Eng lit flyer may 08
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This document provides information about a two-day course aimed at offering strategies to extend and challenge able English Literature students at A-Level. The course objectives are to encourage wider reading, use of critics and theory, and develop high-quality writing that goes beyond exam requirements. The format will include presentations, discussions, and opportunities to try teaching strategies. Attendees will receive materials to use with their current A-Level students. The course is led by an experienced English teacher and consultant on May 7-8, 2008 at the Cambridge Centre in Villiers Park.
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This document provides information about a two-day course for teachers on challenging very able English Language students at AS/A2 level. The course objectives are to offer strategies for wider reading and enrichment activities, use linguistic theory and analysis to extend students, make exam practice more interactive and assessments quicker to mark, help with target setting, and develop strong student writing. The course format includes input, discussion, and trying strategies. It focuses on student writing with ways to provide feedback. Attendees will leave with approaches to use with current A Level students. The course tutor is an experienced teacher and examiner in English Language.
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*Copyright rests with authors. Please use and cite appropriately .
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This document provides information about a two-day course for teachers on challenging very able English Language students at AS/A2 level. The course objectives are to offer strategies for wider reading and enrichment activities, use linguistic theory and analysis to extend students, make exam practice more interactive and assessments quicker to mark, help with target setting, and develop strong student writing. The course format includes input, discussion, and trying strategies. It focuses on student writing with ways to provide feedback. Attendees will leave with approaches to use with current A Level students. The course tutor is an experienced teacher and examiner in English Language.
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The document provides information about the Delta qualification for teachers of English to speakers of other languages. Delta is a flexible qualification offered internationally that can help teachers deepen their knowledge, develop their skills, and progress in their careers. It consists of three independent modules that can be taken in any order over a flexible time period. Module One focuses on language acquisition theories and resources. Module Two focuses on teaching principles and practice. Module Three allows specialization in areas like young learners or business English. Delta assessments include exams, portfolios, and written assignments. Completing Delta demonstrates a teacher has the skills for more senior roles.
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RISA Conference programme2016 RISA Conference hosted by St George’s British International School, Rome, Italy
See what's in store on the day of the conference!
- Keynote Speaker: Professor Stephen Heppell
- 38 workshops
- Recorded Interviews and highlights
- Full live experienceCompetency based instructional strategies.pptx (2).pdf
This document provides an overview of a workshop on competency-based teaching strategies. It discusses key concepts like defining competencies, competency-based education and learning. It also covers strategies like inquiry-based learning using the 5E model, problem-based learning, instructional scaffolding, and differentiated instruction. Participants are given examples and activities to apply these strategies and assess their learning through a multiple choice quiz at the end.
Language A literature guide.pdf
This document provides an overview of the International Baccalaureate Diploma Programme Language A: Literature course. It outlines the purpose, nature, aims and assessment objectives of the course. Key aspects of the course include studying works of literature, developing international understanding, and improving analytical skills. Students are assessed both externally through exams and internally through an individual oral and written assignment.
Zahraa Hassan Resume
The document is a resume for Zahraa Hassan, who is seeking a position as an English teacher. She has a Postgraduate Certificate in Teaching English as a Second Language from Algonquin College. She has experience tutoring and teaching English to students both in person and online. She is proficient in English and Arabic and has demonstrated the ability to develop curriculum and lesson plans for students at various levels.
Accessibility of Professional Development by Language Practioners Investigati...
A presentation given at the 17th Association of University Language Centres Conference on 7th-8th January 2016.
Welcome week year 2 meeting 14 15
- The document announces staff changes in the Education Studies department, including new programme and award leaders.
- It provides information about recent publications and presentations by department staff around the world.
- It provides guidance to returning second year students on important tasks like collecting assignments from the previous year and notes that 40% of their degree classification will be based on this year's highest 100 credits.
