can build a bridge between out of school and in school literacies could increase student motivation and engagement to learn. I am confident that the affordances of digital poetry instruction can provide the collaborative digital environment students’ desire while meeting the academic demands of the CCSS.
Rainbow_ppt presentation_gwen atkinson_for STEM conference_23 april 2011gwenda atkinson
This is a walk-through demonstration of an TESOL lesson sequence I designed using corpora linguistic insights and content- and text-based approaches. The lesson material is fun, useful and applicable across many teaching situations and English instructors of every level, elementary through university.
The YouTube video songs are Israel Kamakawiwo'ole's Over the Rainbow/What a Wonderful World and Judy Garland’s original Wizard of Oz version of Over the Rainbow. The presentation cites background theory, including text-based and content-based teaching, Extensive Reading principles as applied to other text types, language as a social activity, and corpora linguistics for teachers; there is a brief introduction of how to use a corpora website for teachers.
Two New School courses influenced the development of this material: Language Analysis with Scott Thornbury and Materials Development with Steve Cornwell & Deryn Verity. The aim of the classroom materials is to help learners notice the fundamental patterns of English and encourage using the English they already know, in combination with listening, enjoyment and an exploratory, not-speed-driven, not-transmission-driven approach. Corpora data shows that song lyrics often share commonalities with spoken English, making them ideal texts for many language classrooms, while YouTube videos offer a platform for encouraging student-based inquiry and text-based exploration and dialog.
Made as part of my MLIS degree. It is a quiz so in the original presentation it is not a straight thru presentation but a click your own adventure style :)
MS4 Project Three Lessons' Plans is a complete guide to the learning objectives, the communicative tasks and the language forms to teach for third term. It includes detailed presentation and exlpanation to: reporting past events, reading the news " decoding headlines and writing news reports", responding to various situations..... and so many interesting facts
Is poetry instruction still relevant in a time when we are preparing students for high-stakes testing in school while we read and write on cell phones, iPads, and laptops out of school? According to this study, the answer is, “Yes.” Digital poetry bridges new literacy skills with traditional poetry instruction in a collaborative environment. Any opportunities educators can build a bridge between out of school and in school literacies could increase student motivation and engagement to learn. I am confident that the affordances of digital poetry instruction can provide the collaborative digital environment students’ desire while meeting the academic demands of the CCSS.
Rainbow_ppt presentation_gwen atkinson_for STEM conference_23 april 2011gwenda atkinson
This is a walk-through demonstration of an TESOL lesson sequence I designed using corpora linguistic insights and content- and text-based approaches. The lesson material is fun, useful and applicable across many teaching situations and English instructors of every level, elementary through university.
The YouTube video songs are Israel Kamakawiwo'ole's Over the Rainbow/What a Wonderful World and Judy Garland’s original Wizard of Oz version of Over the Rainbow. The presentation cites background theory, including text-based and content-based teaching, Extensive Reading principles as applied to other text types, language as a social activity, and corpora linguistics for teachers; there is a brief introduction of how to use a corpora website for teachers.
Two New School courses influenced the development of this material: Language Analysis with Scott Thornbury and Materials Development with Steve Cornwell & Deryn Verity. The aim of the classroom materials is to help learners notice the fundamental patterns of English and encourage using the English they already know, in combination with listening, enjoyment and an exploratory, not-speed-driven, not-transmission-driven approach. Corpora data shows that song lyrics often share commonalities with spoken English, making them ideal texts for many language classrooms, while YouTube videos offer a platform for encouraging student-based inquiry and text-based exploration and dialog.
Slideshow of Preschool 2013-2014 year-art curriculum and career curriculum. Child Care and Child Development worked hard to make this a successful program this year.
ELEMENTS AND THEME OF A LITERARY TEXT
English 5 Q1 w 1-5
•
OBJECTIVE
•
Identify the elements of a literary text.
•
Infer the theme of the literary text.
BE POLITE
When someone gives you something
It’s good to say “Thank you”
Say “Thank you, thank you”
“Thank you very much”
Chorus:
Be polite, be polite
Have good manners and be polite
Be polite, be polite
Have good manners and be polite
When you want something
It’s better to say “Please”
Say “Please, please, please, please”
“Pretty, pretty please”
Repeat Chorus
When you want something
It’s good to wait your turn
Be patient, patient
And wait your turn
Repeat Chorus
When you do something by accident
It’s good to say “Sorry”
Say “Sorry, sorry”
“I’m very, very sorry”
Repeat Chorus
Unlocking of Difficult Words (using picture clues, context clues, and examples.
