ELT blogs and websites
•Download as PPT, PDF•
1 like•1,352 views
The document discusses different types of blogs that can be used in education, including tutor blogs, student blogs, class blogs, and personal blogs. It also provides examples of topics that could be covered in each type of blog, such as setting homework, reactions to class material, and sharing extra resources. The document then compares ELT and authentic websites, noting that ELT sites provide controlled practice while authentic sites can foster independent learning but may be too difficult. It provides examples of authentic websites on various topics that could engage students.
Report
Share
Report
Share
Recommended
Conversation and preference structure
Aspect of conversation analysis
Pauses, Overlaps, Backchannels
Turn Taking
The conversational styles
Teaching listening to young learners
This document discusses teaching listening skills to young learners. It defines listening and distinguishes it from hearing. It explains that listening is an important language skill that serves as a foundation for other skills like speaking, reading, and writing. It also outlines techniques for developing listening skills in the classroom, including total physical response activities, syllable clapping, rhyming words, and minimal pairs. The goal is to prepare children to read by developing their auditory patterns and listening comprehension.
Discourse analysis and phonology
This chapter discusses discourse analysis approaches to pronunciation and intonation for language teachers. It covers traditional views of pronunciation teaching focusing on phonemes but notes issues with this when applied to natural discourse. Most of the chapter focuses on intonation, exploring traditional views of rhythm, word stress, prominence, and intonational units. It examines grammatical, attitudinal and interactive approaches to understanding the meanings conveyed by intonation patterns. The key point is that intonation is best understood from an interactive viewpoint as signaling the flow and information structure of discourse rather than conveying fixed attitudes.
How children learn language
1. The document discusses the development of children's speech production and comprehension from babbling to first words to telegraphic speech to rule formation. It explains that speech comprehension precedes production and the relationship between thought, comprehension, and production.
2. It describes characteristics of parentese/baby talk that aid language learning like exaggerated intonation and simplified grammar and vocabulary. Imitation, rule learning, and correction play roles in acquisition.
3. Memory and logic also facilitate language learning as children form word-object associations through memory and use inductive and deductive reasoning. Abstract words are learned later through experience and metaphor.
Youtube and podcast
- ICT (Information and Communication Technology) refers to technologies used for communication and has made life easier through devices like smartphones.
- Students now use technologies like PowerPoint, images, videos and virtual labs to find, explore, analyze and present information.
- YouTube allows anyone to easily watch, share, comment on and upload videos on a wide range of topics for free. However, it also allows uncensored content which may not be suitable for all ages.
- Podcasting involves downloading digital audio files that can be listened to anytime, with different types including interviews, solo shows, and group discussions. While convenient, podcasts require internet access and it can be difficult to protect content.
Assessing Writing
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
Assessing grammar & vocabulary
This document discusses assessing grammar and vocabulary in language assessment. It covers three main points:
1. Assessing grammar involves evaluating correct grammatical form, meaning, and use in communication. Grammatical competence has four components: grammatical, sociolinguistic, discourse, and strategic.
2. Various assessment tasks for grammar are described, including selected response, limited production, and extended production tasks.
3. Assessing vocabulary involves evaluating knowledge of words, phrases, and their appropriate use. Receptive and productive vocabulary tasks are outlined.
Competency Based-Syllabus
The document discusses competency-based syllabus and its components. It notes that competency-based syllabus outlines the competencies students need for a course as well as those to be developed. While competency resembles performance in specifying objectives, competence is more general. Competency-based syllabus should include performance tasks, conditions, and criteria. It also examines the components of language teaching methodology, including syllabus design, teaching methods, teachers, learners, and classroom activities. Competency-based syllabus principles are relevant to communicative language teaching, including using language for communication and integrating language skills through creative construction.
Recommended
Conversation and preference structure
Aspect of conversation analysis
Pauses, Overlaps, Backchannels
Turn Taking
The conversational styles
Teaching listening to young learners
This document discusses teaching listening skills to young learners. It defines listening and distinguishes it from hearing. It explains that listening is an important language skill that serves as a foundation for other skills like speaking, reading, and writing. It also outlines techniques for developing listening skills in the classroom, including total physical response activities, syllable clapping, rhyming words, and minimal pairs. The goal is to prepare children to read by developing their auditory patterns and listening comprehension.
Discourse analysis and phonology
This chapter discusses discourse analysis approaches to pronunciation and intonation for language teachers. It covers traditional views of pronunciation teaching focusing on phonemes but notes issues with this when applied to natural discourse. Most of the chapter focuses on intonation, exploring traditional views of rhythm, word stress, prominence, and intonational units. It examines grammatical, attitudinal and interactive approaches to understanding the meanings conveyed by intonation patterns. The key point is that intonation is best understood from an interactive viewpoint as signaling the flow and information structure of discourse rather than conveying fixed attitudes.
How children learn language
1. The document discusses the development of children's speech production and comprehension from babbling to first words to telegraphic speech to rule formation. It explains that speech comprehension precedes production and the relationship between thought, comprehension, and production.
2. It describes characteristics of parentese/baby talk that aid language learning like exaggerated intonation and simplified grammar and vocabulary. Imitation, rule learning, and correction play roles in acquisition.
3. Memory and logic also facilitate language learning as children form word-object associations through memory and use inductive and deductive reasoning. Abstract words are learned later through experience and metaphor.
Youtube and podcast
- ICT (Information and Communication Technology) refers to technologies used for communication and has made life easier through devices like smartphones.
- Students now use technologies like PowerPoint, images, videos and virtual labs to find, explore, analyze and present information.
- YouTube allows anyone to easily watch, share, comment on and upload videos on a wide range of topics for free. However, it also allows uncensored content which may not be suitable for all ages.
- Podcasting involves downloading digital audio files that can be listened to anytime, with different types including interviews, solo shows, and group discussions. While convenient, podcasts require internet access and it can be difficult to protect content.
Assessing Writing
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
Assessing grammar & vocabulary
This document discusses assessing grammar and vocabulary in language assessment. It covers three main points:
1. Assessing grammar involves evaluating correct grammatical form, meaning, and use in communication. Grammatical competence has four components: grammatical, sociolinguistic, discourse, and strategic.
2. Various assessment tasks for grammar are described, including selected response, limited production, and extended production tasks.