ENGL 428- ESOL Tests & MeasurementsI. Course Objectives.docx
This course examines language assessments used in teaching English to speakers of other languages (TESOL). It aims to provide both a theoretical and practical foundation for developing and implementing effective language assessment tools. The course covers topics such as assessing reading and writing ability, standards and performance outcomes, computer-based testing, and issues related to placement, evaluation and research in TESOL. Through class activities and assignments, students will learn how to design valid assessment instruments and make informed decisions about language programs and students. The overall goal is to help teachers conduct assessments in a way that makes sound pedagogical judgments rather than "bad or mediocre" decisions.
Lehman College
The document discusses the Freshman Year Initiative (FYI) at Lehman College which includes block scheduling for incoming freshmen. It focuses on the Freshman Seminar course which aims to help students adjust to college and introduces them to liberal arts. The document discusses using Long Range Academic Planning (LRAP) and ePortfolios in the Freshman Seminar to help students plan their academic programs and develop skills. It provides details on templates and assessments of using ePortfolios in the first semester Freshman Seminar courses.
Infomagic: SLA Weekend Course 2014
Infomagic: Unlocking the wonders of information books - practical strategies for their use and enjoyment. Lin and Liz Smith, optional session, SLA Weekend Course, Manchester 2014
Common Core, ELLs, and the Changing Role of ESL Educators
The development of the Common Core State Standards (CCSS) presents a new educational paradigm in United States education policy. However, many questions remain about the impact upon English learners. Moreover, ESL educators have too often not been at the table in regards to CCSS implementation. This presentation will examine the changing role of ESL educators in this new era, and discuss how the CCSS presents opportunities for ESL-trained specialists. - Presentation at the 2015 NCTE annual conference.
Poster: report writing
This document describes a curriculum designed to help international students in a Masters course develop strong academic literacy skills in English. It focuses on scientific report writing through integrating language learning with the course content. Students read scientific articles, present research, and write a literature review and consultancy report. Close attention is paid to language development at all levels. The curriculum is designed using Content and Language Integrated Learning principles to simultaneously develop conceptual understanding and English proficiency. This intensive preparation ensures students master professional scientific reporting skills within a semester.
Back the bac!
This document provides information about the Languages Interdisciplinary Project, which is a unit within the Scottish Baccalaureate. It can be taken at Higher or Advanced Higher level and involves an independent project that allows students to apply language skills in a practical context outside of school. The project focuses on developing skills for learning, life and work such as research, planning, problem solving and self-evaluation. Examples of student projects and quotes from students and business leaders supporting the value of language skills are also provided.
Flying Squad Presentation
- The Flying Squad service from Eckersley Oxford brings customized English language courses directly to clients, bypassing barriers like travel costs and lack of availability.
- Courses are tailored to specific needs and can be delivered anywhere, from 1 week to 3 months. Teachers are selected based on client input and provide high quality instruction.
- The service targets businesses, universities, schools, and any groups needing responsive English training. Courses are designed based on client objectives and can cover various topics from industry terminology to exam preparation.
Life skills-university 101
This document outlines the syllabus for a mandatory Life Skills course for freshmen at John Q. Public University. The course aims to help students develop skills for academic and personal success, and covers topics like time management, career services, and campus resources. It will be taught weekly over the semester and include writing assignments, quizzes, discussions, and a final exam. The professor is committed to maximizing student learning through engaging teaching methods like debates and role plays. Students will learn leadership theory and be assessed on their participation, written work, and pre-and post-course tests.
12 13 rojas flyer
This document provides information about a weekend workshop hosted by St. Mary's International School in Tokyo, Japan from September 22-23, 2012. The workshop, led by education consultant Dr. Virginia Rojas, will focus on building English learners' sense of competence through academic achievement. Participants will learn strategies for designing challenging and supportive learning environments, using evidence-based backwards planning and instructional techniques. The workshop costs 9,000 yen to attend and includes meals and materials. Hotel accommodations nearby are also detailed.