A.
crook
Say: “The crook is stole the lady’s bag.
“What do crooks steal? Why do they steal things?”
A.
argue
Say:“Don’t argue over who little things.”(show picture of two people arguing)
“Why do people argue?”
A.
deaf
Say:“The two girls are deaf.”(Show pictures of two deaf girls)
“Why do some people cannot hear?”
A.
crook
A.
Argue
A.
Deaf
A Letter Soup
By Pedro Pablo Sacristan
Once upon a time there was a very evil and
unpleasant crook who only ever thought about how to get
money. Seeing anyone happy bothered the crook
enormously. What he hated most was when people were
polite and courteous to each other, saying things like
please and thank you, and don't mention it. It annoyed
him even more if they were smiling when they said these
things.
The crook thought all those kinds of words were a
useless waste, and weren't good for anything. So what
he did was spend a lot of time inventing a machine
which could steal words. With this machine, he
planned to steal 'please', 'thank you', 'don't mention
it', and similar words people used to be polite. He
was convinced that no one would notice if those words
were to suddenly disappear. When he had stolen these
words, he intended to take them apart and sell the
letters to book publishers.
Afterhestarteduphismachine,peoplewouldopentheirmouths,intendingtosaykindandpolitethings,butnothingcameout.Allthosewordsendedupinsidethebigmachine.Justasthecrookhadhoped,inthebeginningnothinghappened.Itlookedlikepeoplereallydidn'tneedtobepoliteafterall.However,afterawhile,peoplestartedtofeelliketheywerealwaysinabadmood,doingeverythingreluctantly,andfeelinglikeeveryoneelsewasbeingforeverdemandingofthem.So,withinafewdays,everyonewasangryandarguingovertheslightestlittlething.
The crook was terribly happy with his success, but he didn't count on a couple of very special little girls. Those girls were deaf, and had to communicate using sign language. Now,becausethe machine couldn't steal gestures, these girls continued being kind and polite. Soon they realised what had been happening to everyone else, and they found out about the crook and his wicked plan.
Thegirlsfollowedhimtohishideoutonthetopofahillnexttothesea.Theretheyfoundthe
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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
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.
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.
1. All You Wanted to Know About
Choral Speaking
But Wasn’t Sure Who to
Ask Part 2
2. A few hours ago ….
What are four important questions you have to
answer before you start training students?
3. 1. What was the poet’s intention?
Silly or serious?
4. 2. Are there any shifts in mood?
Words to indicate a shift ….
But
Suddenly
All of a sudden
5. 3. Which lines carry on in meaning?
Make students aware of lines that carry on with
…
6. 4. What EXACTLY happens at the
beginning and at the end?
The beginning is generally a narrative voice.
The ending generally slows right down to a
stop.
7. Also, a few hours ago …..
What three elements can (and must) be
varied?
Pitch
Pace
Volume
9. from anyone lived in a pretty how town
by E. E. Cummings
Children guessed (but only a few
And down they forgot as up they grew
Autumn winter spring summer)
That no one loved him more by more.
11. from A Case of Murder
A dog would have been a different thing
Plump as a cushion with tucked-in paws
Better have left him with a fair-sized rat!
So he took Daddy’s stick and hit the cat.
12. PITCH con’t
Then quick as a sudden crack in glass
Shot for the door that wasn’t quite shut
His eyes squeezed beads of salty prayer
14. from A Case of Murder
Then quick as a sudden crack in glass FAST!
FAST!
It hissed, black flash, to a hiding place FAST!
In the dust and dark beneath the couch,
And he followed that grin on his new-made
face, SLOW THIS ONE DOWN A NOTCH
18. VOLUME con’t
The black fur squealed and he felt his skin
Prickle with sparks of dry delight.
19. Look at The Bookshop.
IN THE FIRST STANZA, where could you …
increase the pitch?
pause? //
decrease the volume? V
20. Look at The Bookshop
IN THE SECOND STANZA, where could you …
add a sound?
WHAT sound?
21. Look at The Bookshop.
IN THE LAST STANZA, where can students:
increase the pitch?
pause?
increase the volume?