3. Assessing vocabulary involves evaluating knowledge of words, phrases, and their appropriate use. Receptive and productive vocabulary tasks are outlined.
Competency Based-Syllabus
The document discusses competency-based syllabus and its components. It notes that competency-based syllabus outlines the competencies students need for a course as well as those to be developed. While competency resembles performance in specifying objectives, competence is more general. Competency-based syllabus should include performance tasks, conditions, and criteria. It also examines the components of language teaching methodology, including syllabus design, teaching methods, teachers, learners, and classroom activities. Competency-based syllabus principles are relevant to communicative language teaching, including using language for communication and integrating language skills through creative construction.
Assessing Listening
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
Receptive skills in english language teaching
This document discusses receptive skills in English language teaching, focusing on reading and listening. It addresses key issues in teaching reading such as top-down and bottom-up reading strategies, the influence of cultural schemas, and challenges caused by insufficient linguistic ability or unfamiliar cultural contexts in texts. The document also discusses problems teaching reading and proposes solutions such as pre-reading tasks, supplementary materials, and mixed-ability group work to support weaker readers.
Esp and speaking skills
This document discusses English for Specific Purposes (ESP) speaking skills. It covers several topics: the role of corpora in language learning and research; English speaking in academic settings like classrooms; ESP speaking beyond academia in professional contexts; changing perspectives within ESP as it applies to all speakers; and conferences as a forum for ESP research. The document emphasizes that successful communication requires proficiency for both native and non-native English speakers. It also notes the need for more evidence-based instructional materials to develop ESP speaking abilities.
ESP Theories of learning last questionnaire
This document discusses various topics relating to behaviorist, cognitive, and affective views of learning, including:
1. How behaviorist drills conflict with cognitive and affective views by not allowing for problem-solving or viewing the learner as a thinking being.
2. The value of structural pattern drills for beginners as they can feel a sense of meaningful accomplishment when completing tasks.
3. The importance of viewing language learning as rule-governed rather than habit-forming, allowing learners to apply prior knowledge to new tasks.
4. Setting principles for a learning-centered methodology incorporating affective factors, problem-solving, cognitive processing, and minimal external motivation.
The origins of language curriculum development (Presentase)
The document discusses the history of curriculum development and syllabus design in language teaching. It notes that syllabus design is one aspect of curriculum development but is not identical to it. Throughout the 20th century, changes in language teaching approaches drove changes in methods, including the grammar translation method, direct method, structural method, reading method, audiolingual method, and situational method. Vocabulary selection considers factors like frequency, teachability, similarity, availability, coverage, and defining power. Grammar selection examines simplicity, centrality, learnability based on acquisition order, and gradation approaches including linguistic distance, intrinsic difficulty, communicative need, and frequency. Early approaches to syllabus design made assumptions that units of language are vocabulary and
L2 learning and teaching
This document discusses L2 learning and teaching. It defines L2 as any language learned after one's first language. There is disagreement about whether L2 knowledge consists of underlying rules, linguistic patterns/structures, or a means of communication. Learners acquire L2 through innate capacity, prior knowledge, processing input, interaction, restructuring knowledge, and automatization. Success varies due to social context, experience, the relationship between L1 and L2, age, aptitude, motivation, and instruction quality. Near-native competence is unlikely in pronunciation for older learners and requires extensive varied input and feedback. Implications include considering learners' goals, priorities, dimensions of learning, strengths/limitations, and incremental progress
Course Planning and Syllabus Design
This document discusses course planning and syllabus design. It begins by explaining course rationale, which describes the reasons for a course and the intended teaching/learning. Key aspects of course rationale include who the course is for, what it covers, and how learning will occur. Determining scope and sequence is also important - scope refers to breadth/depth of content coverage, while sequence considers ordering content from simple to complex. The document then discusses selecting a syllabus framework, such as situational, topical, or task-based. Developing instructional blocks like modules or units is also covered. The planning process concludes by preparing a scope and sequence plan listing modules/units and their time requirements.
Course planning and syllabus design
This document discusses various approaches to curriculum and syllabus design for language courses. It describes defining the rationale, entry and exit levels, choosing content, and determining scope and sequence. Various syllabus frameworks are presented such as grammatical, lexical, functional, situational, topical, competency-based, skills-based, and task-based. The document also covers selecting a syllabus framework, developing instructional blocks like modules and units, and preparing a scope and sequence plan.
needs analysis in course design
This document outlines the process and purpose of conducting a needs analysis for language learners. It discusses defining needs, the various focuses of needs analysis including target needs, learning needs, objective needs, and subjective needs. It provides examples of tools that can be used for needs analysis like questionnaires, interviews, observations. It also discusses evaluating needs analysis in terms of reliability, validity and practicality. Finally, it discusses some issues in needs analysis like determining common vs specialized language needs, and whether needs analysis can ever be truly objective.
SEMANTICS AND PRAGMATICS - PRESUPPOSITIONS AND ENTAILMENTS
This document discusses the concepts of presupposition and entailment in linguistics. It defines presupposition as something the speaker assumes to be true prior to making an utterance, while entailment is something that logically follows from what is asserted in an utterance. The document provides examples and types of presuppositions including existential, factive, lexical, structural, non-factive, and counter-factual presuppositions. It also discusses entailments and how they differ from presuppositions in depending on sentence meaning rather than context. The document concludes by explaining the projection problem with presuppositions and how foreground and background entailments can indicate intended meaning.
Research in ELT
This document discusses key aspects of research paper structure and methodology, including:
1. Typical sections of a research paper such as the introduction, literature review, methodology, results, and discussion.
2. Key concepts in research methodology like hypotheses, variables, validity, reliability, sampling, and research design types.
3. Details on specific methodological aspects like the differences between null and research hypotheses, types of variables, threats to validity, and sampling methods.
Eng 429 -_chapter_3_-_politeness_theory_and_discourse
The document discusses politeness theory and how it relates to discourse analysis. It explains that politeness is important for understanding why people choose certain wordings and indirect speech acts. Politeness aims to save the hearer's face by avoiding embarrassment. There are four politeness strategies ranging from least direct to most direct: off-record, negative politeness, positive politeness, and on-record baldly. The appropriate strategy depends on factors like social distance and the size of imposition. Face threatening acts threaten a hearer's positive or negative face, so speakers employ politeness strategies to mitigate these threats.
