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.
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1. Teachers’ Workshop, Taipei County 林彥良 Eric Lin Section Chief of Curriculum & Instruction, Hua-ren JHS Consulting Teacher of English Instruction, Hualien County Member, MOE Curriculum & Instruction Consulting Committee Connecting Classrooms -Making the World Closer
7. Clusters in Taiwan 4 Taipei County Nottingham & Gyeonggi Taipei City Belfast & Tokyo Changhua County Kent & Incheon Tainan City Norfolk & Kumamoto Kaohsiung City Sefton &Seoul Hualien County Cumbria & Sendia
22. Topic 1 - All about me cooperating with Science & technology teachers 1. applying for an account 2. uploading photos and writing their personal info 2. Making a business card 1. From reading to writing 2. Parallel writing 4-2-3 Write simple greeting cards and letters (including e-mails), etc. 5-2-6 Read and fill out simple forms. 6-2-3 Interested in worldwide exotic customs and cultures, and glad to approach them and learn from them. 6-2-4 Know how to use English dictionaries. Content Writing Activities Competence Indicator
25. Prewriting : 文章解構 ※ 請依據上文完成以下圖表 About Me Name: __________ Age: ________ Grade: _______ School Life Family Members Interests Future Plan breaking down the article
31. Topic 2 : Tourism & Leisure Activities cooperating with Social studies teachers 1. Students introduce their favorite scenic spot in Hualien and describe the activities they do there. 2. Students introduce local snacks. 1. Paragraph Writing 2. Writing an invitation letter 4-2-4 Translate simple Chinese sentences into English. 4-2-5 Write a brief paragraph according to cues. 5-2-6 Read and fill out simple forms. 6-2-3 Interested in worldwide exotic customs and cultures, and glad to approach them and learn from them. Content Writing Activities Competence Indicators
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33. Match and Fill in: Scenic Spots 南濱公園 Nanbing Park 光復糖場 Guangfu Sugar Refinery 七星潭 Chishingtan Coast 兆豐農場 Chao-feng Farm 立川魚場 Li Chuan Fishing Ground 鯉魚潭 Carp Lake 秀姑巒溪 Xiuguluanxi 太魯閣國家公園 Taroko National Park
34. Match and Fill in: Activities go hiking, see the swallows, go rafting, trace the clams, roller-blade, go bicycle riding, take a hot spring bath, feed the fish
35. Sentence Patterns amazing. Taroko National Park rapid. The stream of Xiuguluanxi beautiful. is Carp Lake there. go hiking go rafting enjoy the natural view enjoy the fresh air I love to = How great the place is! What a great place (it is)!
36. Example 1 Taroko / see the swallows Taroko National Park is beautiful. I like to see the swallows there. 1. Chishintan Coast / go bicycle-riding Chishintan Coast . I love to along the coast. 2. big……fish What a ( )! = How !
37. Paragraph Writing 1. Choose a topic. _____________________________________ 2. Plan a paragraph. a) Write a topic sentence. _____________________________________ b) Write some supporting ideas & examples. _____________________________________ _____________________________________ c) Write a closing sentence. _____________________________________
38. Organize your own ideas. My favorite place: Taroko National Park unique gorge scenery clear river go hiking enjoy the fresh air go swimming feel comfortable and relaxed What a great place it is!
39. My favorite place in Hualien 1. Choose a topic. My favorite place in Hualien 2. Plan a paragraph. a) Write a topic sentence. My favorite place in Hualien is Taroko National Park. b) Write some supporting ideas & examples. It has unique gorge scenery and clear river. I love to go hiking there to enjoy the fresh air. Also, I can swim in the clear river beside the gorge. These really make me feel comfortable and relaxed. c) Write a closing sentence. What a great place it is!
