This document provides an overview of teaching unplugged principles and methods. It discusses using conversation and emergent language over materials. Lesson plans focus on interactive activities like discussing favorite objects and superheroes. Routines are suggested like reflecting on lessons and vocabulary reviews. Student portfolios are recommended to track language development over time. The document emphasizes letting language emerge organically through relevant learner-driven content and interaction between the teacher and students.
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Alternative ways of teaching grammar
Covered the lesson plan framework I've developed for EAL lessons/teaching, incorporating both the principles of Talk to Writing principles (P.Gibbons) and B.Mohan's Knowledge Framework. Practical examples from my lessons were given
MEd: EAL pupils and classroom teachers' attitudes to class withdrawal vs main...Kamil Trzebiatowski
ABSTRACT
In the 1980s, the teaching of English to EAL (English as an Additional Language) learners in England moved from the provision of separate programmes to providing language support in mainstream settings. Both The Swann Report (1985) and The Calderdale Report (1986) considered teaching EAL students away from schools as racial segregation. Nowadays, the English government policy in England expects EAL learners to be included in the mainstream as quickly as possible, requiring subject teachers to teach both language and content in their classes. However, many schools still provide some withdrawal-based support to EAL learners, seeing such an approach as the most practical. Whilst, over the years, there have been numerous research papers debating the advantages and drawbacks of EAL withdrawal and mainstreaming, this debate has almost never included EAL children’s opinions themselves.
This dissertation reports on a small-scale study conducted at a secondary school in north-east England into the opinions held by new-to-English EAL pupils and mainstream teachers on whether or not such pupils should be mainstreamed or withdrawn for English language lessons, investigating whether these opinions are aligned or divergent. 5 EAL pupils and 5 mainstream teachers were interviewed for this study. Were EAL pupils’ and their teachers’ views very different, an assertion could be made that schools do not serve this group very well and act directly against their needs – perhaps due to political, historical and social processes. Taking into consideration factors likely to influence the opinions held by the two parties, this dissertation presents its findings, conclusions and recommendations for the future.
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Alternative ways of teaching grammar
Covered the lesson plan framework I've developed for EAL lessons/teaching, incorporating both the principles of Talk to Writing principles (P.Gibbons) and B.Mohan's Knowledge Framework. Practical examples from my lessons were given
MEd: EAL pupils and classroom teachers' attitudes to class withdrawal vs main...Kamil Trzebiatowski
ABSTRACT
In the 1980s, the teaching of English to EAL (English as an Additional Language) learners in England moved from the provision of separate programmes to providing language support in mainstream settings. Both The Swann Report (1985) and The Calderdale Report (1986) considered teaching EAL students away from schools as racial segregation. Nowadays, the English government policy in England expects EAL learners to be included in the mainstream as quickly as possible, requiring subject teachers to teach both language and content in their classes. However, many schools still provide some withdrawal-based support to EAL learners, seeing such an approach as the most practical. Whilst, over the years, there have been numerous research papers debating the advantages and drawbacks of EAL withdrawal and mainstreaming, this debate has almost never included EAL children’s opinions themselves.
This dissertation reports on a small-scale study conducted at a secondary school in north-east England into the opinions held by new-to-English EAL pupils and mainstream teachers on whether or not such pupils should be mainstreamed or withdrawn for English language lessons, investigating whether these opinions are aligned or divergent. 5 EAL pupils and 5 mainstream teachers were interviewed for this study. Were EAL pupils’ and their teachers’ views very different, an assertion could be made that schools do not serve this group very well and act directly against their needs – perhaps due to political, historical and social processes. Taking into consideration factors likely to influence the opinions held by the two parties, this dissertation presents its findings, conclusions and recommendations for the future.
Natalia Belousova: Dogme in the classroom doing drama devised by studentsTrendy English
The workshop demonstrates ways of effective integration of theatrical performance elements created by teenage students into a General English language course.