Genre based approach
Genre Based Approach (GBA) adalah pendekatan yang menggunakan genre teks tertulis dan lisan sebagai dasar pembelajaran bahasa. Terdiri dari empat tahap yaitu pengenalan topik, pemodelan teks, konstruksi bersama teks, dan konstruksi mandiri teks guna mengembangkan kemampuan berbahasa lisan dan tulis siswa.
Teaching pronunciation
The document outlines a framework for teaching pronunciation. It begins by describing common pronunciation problems students may have with words, stress, and intonation. It then discusses techniques for teaching pronunciation, including drilling, minimal pairs, chants, role plays, and using technology. Finally, it presents a 5-stage framework for teaching pronunciation: 1) describing the phonetic feature, 2) listening discrimination exercises, 3) controlled practice, 4) guided practice combining form and meaning, and 5) communicative practice integrating pronunciation into speaking.
Course planning and syllabus design
This document discusses course planning and syllabus design. It begins by outlining topics that will be covered, including developing a course rationale, preparing a scope and sequence plan, and planning course content and structure. It then provides details on developing a course rationale by answering questions about who the course is for and what will be taught. Examples of course rationales are given. The document also discusses choosing course content, describing student entry and exit levels, and various approaches to syllabus design, including grammatical, lexical, functional, situational, and integrated syllabuses. Factors to consider in selecting a syllabus framework and developing instructional blocks are also outlined.
Syntax
Syntax membahas tentang prinsip-prinsip dan proses pembentukan kalimat dalam bahasa tertentu. Tujuan penelitian syntax pada suatu bahasa adalah membangun tata bahasa yang dapat digunakan untuk menghasilkan kalimat-kalimat dalam bahasa tersebut. Syntax juga membahas tentang penggunaan berbagai variasi susunan elemen dalam pembentukan kalimat oleh manusia sebagai makhluk berbahasa.
The scope of a communicative syllabus
This document outlines the scope of a communicative syllabus. It discusses expanding the content dimension to include conceptual and functional meaning, sociocultural appropriateness, and longer spans of discourse. It also covers communicative processes like workouts and scales for assessing their cognitive and communicative potential. Finally, it addresses expanding the product dimension to implement language skills, cater to individual needs and learner autonomy, and highlight particular syllabus components.
Language Assessment - Beyond Test-Alternatives Assessment by EFL Learners
The concept of assemble additional measures of students—portfolios, journals, observations, self-assessments, peer-assessments, and the like—in an effort to triangulate data about students.
Bilingualism types of bilingualism
The generalized definition of the word bilingualism, is the ability to use two/ more languages.
• However, scholars like Peter A Hornby (1997; 3) quoted Bloomfield’s definition which says “the term bilingualism should be applied to those individuals who possesses a native-like like ability in both languages
Types of Bilingualism
1- Early bilingualism - there are two types: simultaneous early bilingualism and consecutive (or successive) early bilingualism.
Simultaneous early bilingualism refers to a child who learns two languages at the same time, from birth.
Successive early bilingualism refers to a child who has already partially acquired a first language and then learned a second language early in childhood (for example, when the child moves into an environment where the dominant language is not his or her mother tongue).
2- Late bilingualism – refers to bilingualism when the second language is learned after the age of 6 or 7; especially when it is learned in adolescence or adulthood.
Late bilingualism is a consecutive bilingualism which occurs after the acquisition of the first language (after the childhood language development period). This is what also distinguishes it from early bilingualism. With the first language already acquired, the late bilingual uses their experience to learn the second language.
3- Additive bilingualism and subtractive bilingualism – The term additive -bilingualism refers to the situation where a person has acquired the two languages in a balanced manner. It is a strong bilingualism.
Subtractive bilingualism refers to the situation where a person learns the second language to the detriment of the first language, especially if the first language is a minority language. In this case, mastery of the first language decreases, while mastery of the other language (usually the dominant language) increases.
4- Negative bilingualism - refers to the ability to understand a second language without being able to speak it. Children who respond appropriately in English when addressed in French can become passive bilinguals, as they have less mastery of oral expression in French.
The origins of language curriculum development (S2)
The document discusses the history of curriculum development and syllabus design in language teaching. It notes that syllabus design is one aspect of curriculum development but is not identical to it. Throughout the 20th century, changes in language teaching approaches drove changes in methods, including the grammar translation method, direct method, structural method, reading method, audiolingual method, and situational method. Vocabulary selection considers factors like frequency, teachability, similarity, availability, coverage, and defining power. Grammar selection examines simplicity, centrality, learnability based on acquisition order, and gradation approaches including linguistic distance, intrinsic difficulty, communicative need, and frequency. Early approaches to syllabus design made assumptions that units of language are vocabulary and
Blogging In ELT 2
The document discusses the use of blogs in English language teaching. It defines what a blog is and explains how blogs represent Web 2.0 technologies that allow users to generate and share information. The document provides examples of blogs being used as electronic classbooks, student platforms, and to inform students and provide course materials. It also describes how to create a blog using WordPress and how to share files online using Box.net and embed them in blogs. Finally, it discusses customizing blog designs and provides an example of revised classroom rules for a blended learning environment.
Using News Websites In Elt
This document discusses using news websites in English language classrooms. It provides examples of online news sources from English-speaking countries and local sources made for education. Additional activities are suggested when using news websites, like comparing local and national news reporting, producing news broadcasts, and summarizing articles. Advantages include improving technology access to up-to-date real-world news, motivating students, and exposing them to authentic language. Potential disadvantages are issues with infrastructure, costs, and lack of teacher training. Reflections focus on embracing technology change and using multiple learning styles and skills.
More Related Content
What's hot
Assessing Listening
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
Receptive skills in english language teaching
This document discusses receptive skills in English language teaching, focusing on reading and listening. It addresses key issues in teaching reading such as top-down and bottom-up reading strategies, the influence of cultural schemas, and challenges caused by insufficient linguistic ability or unfamiliar cultural contexts in texts. The document also discusses problems teaching reading and proposes solutions such as pre-reading tasks, supplementary materials, and mixed-ability group work to support weaker readers.