22. GROUPING
TEACHER
front
1 2 3 4
back
RIGHT LEFT
23. from anyone lived in a pretty how town
by E. E. Cummings
Children guessed (but only a few
And down they forgot as up they grew
Autumn winter spring summer)
E
That no one loved him more by more. (sniffling)
1
2
3
4
25. When does the performance begin?
… when the students start walking up to the
stage!
26. Robotic movements are a no-no!
The movement should start just BEFORE the
students begin speaking, and should end
AFTER the students have spoken.
Students should slowly bring their bodies back
to the original position.
27. Moving Forward
Look at The Slithery Slitch.
The slithery Slitch, the slimy Slitch,
Where could
the richest of the monster rich students
move forward?
lives within a silver ditch
in fancy Monstertown.
28. from The Bookshop
We’ve big ones, small ones, funny, sad
Tales to make you cry …
Where could
but students
move forward?
DON’T TOUCH THE BOOKS!
DON’T TOUCH THE BOOKS!
We’ve poems, stories, sagas
To make you catch your breath …
29. Create the Atmosphere!
A PARTY
- Balloons (on sticks!)
- Ribbon round the shoulders
- Party hats
32. A boy in the old days could wear …
Shorts
Suspenders
Whiteshirt with collar
Long white socks
33. A boy today could wear …
A baseball cap (backwards!)
A loose t-shirt
Loose trousers
34. A classroom of boys could wear …
Ties
White shirts
Black trousers
35.
36. Witches and Cats!
A witch could wear …
A hat (that isn’t too tall)
A cloak (graduation gown works)
Horrid make-up
37.
38. A cat costume could include ….
A leopard printed shirt
Tight black trousers or tights
Ears on a head band
Simple make-up
39.
40. A poem with a cat and a witch!
There Was an Old Woman
There was an old woman who rode on a
broom,
With a high gee ho, gee humble;
And she took her old cat behind for a groom,
With a bimble, bamble, bumble.
46. FIND A CODE.
E – everybody
1,2,3,4 - one of the four groups
- pitch increases
- pitch decreases
BOLD - increase volume
47. FIND A CODE. con’t
Look at Cleaning the Floors by David McNeal
48.
49. A Bad Hair Day is OK!
Ask the students (they’ll know what goop to
use!) to gel their hair for the performance.
50.
51. Pay attention to alliteration.
If there is alliteration in the poem, students
should emphasize the words ever so slightly,
to show an awareness of alliteration.
55. RHYTHM con’t
From Tarentella by Hillaire Belloc
And the hip! hop! hap!
Of the clap
Of the hands to the swirl and the twirl
Of the girl gone chancing,
Glancing,
Dancing
Backing and advancing,
Snapping of the clapper to the spin
Out and in --
56. RHYTHM con’t
from The Slithery Slitch
Inside his slimy limousine
That slips about the slimy scene
He guzzles a glass of gasoline
And licks his slimy lips.
57. WATCH THE ENDING ‘t’ CONSONANT.
Local Chinese students will tend to hang on to
the final ‘t’ sounds.
58. from The Bookshop
Toys and television
are both things of the past –
reading is the thing today,
reading pleasures last …
59. LEAVE A TABLEAU AT THE END.
How?
Some students crouched low
Some students left standing
Some students seated
Arms out to the left
Arms out to the right
Heads on tilt
Students shrugging
60.
61. NO MATTER WHAT, SUSTAIN THE
ENDING!
It’s simple …..
1. When the last word is spoken, all
students stop moving.
2. One student counts to 3 (in his/her
head!).
3. The student then comes out and bows.
4. The student leads the procession off the
stage.
62. ENDINGS OF THREE POEMS
from A Case of Murder
‘And the huge black cat pads out of it.’
From The Bookshop
‘DON’T TOUCH THE BOOKS!’
From We’re Having a Monster Party!
That there’s ever monster been!
63. Find your shining star!
Find the student who doesn’t mind the attention
and put him/her …..
in the front row
in the middle
64. POSSIBLE PROBLEMS
Students ask, “Why do we have to do
this?”
It’s FUN!!
They learn to pronounce English words.
They learn about poetry.
They learn to work together as a group.
They’ll never forget the experience.
65. POSSIBLE PROBLEMS
You’re the only one truly interested in your
school!
66. POSSIBLE PROBLEM
You, as a teacher, have no experience doing
this.