The participants will have a chance to analyse how a theatrical performance generated by students can allow the teacher to devolve their responsibility for classroom procedures and help students break language barriers. The combination of the main tenets of the Dogme approach with the concept of theatre as ‘mirrored life’ enables a lot of language to emerge in the classroom, giving the teacher an opportunity to work on the students’ interlanguage and cover the grammatical and lexical material prescribed by most syllabuses. The presented way of teaching can also help students fight their phobias of answering too personal questions frequently found in coursebooks, let them share what matters to them and adapt learning to their own needs. Experiencing and discussing elements of the theatre-based syllabus designed by the presenter, those attending the workshop will take a look at an alternative way of practising Dogme in the classroom.
The goal is for participants to walk away with concrete ideas for their own classes.
Guided ResponseFirst review several of your classmate’s posts. .docxisaachwrensch
Guided Response:
First review several of your classmate’s posts. Respond to two classmates who chose to summarize the topics that you did not and answer the questions they created. After posting the responses to their questions, summarize what information was solidified as a result of their questioning strategy. Most importantly, offer suggestions that will help your classmates to more effectively cover any information that should be stressed about the topic they summarized.
Students do not learn the individual sounds of the language by practicing them in isolation from words, nor words in isolation from sentences and meaning.”(2015) this is why phonemic awareness is important to teach. Phonemic awareness is how what students are taught to teach them to read.
They learn to hear individual sounds in spoken words. This awareness is learned by showing students that some words have the same sounds, but a letter of the word will be different. Phonemic awareness and phonics are not the same. Phonemic awareness teaches students that the sounds of letters make words were as phonics teaches students that there is a relationship between letters and sound that make up words to be read.
Piper, T. (2015). Language, learning, and culture: English language learning in today’s schools. San Diego, CA: Bridgepoint Education, Inc.
1.
1.
How can you help an ELL develop Phonemic awareness?
2.
2.What are some activities a teacher can use to help an ELL with Phonemic awareness?
3.
3.What is the importance of Phonemic awareness?
4.
4.At what age should a student being to learn Phonemic awareness?
5.
5,What assessment tools should be used to document how students are developing with Phonemic awareness?
.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
3. Principles
Interactivity between teacher and
learners leads to co-construction of
knowledge.
The most engaging material will come
from the learners themselves.
Language emerges organically given
the right conditions.
4. Principles
If used, materials should have
relevance for the learners.
The teacher's role: to draw attentiom
to features of emergent language.
Wright & Rebuffet-Broadus, 2013
6. Why?
Why are my students learning this?
How is it going to be useful?
What do they talk about when they are
outside the classroom?
How can we teach them to communicate
those things in English?
How can they notice they are learning?
7. What does it say
about YLE?
YLE learn by doing. GRAMMAR
L2 as a natural alternative to L1.
Keep a record.
Personalise.
8. "(...) let learners know they
are expected to be curious
to increase motivation".
(Dörnyei, 2001)
14. Elicit numbers and colours
Make a poster
Elicit classroom objects
Label objects
Vote on their 3 favourite objects
(Count the votes)
Produce a chart / sentences
15. My super
hero
Teacher brings her super
hero
Waits for sts to ask
questions to the puppet
In the following lesson,
sts bring their own toys
Ask questions, produce
a text
18. Teacher gives examples: On Monday I
go to Cultura.
Sts respond, if they use L1, teach
them how to say the activity in L2.
They put the activities on the floor.
They write or talk about them,
looking for coincidences.
20. Students invite their friends to school
Running dictation with gapped
questions
Students complete the gaps with what
they want
Students interview their friends
They produce a text about their
friends
24. Elicit / Teach opinion adjectives
Students write sentences about their
favourite films and their opinion
about their schools
Teacher gets a sentence and students
position themselves according to their
opinion
Variation: students change positions
if they agree
26. Play parts of different songs, and
students write their opinion
Fold their eyes and spray scents and
ask their opinion
Fold their eyes and get objects with
different textures and ask their opinion
Fold their eyes and have them taste
different flavours and ask their
opinion
27. Sometimes it fails...
"Don't feel obliged
to continue with
activities that are
evidently not
working or are
failing to facilitate
learning".
Wright & Rebuffet-
Broadus, 2013