Esp and speaking skills
This document discusses English for Specific Purposes (ESP) speaking skills. It covers several topics: the role of corpora in language learning and research; English speaking in academic settings like classrooms; ESP speaking beyond academia in professional contexts; changing perspectives within ESP as it applies to all speakers; and conferences as a forum for ESP research. The document emphasizes that successful communication requires proficiency for both native and non-native English speakers. It also notes the need for more evidence-based instructional materials to develop ESP speaking abilities.
ESP Theories of learning last questionnaire
This document discusses various topics relating to behaviorist, cognitive, and affective views of learning, including:
1. How behaviorist drills conflict with cognitive and affective views by not allowing for problem-solving or viewing the learner as a thinking being.
2. The value of structural pattern drills for beginners as they can feel a sense of meaningful accomplishment when completing tasks.
3. The importance of viewing language learning as rule-governed rather than habit-forming, allowing learners to apply prior knowledge to new tasks.
4. Setting principles for a learning-centered methodology incorporating affective factors, problem-solving, cognitive processing, and minimal external motivation.
The origins of language curriculum development (Presentase)
The document discusses the history of curriculum development and syllabus design in language teaching. It notes that syllabus design is one aspect of curriculum development but is not identical to it. Throughout the 20th century, changes in language teaching approaches drove changes in methods, including the grammar translation method, direct method, structural method, reading method, audiolingual method, and situational method. Vocabulary selection considers factors like frequency, teachability, similarity, availability, coverage, and defining power. Grammar selection examines simplicity, centrality, learnability based on acquisition order, and gradation approaches including linguistic distance, intrinsic difficulty, communicative need, and frequency. Early approaches to syllabus design made assumptions that units of language are vocabulary and
L2 learning and teaching
This document discusses L2 learning and teaching. It defines L2 as any language learned after one's first language. There is disagreement about whether L2 knowledge consists of underlying rules, linguistic patterns/structures, or a means of communication. Learners acquire L2 through innate capacity, prior knowledge, processing input, interaction, restructuring knowledge, and automatization. Success varies due to social context, experience, the relationship between L1 and L2, age, aptitude, motivation, and instruction quality. Near-native competence is unlikely in pronunciation for older learners and requires extensive varied input and feedback. Implications include considering learners' goals, priorities, dimensions of learning, strengths/limitations, and incremental progress
Course Planning and Syllabus Design
This document discusses course planning and syllabus design. It begins by explaining course rationale, which describes the reasons for a course and the intended teaching/learning. Key aspects of course rationale include who the course is for, what it covers, and how learning will occur. Determining scope and sequence is also important - scope refers to breadth/depth of content coverage, while sequence considers ordering content from simple to complex. The document then discusses selecting a syllabus framework, such as situational, topical, or task-based. Developing instructional blocks like modules or units is also covered. The planning process concludes by preparing a scope and sequence plan listing modules/units and their time requirements.
Course planning and syllabus design
This document discusses various approaches to curriculum and syllabus design for language courses. It describes defining the rationale, entry and exit levels, choosing content, and determining scope and sequence. Various syllabus frameworks are presented such as grammatical, lexical, functional, situational, topical, competency-based, skills-based, and task-based. The document also covers selecting a syllabus framework, developing instructional blocks like modules and units, and preparing a scope and sequence plan.
needs analysis in course design
This document outlines the process and purpose of conducting a needs analysis for language learners. It discusses defining needs, the various focuses of needs analysis including target needs, learning needs, objective needs, and subjective needs. It provides examples of tools that can be used for needs analysis like questionnaires, interviews, observations. It also discusses evaluating needs analysis in terms of reliability, validity and practicality. Finally, it discusses some issues in needs analysis like determining common vs specialized language needs, and whether needs analysis can ever be truly objective.
SEMANTICS AND PRAGMATICS - PRESUPPOSITIONS AND ENTAILMENTS
This document discusses the concepts of presupposition and entailment in linguistics. It defines presupposition as something the speaker assumes to be true prior to making an utterance, while entailment is something that logically follows from what is asserted in an utterance. The document provides examples and types of presuppositions including existential, factive, lexical, structural, non-factive, and counter-factual presuppositions. It also discusses entailments and how they differ from presuppositions in depending on sentence meaning rather than context. The document concludes by explaining the projection problem with presuppositions and how foreground and background entailments can indicate intended meaning.
Research in ELT
This document discusses key aspects of research paper structure and methodology, including:
1. Typical sections of a research paper such as the introduction, literature review, methodology, results, and discussion.
2. Key concepts in research methodology like hypotheses, variables, validity, reliability, sampling, and research design types.
3. Details on specific methodological aspects like the differences between null and research hypotheses, types of variables, threats to validity, and sampling methods.
Eng 429 -_chapter_3_-_politeness_theory_and_discourse
The document discusses politeness theory and how it relates to discourse analysis. It explains that politeness is important for understanding why people choose certain wordings and indirect speech acts. Politeness aims to save the hearer's face by avoiding embarrassment. There are four politeness strategies ranging from least direct to most direct: off-record, negative politeness, positive politeness, and on-record baldly. The appropriate strategy depends on factors like social distance and the size of imposition. Face threatening acts threaten a hearer's positive or negative face, so speakers employ politeness strategies to mitigate these threats.
Genre based approach
Genre Based Approach (GBA) adalah pendekatan yang menggunakan genre teks tertulis dan lisan sebagai dasar pembelajaran bahasa. Terdiri dari empat tahap yaitu pengenalan topik, pemodelan teks, konstruksi bersama teks, dan konstruksi mandiri teks guna mengembangkan kemampuan berbahasa lisan dan tulis siswa.
Teaching pronunciation
The document outlines a framework for teaching pronunciation. It begins by describing common pronunciation problems students may have with words, stress, and intonation. It then discusses techniques for teaching pronunciation, including drilling, minimal pairs, chants, role plays, and using technology. Finally, it presents a 5-stage framework for teaching pronunciation: 1) describing the phonetic feature, 2) listening discrimination exercises, 3) controlled practice, 4) guided practice combining form and meaning, and 5) communicative practice integrating pronunciation into speaking.