40. Making a Travel Plan shrimps papaya milk . Enjoy the fresh air . Ride a bike . _____________ Carp Lake rice dumpling _____________ . Enjoy a hot spring . Go rafting . _____________ Rui-Suei coffee meat ball soup . Go hiking . See the swallows . Swim in the river Taroko National Park What to eat What’s fun Place Date
43. Topic 3 : Aboriginal Culture cooperating with Social studies teachers 1. Students learn about aboriginal tribes, festivals, traditional clothes, and food. 2. Students read the aboriginal stories and retell them. 1. Picture Writing 2. Story map / story Writing 4-2-5 Write a brief paragraph according to cues. 5-2-6 Read and fill out simple forms. 6-2-3 Interested in worldwide exotic customs and cultures, and glad to approach them and learn from them. 7-2-1 Use simple English to introduce local and foreign customs and practices. Content Writing Activities Competence Indicators
45. Brainstorming Topic: Harvest Festival WHO? My family and I HOW? excited & crazy WHAT? Have a barbecue sing & dance play the flute drink wine WHERE? Da-shin Park Amis Tribe WHEN? Aug. 10, 2008 TENSE? □ Present □ Past □ Future □ Progressive Point of view? □ 1st person □ 3rd person
54. Knowing more about aboriginal culture Impact: raise awareness of students’ identity. Mogi-making Aboriginal Story Show Woodcarving
55. Topic 4 : My Favorite Bento Box cooperating with Health education teachers 1. Students design and introduce their favorite lunch boxes. 2. Students learn the similarities and differences of diet culture between countries. 1. Picture Writing 2. Story Writing 4-2-5 Write a brief paragraph according to cues. 5-2-6 Read and fill out simple forms. 6-2-3 Interested in worldwide exotic customs and cultures, and glad to approach them and learn from them. 7-2-1 Use simple English to introduce local and foreign customs and practices. Content Writing Activities Competence Indicators
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57. Draw & Write- Bento box design Design a healthy lunch box and describe the food in English.
75. Picture books Brown bear, brown bear, what do you see? I see a red bird looking at me. Red bird, red bird, what do you see? I see a yellow duck looking at me. Yellow duck, yellow duck, what do you see? I see a blue horse looking at me. Blue horse, blue horse, what do you see? I see a green frog looking at me. Green frog, green frog, what do you see? I see a purple cat looking at me. Purple cat, purple cat, what do you see? I see a white dog looking at me. White dog, whit dog, what do you see? I see a black sheep looking at me. Black sheep, black sheep, what do you see? I see a gold fish looking at me. Gold fish, gold fish, what do you see? I see a teacher looking at me. Teacher, teacher, what do you see? I see children looking at me. Children, children, what do you see? I see a brown bear, a red bird, a yellow duck, a blue horse, a green frog, a purple cat, a white dog, a black sheep, a gold fish, and a teacher looking at us.
76. Write your own picture books Green turtle, green turtle, what do you see? I see a grey elephant looking at me. Grey elephant, grey elephant, what do you see? I see a white rabbit looking at me. White rabbit, white rabbit, what do you see? I see a black snake looking at me. Black snake, black snake, what do you see? I see a pink pig looking at me. Pink pig, pink pig, what do you see? I see an orange fox looking at me. Orange fox, orange fox, what do you see? I see a green turtle, a grey elephant, a white rabbit, a black snake, and a pink pig looking at me. Green Turtle, Green Turtle, What do You See?
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78. Match & Say 6. We 5. They 4. You 3. She 2. Eric 1. I 6. funny. 5. handsome. 4. angry. 3. students. 2. a student. 1. a teacher. am are is
79. INFORMATION GAP A B $ 45 $ $ $ $ 40 $50 $ 25 $ 35 $ $ $ 60 $ 55 $ 15 $ $ $ 25 $ $ 30
110. Eric Lin Website: http://english.hlc.edu.tw/eric/ Email: [email_address] Mobile: 0919355627 Thank you !
Editor's Notes
Both Cumbrian and Hualien teachers were concerned about the time it takes to do things on the British Council website – you had to offer a project and then ask for a partner school and even when I specified the school I wanted to work with, the information didn’t always come back. One of our County ICT Consultants, June Williams, has been an absolute star and set up the Cumbrian-Hualien-Sendai Connecting Classrooms Moodle. We have already got quite a few Cumbrian and all the Hualien teachers as users with some of our Sendai colleagues dipping in too. It’s interesting that since we demonstrated our Moodle in Hualien, there have been few postings on our forum on the British Council Moodle.