Diseminare curs Comenius octombrie 2010, LONDRA,prof. Velicu Magdalena, Colegiul National "Grigore Moisil", Onesti, jud Bacau
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This document summarizes a teacher's experience attending a 10-day English language course in London. It provides details about the course, including the activities covered each day, teaching approaches used, and insights gained. The teacher found the course to be dynamic and captivating, using a variety of engaging activities and group work to actively involve students in learning. New techniques for teaching mixed-ability classes, pronunciation, listening skills and other topics were explored. Overall, the teacher felt it was a valuable experience that would help improve their English teaching.
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This document discusses teaching English as a foreign language and the author's mid-life transition. It provides guidance on allowing students to use the language for everyday life, exchanging ideas and feelings, and achieving cultural understanding. Effective teaching should be based on learner needs and define clear objectives. Language learning is best supported by exposure inside and outside of class, practice, and allowing students to share their knowledge and corrections.
Developing oral fluency
This document summarizes a teacher training course on developing oral fluency in secondary classrooms. It discusses the importance of getting students to communicate through activities that simulate real-life interactions. Example activities include role-plays, discussions, simulations and other games that incorporate information or opinion gaps. The document emphasizes that communicative activities should be authentic, motivating and encourage social skills like teamwork. It also provides guidance for teachers' roles in monitoring communication and supporting student language development.
Thesis slides
The document discusses research work being done at Atahualpa High School in Loja, Ecuador. It analyzes the teaching methodologies used by English teachers and finds that traditional teaching styles are limiting students' language acquisition. The document proposes training teachers in using more communicative and interactive techniques like projects, debates, and role-plays to improve student motivation and learning outcomes.
Lopez Alvarez Ana Belen Portfolio Phonology II
This syllabus outlines a phonology course taken by a student named Ana Belen Lopez Alvarez at the Universidad Técnica de Ambato in Ecuador, which aims to develop students' phonological knowledge and teaching strategies through identifying concepts related to morphology, comparing word formation patterns, analyzing word origins, applying morphological structures, and predicting morphological issues in the target language. The course will take place over one semester with weekly classes and independent study hours to meet its objectives of applying linguistic and sociocultural aspects to language teaching and learning.
Materials designed for english language teaching a critical analysis
The pupils were divided into five mixed ability groups with four pupils in each group, in which each member had a significant role to play in reaching the final goal.
Step 2:
- two pupils from each group search the Internet to find at least three facts about their
animal's habits using the frequency adverbs
- they write short sentences using the adverbs correctly
- they take the information back to their group
Step 3:
- the group discusses the information and decides on the best three facts
- one pupil copies or types the final three facts
- the facts are added to the picture puzzle
Step 4:
- a representative from each group presents their animal and facts to
Présentation1 overcrowdedness
The document discusses the issue of overcrowded classrooms in Moroccan high schools. It defines a large class as having too many students for the available resources and teacher attention. The author notes that their classes regularly exceed 40 students, with some over 50. Large class sizes lead to undesirable effects like noise, lack of concentration, cheating and not enough time for students to speak. Solutions proposed include creating new schools to reduce overcrowding and hiring more teachers so class sizes can be smaller, with an ideal size of 20-25 students. The quality of education suffers when classes are overcrowded and it is difficult for teachers to properly cover the material and meet student needs.
BAAL-SIG-LLT-2016-Programme-Booklet_FINAL
This document provides an agenda and details for a conference on language learning and teaching from June 30th to July 1st, 2016. It includes information on plenary speakers, the program schedule, session details, rooms, poster abstracts, and venues. The conference will take place at Lancaster University and explore topics related to crossing boundaries in language learning and teaching inside and outside the classroom. Key speakers will discuss the role of spoken language in the classroom and inclusion of students with learning difficulties.
Types of learning method
This document discusses different types of learning methods including massed learning, spaced learning, repeated recitation, whole versus part learning, and serial learning. It explains that spaced learning is more effective for long-term retention compared to massed learning which is prone to quick forgetting. Repeated recitation is also beneficial for permanent memory retention. Whole learning is generally superior to part learning up to about 240 lines, but parts may be better for children. Language plays an important role in learning as it facilitates discovery, collaboration and inquiry.
TEACHING METHODS.pdf
This document discusses the benefits and effectiveness of lecture-based teaching. It argues that while new teaching styles are emerging, lectures remain one of the most effective ways to convey information due to their ability to provide a steady flow of knowledge from an expert. Lectures create momentum around a subject and help students focus without distractions. Studies show students who receive lectures learn more than those exposed to other methods. The document provides tips for preparing and delivering effective lectures, such as structuring the content, timing delivery, and using examples. Overall, it advocates that lectures be maintained as a traditional teaching method rather than discarded due to newer approaches.
TEACHING METHODS.pdf
This document discusses the benefits and effectiveness of lecture-based teaching. It argues that while new teaching styles are emerging, lectures remain one of the most effective ways to convey information due to their ability to provide a steady flow of knowledge from an expert. Lectures create momentum around a subject and help students focus without distraction. They capitalize on human nature by providing verbal instruction from an authority figure. Studies show students who receive lectures learn more than those exposed to other methods. While new technologies bring opportunities, certain tried-and-true methods like lectures will always have value in education.
Communicative language approach
1. The communicative language teaching approach began in the 1970s due to dissatisfaction with previous methods and in recognition of advances in language theory. It focuses on using language communicatively and authentically rather than just studying its structures.
2. In communicative classrooms, students engage in meaningful activities and tasks that require using the target language to complete. Emphasis is placed on fluency over accuracy.
3. The teacher facilitates student learning by setting up communicative exercises and activities but steps back to observe students communicating. Students are more responsible for their own language practice.
Writing course materials for successful flexible learning
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Ormond Simpson, Education Consultant, Visiting CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk
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