Course planning and syllabus design
This document discusses course planning and syllabus design. It begins by outlining topics that will be covered, including developing a course rationale, preparing a scope and sequence plan, and planning course content and structure. It then provides details on developing a course rationale by answering questions about who the course is for and what will be taught. Examples of course rationales are given. The document also discusses choosing course content, describing student entry and exit levels, and various approaches to syllabus design, including grammatical, lexical, functional, situational, and integrated syllabuses. Factors to consider in selecting a syllabus framework and developing instructional blocks are also outlined.
Syntax
Syntax membahas tentang prinsip-prinsip dan proses pembentukan kalimat dalam bahasa tertentu. Tujuan penelitian syntax pada suatu bahasa adalah membangun tata bahasa yang dapat digunakan untuk menghasilkan kalimat-kalimat dalam bahasa tersebut. Syntax juga membahas tentang penggunaan berbagai variasi susunan elemen dalam pembentukan kalimat oleh manusia sebagai makhluk berbahasa.
The scope of a communicative syllabus
This document outlines the scope of a communicative syllabus. It discusses expanding the content dimension to include conceptual and functional meaning, sociocultural appropriateness, and longer spans of discourse. It also covers communicative processes like workouts and scales for assessing their cognitive and communicative potential. Finally, it addresses expanding the product dimension to implement language skills, cater to individual needs and learner autonomy, and highlight particular syllabus components.
Language Assessment - Beyond Test-Alternatives Assessment by EFL Learners
The concept of assemble additional measures of students—portfolios, journals, observations, self-assessments, peer-assessments, and the like—in an effort to triangulate data about students.
Bilingualism types of bilingualism
The generalized definition of the word bilingualism, is the ability to use two/ more languages.
• However, scholars like Peter A Hornby (1997; 3) quoted Bloomfield’s definition which says “the term bilingualism should be applied to those individuals who possesses a native-like like ability in both languages
Types of Bilingualism
1- Early bilingualism - there are two types: simultaneous early bilingualism and consecutive (or successive) early bilingualism.
Simultaneous early bilingualism refers to a child who learns two languages at the same time, from birth.
Successive early bilingualism refers to a child who has already partially acquired a first language and then learned a second language early in childhood (for example, when the child moves into an environment where the dominant language is not his or her mother tongue).
2- Late bilingualism – refers to bilingualism when the second language is learned after the age of 6 or 7; especially when it is learned in adolescence or adulthood.
Late bilingualism is a consecutive bilingualism which occurs after the acquisition of the first language (after the childhood language development period). This is what also distinguishes it from early bilingualism. With the first language already acquired, the late bilingual uses their experience to learn the second language.
3- Additive bilingualism and subtractive bilingualism – The term additive -bilingualism refers to the situation where a person has acquired the two languages in a balanced manner. It is a strong bilingualism.
Subtractive bilingualism refers to the situation where a person learns the second language to the detriment of the first language, especially if the first language is a minority language. In this case, mastery of the first language decreases, while mastery of the other language (usually the dominant language) increases.
4- Negative bilingualism - refers to the ability to understand a second language without being able to speak it. Children who respond appropriately in English when addressed in French can become passive bilinguals, as they have less mastery of oral expression in French.
The origins of language curriculum development (S2)
The document discusses the history of curriculum development and syllabus design in language teaching. It notes that syllabus design is one aspect of curriculum development but is not identical to it. Throughout the 20th century, changes in language teaching approaches drove changes in methods, including the grammar translation method, direct method, structural method, reading method, audiolingual method, and situational method. Vocabulary selection considers factors like frequency, teachability, similarity, availability, coverage, and defining power. Grammar selection examines simplicity, centrality, learnability based on acquisition order, and gradation approaches including linguistic distance, intrinsic difficulty, communicative need, and frequency. Early approaches to syllabus design made assumptions that units of language are vocabulary and
What's hot (20)
The origins of language curriculum development (Presentase)
The origins of language curriculum development (Presentase)
SEMANTICS AND PRAGMATICS - PRESUPPOSITIONS AND ENTAILMENTS
SEMANTICS AND PRAGMATICS - PRESUPPOSITIONS AND ENTAILMENTS
Eng 429 -_chapter_3_-_politeness_theory_and_discourse
Eng 429 -_chapter_3_-_politeness_theory_and_discourse
Language Assessment - Beyond Test-Alternatives Assessment by EFL Learners
Language Assessment - Beyond Test-Alternatives Assessment by EFL Learners
The origins of language curriculum development (S2)
The origins of language curriculum development (S2)
Viewers also liked
Blogging In ELT 2
The document discusses the use of blogs in English language teaching. It defines what a blog is and explains how blogs represent Web 2.0 technologies that allow users to generate and share information. The document provides examples of blogs being used as electronic classbooks, student platforms, and to inform students and provide course materials. It also describes how to create a blog using WordPress and how to share files online using Box.net and embed them in blogs. Finally, it discusses customizing blog designs and provides an example of revised classroom rules for a blended learning environment.
Using News Websites In Elt
This document discusses using news websites in English language classrooms. It provides examples of online news sources from English-speaking countries and local sources made for education. Additional activities are suggested when using news websites, like comparing local and national news reporting, producing news broadcasts, and summarizing articles. Advantages include improving technology access to up-to-date real-world news, motivating students, and exposing them to authentic language. Potential disadvantages are issues with infrastructure, costs, and lack of teacher training. Reflections focus on embracing technology change and using multiple learning styles and skills.
Using Web 2 Tech Session 1
1. The document discusses introducing teachers to Web 2.0 technologies and how they can be used to create classroom websites and engage students.
2. It emphasizes that students now live in a Web 2.0 world and schools must help them use these tools to develop 21st century skills, not just for entertainment.
3. Teachers are encouraged to guide students in using new tools for academic investigations and presentations that address different learning styles.
Creating Classroom Websites using Google Sites
This presentation was delivered to the staff at OLMC, Heidelberg, Melbourne, Australia, on August 19, 2011. The majority of this session was a hands-on workshop whereby staff created a website for their class.
Increasing Student Engagement Using Classroom Websites
This document discusses using Weebly classroom websites to increase student engagement. It provides directions for teachers to create a free Weebly account, customize it with various elements like text, images, videos and columns, add multiple pages, and publish the site. The goals are to engage 21st century learners who seek technology and immediate feedback, while addressing ISTE standards for teachers and students.
Using Websites
The document provides guidance on using websites in the English language classroom, including evaluating websites for educational use, planning lessons that incorporate websites, and tips for using websites with lower-level students. It recommends using both English language teaching (ELT) websites and authentic websites, considering student interests and language level. The document also discusses different types of search engines and how to effectively search for educational websites, as well as standard criteria for evaluating websites.
Iteratees/Enumerators in Play
The document discusses Iteratees and Enumerators in Play Framework. It provides an overview of the important concepts - Enumerator produces values, Enumeratee transforms values, and Iteratee consumes input. It also summarizes the APIs for Enumerator, Enumeratee and Iteratee, including common patterns for building Iteratees. Links are provided for additional documentation and examples.
Yohana materials develpment for elt
Materials development in English language teaching involves integrating theory, principles of effective teaching, creativity, student needs and authenticity. Developing customized materials can facilitate learning, motivate students, address their specific language needs and register, and provide practice using language authentically. Some key principles for materials development include exposing learners to authentic language use through sufficient practice and variety, helping them pay attention to language features, providing opportunities to use language communicatively, giving feedback, sustaining curiosity and attention, and stimulating intellectual and emotional involvement.
Using websites
The document discusses using websites in the English language teaching classroom. It covers choosing between authentic websites and websites designed for English language teaching, how to find useful websites, how to evaluate websites, planning lessons that incorporate websites, working with lower levels of proficiency, and dos and don'ts for teaching with websites.
Using websites in the classroom
This power point is based on the book "How to teach English with technology by Gavin Dudeney & Nicky Hockly (2007). Pearson, Longman: Harlow, Essex
Use of Authentic Materials in ELT Class
This document discusses the use of authentic materials in an English classroom. It defines authentic materials as materials produced for real-life purposes rather than language teaching, such as newspapers, magazines, and reports. In contrast, non-authentic materials are produced specifically for language teaching, like fiction and literary texts. Authentic materials are described as real, spontaneous, and motivated, while non-authentic materials are artificial, contrived, and static. The document explains that authentic materials should be used because they make language learning more enjoyable, meaningful, and enable students to learn about cultures where the target language is spoken.
The pros and cons of using facebook in ELT
The document discusses the pros and cons of using Facebook in education. Some potential benefits include promoting collaboration, engaging shy students, creating a learning community, and facilitating communication between teachers, students, and parents. However, there are also downsides such as privacy issues, blurring of personal and professional relationships, distraction due to overuse, and not all students being active on Facebook. The document raises the question of whether Facebook and other social media should be integrated into education and asks for readers' opinions on the topic.
Using authentic materials in ELT
Not sure about using authentic material in your English language class? Here is a useful introduction from elt-training.com. For the full, free voiced over presentation recording, visit www.elt-training.com
How to teach English with Technology
The document discusses using websites in the English language classroom. It outlines reasons to use websites, such as being an easy way to incorporate technology and expose students to the wider world. The document differentiates between ELT websites, which are ideal for practice activities, and authentic websites, which provide total comprehension. It provides tips for finding useful websites, such as using search engines and meta search engines. Finally, it lists factors for evaluating websites, like accuracy, currency, content, and functionality.
Current trends in elt around the globe
Language teaching approaches are dynamic and constantly evolving. Over the 20th century, the field of English language teaching (ELT) experienced many paradigm shifts with new methods emerging every decade. Recent trends in ELT include a movement towards more learner-centered and cooperative approaches, incorporating theories like multiple intelligences, as well as a focus on developing learner independence through strategy training. ELT practitioners now emphasize sharing experiences through networking, engaging in reflective practice, and adapting instruction to local contexts over rigidly following prescribed methods.
Wikis and Blogs in education
The document discusses two ways to integrate technology in teaching - wikis and blogs. It provides examples of how wikis and blogs can be used in the classroom for collaboration, project work, communication and more. It addresses concerns about using technology and suggests starting small. Quotes from the past show how technologies evolve and how their educational potential has historically been underestimated.
Viewers also liked (16)
Increasing Student Engagement Using Classroom Websites
Increasing Student Engagement Using Classroom Websites
Similar to ELT blogs and websites
4 creative ways to use am
This document discusses using authentic materials for teaching English. It defines authentic materials as resources created for native English speakers rather than ESL teaching materials. Some examples of authentic materials are TV shows, menus, newspaper articles, and job postings. The benefits of using authentic materials include exposing students to real language, culture and increasing motivation. The document provides tips for choosing appropriate authentic materials and describes creative activities like having students do weather reports, order from menus, search for jobs online and analyze news articles.
Healey-Tech tools for busy teachers
This document provides an overview of technology tools for English language teachers presented by Deborah Healey. It begins with Healey's beliefs about teaching, learning, and technology. The document then describes several planning tools, teaching/learning tools, assessment and feedback tools, and motivational tools. Examples include lesson planning websites, online reading materials, tools for creating lessons and assessments, and ways to give feedback to students. The presentation aims to demonstrate how technology can help teachers save time and motivate students in the English classroom.
Web based activities and critical thinking
This document discusses using authentic websites in English language teaching and provides examples of lesson plans that utilize non-educational websites. It recommends authentic websites as they can be chosen to fit students' interests, provide opportunities for total comprehension, and foster independent learning. Two sample lesson plans are included, one involving students discussing weird foods from different countries using online sources and another having students research an animal and its habitat from a wildlife website to create an informational brochure. Teachers are tasked with finding their own non-educational website to use, preparing a 5-minute lesson plan description, and sending the full lesson plan to be graded based on criteria like addressing the four parts of the ABCD model and incorporating critical thinking.
Elementary Blogging 2010
The document discusses using blogs in elementary classrooms to enhance technology literacy and student writing. It provides examples of how teachers can use blogs to reflect on lessons, communicate with parents, showcase student work, and more. Students can also create individual blogs to complete assignments, express opinions, and develop an online portfolio of their writing. Setting guidelines and modeling good discussion prompts are important for successful classroom blogging.
20 Websites
The document provides a list of online resources for language arts teachers covering topics like creating book covers, checking citations, brainstorming tools, grammar games, e-books, lists of best books to use in class, printable materials, writing projects on famous people and historical times, and resources on reading, writing, and literature. Many of the sites include interactive activities and games to engage students in an enjoyable way while practicing key language arts skills. Overall, the document serves as a useful starting point for teachers to find digital tools and lessons to incorporate a variety of language arts topics into their curriculum.
Teaching English Using Google Features
1. Google offers many features beyond its basic search engine, including searching news, images, books, videos, locations, and scholarly papers. It also allows users to communicate, share documents and files, translate text, create calendars and blogs, and more.
2. These features have potential for language teaching by allowing teachers to find authentic materials, assign research projects, collaborate on documents, practice different skills like summarizing news articles, and connect with other classrooms internationally.
3. Specific ideas are given for how each feature could be used, such as using image search for a guessing game, book search to find readings, calendar feature to practice time expressions, and blogger for student reflections. Teachers are encouraged to explore these
Technology in the Classroom
The document discusses various ways technology can be used in the classroom to enhance education. It describes how computers, the internet, and software programs can be utilized for research, communication, games, and interactive lessons. Specific tools and websites are recommended for creating class websites and blogs, conducting online research, playing educational games, and using programs like PowerPoint and Kidspiration.
Technology In The Classroom
Technology can enhance education in several ways. It provides students access to vast online resources and more up-to-date information through search engines. Teachers can create class websites and blogs to communicate with parents. Students can use word processing, PowerPoint, and online games to practice skills in a engaging way. As technology advances, it allows for more immersive learning through simulations, virtual reality, and digital tools that motivate students and help them better understand concepts. Grant opportunities are available to help fund integrating technology into classrooms.
Technology in the Classroom
The document discusses various ways technology can be used in the classroom to enhance education. It describes how computers, the internet, and software programs can be powerful educational tools when utilized properly. Some key uses include using the internet for research, creating class websites and blogs, implementing learning games and tutorials, and using programs like PowerPoint and Kidspiration for visual learning and project creation. It also discusses using technologies like digital cameras, video cameras, and podcasts to engage students.
Integrating Home Schooling Websites Into Class Activities For
The document discusses integrating various homeschooling websites into English as a Second Language (ESL) classroom activities. It provides summaries and links to several websites that contain free educational resources like lessons, worksheets, videos and activities. These resources cover topics such as English grammar, vocabulary, reading, culture and could be adapted for ESL students.
Motivating Students
This document summarizes several educational websites that can be used by teachers and students. It describes the key features and potential uses of websites focused on subjects such as math, history, reading, science, music, art, physical education, and foreign languages. For each website, it provides 3-4 sentences on what the site offers and how it could be incorporated into classroom lessons.
Brian kayser classroom spaces, writing, and udl
This document summarizes Brian Kayser's approach to creating an inclusive classroom environment using principles of Universal Design for Learning (UDL). Some key points:
- He removed desks and added comfortable seating to encourage collaboration and choice.
- Students use various technologies like Google Docs, blogs, comics tools and video/audio recording to demonstrate their learning in different ways.
- Projects encourage sharing work through blogs, Ustream broadcasts and pen pals to give students authentic audiences.
Tnc Webquest Presentation 1218306905988999 8
A webquest is an inquiry-oriented activity that uses links to resources on the internet. It has students do meaningful tasks that require higher-order thinking like analysis and problem solving. An effective webquest is not just research or a series of disconnected web experiences. It includes an introduction to engage students, a clear task, process instructions, curated resources, and an evaluation or conclusion. Teachers should consider student abilities and available technology when designing a webquest around curriculum standards.
Evolving Yourself: Renew, Reuse, Reinvent
Outlining a self-driven professional development strategy for library staff, especially around emerging technologies.
Blogs & wikis
This document discusses using blogs and wikis for blended learning. It defines blogs and wikis, outlines their benefits for educational purposes, and provides examples of how teachers and students can use them. Specific ideas are given for blog and wiki activities, such as book reviews, photo blogs, and collecting information on course topics. Resources for tutorials and hosting services are also listed. The document encourages readers to set up sample blogs and wikis of their own to experience using these tools.
TNC WebQuest Presentation
1) A webquest is an inquiry-based lesson formatted around using online resources to complete a task that requires higher-level thinking skills like analysis, synthesis, and evaluation.
2) When creating a webquest, teachers should consider their students' abilities and available equipment, identify a topic from their curriculum, and include an introduction, task, process, resources, evaluation, and conclusion.
3) Resources on creating effective webquests are available at sites like Webquest.org which provide templates, examples, and hosting platforms.
Blogs And Wikis Your School Goes Online
Ma. Claudia Bellusci and Gladys Baya - Presentation at ABS International 6th Congress for Coordinators and Directors of Studies - Aug 19, 2007
Jamie Wood, del.icio.us - 05.05.08
IBL Cafe presentation given by Jamie Wood (CILASS, University of Sheffield) in May 2008. It was on the use of the social bookmarking site del.icio.us in first year History seminars.
Blogs
Blogs can be used in language teaching in several ways. Teachers can create a class blog as a shared space for students and the teacher to post writing, photos, audio, and videos. Blogs allow students to develop writing skills through regular practice and feedback. They also encourage student participation and build a sense of community. Blogs can be used to track student work and assess progress over time through their online portfolio. Teachers should engage and encourage students to maintain interest in using blogs for learning.
The Wiki Way
This document discusses the benefits of using wikis in education. It provides many examples of how wikis can be used across different subject areas, including as study guides created by student groups; for ongoing vocabulary lists contributed by students; to organize all class materials and assignments; for collaborative research projects; and as an FAQ wiki where students post and answer questions about the current topic of study. Wikis allow for collaboration between students and engagement through sharing digital artifacts. They provide a space for student work to be viewed and edited by others, promoting creativity and information sharing.
Similar to ELT blogs and websites (20)
Integrating Home Schooling Websites Into Class Activities For
Integrating Home Schooling Websites Into Class Activities For
More from William Sastoque
Class management reading
This document discusses different methods for grouping students in the classroom and managing student behavior. It covers grouping students as a whole class, individually, in pairs, and in groups. It discusses the advantages and disadvantages of each approach and factors to consider when creating groups, such as friendship, ability, participation level, and chance. The document also covers reasons why problem behavior occurs and ways for teachers to prevent it, such as establishing clear expectations and maintaining student engagement through appropriate activities.
Classroom management May 2019
Classroom management involves establishing strategies to ensure a productive learning environment, including how teachers structure classroom interactions, communication, physical space, and student conduct. Effective classroom management strategies include seating arrangements, instructing in students' native language, asking questions, correcting mistakes, addressing problem behaviors, and using different grouping approaches like individual work, whole class teaching, pairs, and groups. The goals of classroom management are to promote learning and positively guide student behavior, engagement, and social and academic development.
Best teaching apps
The document discusses trends in educational apps and technology. It notes that students are increasingly writing and learning in digital contexts, facilitated by ubiquitous social and new media. These technologies promote collaborative, participatory learning through project-based and wiki-based activities, digital storytelling, and more opportunities for practice and feedback. The document outlines future trends like adaptive learning, augmented and virtual reality experiences, integration of the internet of things into education, and artificial intelligence potentially changing how and where students learn.
Having fun with suprasegmentals and flipgrid
The document discusses using the video discussion platform Flipgrid to have students practice English pronunciation skills like stress, intonation, rhythm, and linking sounds. It proposes several exercises and activities using minimal pairs, tongue twisters, dictation, and songs lyrics. Students would record themselves reading lyrics and receive feedback to improve their pronunciation of suprasegmentals and incorporate these aspects into a final lip sync video recording. The conclusion states that this approach helped students develop understanding of English suprasegmentals, built their confidence, and positively impacted their fluency.
Using plickers beyond the test
Plickers is a real-time assessment tool that allows teachers to poll students without requiring student devices. It collects assessment data anonymously to check for understanding, review before assessments, and poll students to gather information. Plickers increases participation, provides instant feedback, facilitates differentiated learning, and saves time by allowing teachers to do quick formative assessments through multiple choice questions using personalized cards for each student.
Professional development courses 2018 2nd semester
This document lists professional development courses offered in the first and second terms of 2018. In the first term, courses are offered on topics such as interpretation skills, effective test-taking strategies, classroom management, assessment, English proficiency, understanding student errors, technology in the classroom, learning strategies, presentation software, and tutoring techniques. In the second term, courses cover critical thinking, designing teaching materials, dealing with learning difficulties, blended learning, communicating with parents, and conducting research. The courses range from one to three credits and include face-to-face and virtual sessions.
Communicative grammar elements
This document summarizes the key elements of communicative grammar teaching. It outlines the pre, while, and post stages of a communicative grammar lesson. The pre stage generates interest and sets context. The while stage focuses on expressions over vocabulary, engages previous knowledge, guides practice, and generates communication needs. Grammar is presented and errors are corrected. The post stage integrates other skills, recycles grammar, and allows free production. It emphasizes teaching grammar in context and through an integrated skills approach to develop practical communicative competence.
Trip planner
This document is a 2-day trip planner template for a trip between two cities. The template includes sections for each day to plan two attractions to visit, how to get to each attraction, hours of operation, estimated time required, ticket prices, and tips from other travelers. It also includes sections to plan a restaurant and hotel for each day, including how to get to each location, hours, ratings, and customer reviews. The instructions note that the planner should choose one city and fill in the details for two attractions, one restaurant, and one hotel for each of the two days of travel, taking into account travel times and distances covered.
Teaching for multiple intelligences
This document summarizes the integration of learning styles theory and multiple intelligences theory proposed by Silver, Strong, and Perini. It begins by briefly outlining both theories independently, noting their complementary strengths and limitations. Specifically, learning styles theory focuses on individual differences in learning processes, while multiple intelligences theory centers on content and products of learning. The authors then describe a three-step process to integrate the theories: 1) describing learning styles abilities for each intelligence, 2) linking styles and intelligences to sample vocations, and 3) categorizing assessment products by intelligence and style. The result is a model linking the individualized process approach of styles with the content-focused intelligences theory.
Group 3
This document outlines an EFL lesson plan that uses educational technology. It includes watching a documentary about the impact of educational technology in EFL teaching. Students will then discuss ways technology is used based on the video and debate the advantages and disadvantages of different supplementary materials, including discussing textbooks in the classroom. For assessment, students will create a survey about technology, conduct it outside the classroom, and present results in a PowerPoint about which technologies others want to see used in EFL classrooms and why.
More from William Sastoque (20)
Professional development courses 2018 2nd semester
Professional development courses 2018 2nd semester
Recently uploaded
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Advantages and Disadvantages of CMS from an SEO Perspective
Advantages and Disadvantages of CMS from an SEO Perspective
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in Education
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.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Thesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
Recently uploaded (20)
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Advantages and Disadvantages of CMS from an SEO Perspective
Advantages and Disadvantages of CMS from an SEO Perspective
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
ELT blogs and websites
- 2. Blogging Blogs create communities around a common topic. YouTube - Blogs in Plain English
- 3. Types of blogs Tutor blog Student blog Class blog Set homework. Personal information Reactions to a film, article, class topic. Provide a summary of class work. Extra writing practice on class topics Things learners like/don’t like doing in class. Provide links to extra reading/listening material. Regular comments on current affairs A class project Question and answer (e.g. about grammar, class work). Research and present information on a topic Exam/Study tips Using photos to describe a craft, or hobbie.
- 4. Practical examples Your new beginner class! http://silviapv.blogspot.com
- 6. Using websites: ELT vs Authentic websites √ ELT websites provide lots of content that our learners can use. √ They provide valuable opportunities for more controlled practice. √ They are a great help for learners who need to brush up on certain aspects of the language. √ They are often used for homework.
- 7. Using websites: ELT websites wps.pearsonlongman.com/topnotch3/ www.esl-galaxy.com www.ezschool.com www.prongo.com www.starfall.com www.englishmedialab.com www.stickyball.com www.ello.org
- 8. Using websites: Authentic websites pros and cons Х Students will find them too difficult. Х It takes too much time. √ Authentic websites can be chosen to fit your students’ interests. √ They provide an opportunity to work with “total comprehension”. √ Their use fosters independent learning.
- 9. Using websites: Authentic websites Some practical examples: Inventions Crazy inventions picture gallery choose your weirdest invention now on Weird Things Culture and food Table Manners Across Cultures (Money & Careers: Multicultural Manners) Halloween How to Carve a Pumpkin - wikiHow
- 10. Using websites: Authentic websites Your turn: Table 1 – Compare people Table 2 – Describe natural disasters Table 3 – Discuss how believable a story is Table 4 – Recommend a museum Table 5 – Describe clothes