Creating a global classroom globaledcon 2014
This document discusses creating a global classroom through connected learning. It describes Ann S. Michaelsen's school in Norway, which has 900 students, 1:1 technology, block scheduling, and no textbooks. Students build their professional learning networks through social media like Twitter, blogs, Skype, Facebook, YouTube, and the internet during exams. The document outlines seven steps to connect, including using Twitter, blogs, RSS feeds, Skype/Google Hangouts, quad-blogging, Facebook groups, and Ning. It provides an example of Skyping with a class in the USA for Earth Day. The goal is to have students become technology experts for teachers and help teach each other, doubling learning for half the price.
Similar to Eng lit flyer may 08 (20)
Competency based instructional strategies.pptx (2).pdf
Competency based instructional strategies.pptx (2).pdf
Accessibility of Professional Development by Language Practioners Investigati...
Accessibility of Professional Development by Language Practioners Investigati...
ENGL 428- ESOL Tests & MeasurementsI. Course Objectives.docx
ENGL 428- ESOL Tests & MeasurementsI. Course Objectives.docx
Common Core, ELLs, and the Changing Role of ESL Educators
Common Core, ELLs, and the Changing Role of ESL Educators
More from Francis Gilbert
Anthem for doomed youth
The document provides context and analysis for Wilfred Owen's poem "Anthem for Doomed Youth". It discusses Owen's experience in World War 1 that inspired the poem, the form and structure of the sonnet, and how Owen uses literary techniques to portray the horrors of war and lament those who die young. The document also provides discussion questions to help students analyze themes of death, religion, and Owen's disillusionment with war.
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Lennie and George arrive at a bush camp, where Lennie drinks from a pool and they eat beans. They argue and discuss their dream of owning land. The chapter effectively sets the scene and introduces the characters of Lennie and George. Steinbeck uses descriptive language and dialogue to develop sympathy for the two men and create mystery around their relationship and dreams.
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In chapter 4 of Of Mice and Men:
- The men go to a whorehouse on Saturday night while Candy, Lennie, and Crooks stay behind. Lennie enters Crook's room where Crooks taunts him by saying George may not return. Lennie panics but Crooks backs down. Candy then joins them and mentions their dream of owning a farm. Curley's wife appears and threatens Crooks before being ordered to leave. Steinbeck uses descriptions, dialogue, and characterizations to reveal themes of racism, loneliness, and societal hierarchies in this chapter.
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In chapter 5, Lennie accidentally kills Curley's wife after stroking her hair in the barn. Curley organizes a lynch mob to hunt down and kill Lennie after discovering his wife's body. George joins the search to find Lennie before the mob does. The chapter builds tension through dramatic descriptions of the puppy's death, Lennie's interaction with Curley's wife, and her death. It also provides more depth to Curley's wife's character through her dialogue about her lonely life.
An ebacc too far
This document discusses different approaches to education including child-centered education inspired by Montessori, collaborative learning inspired by Dewey, and assessing students through multi-modal methods. It contrasts these approaches with traditional teacher-centered education, individual learning, and essay-based assessments. The document advocates for developing students' critical thinking, independent learning, problem-solving and resilience over focusing solely on logical, analytical thinking. It recommends several books on assessment, learning power, and rethinking approaches to schooling.
An annotated version of Obama's bin Laden speech
1) The President announces that a US operation has killed Osama bin Laden, the leader of al Qaeda and responsible for the 9/11 terrorist attacks that killed thousands of Americans.
2) Over the last 10 years, the US military and counterterrorism efforts have captured or killed many al Qaeda terrorists but bin Laden had evaded capture until intelligence led to his location and killing in Abbottabad, Pakistan.
3) Bin Laden's death marks a major achievement against al Qaeda but vigilance will remain as al Qaeda and its affiliates continue to operate. Justice has been done for the 9/11 victims and their families.
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The document summarizes 14 passages from The Kite Runner, highlighting important characters like Baba, Hassan, and Assef, as well as pivotal events such as Hassan protecting Amir from Assef and Amir's failure to do the same. The passages also discuss themes of identity, betrayal, fatherhood, and standing up to oppression.
The kite runner_tiffany_wallis
In this summary, Tiffany Wallis provides a detailed recap of 3 chapters from The Kite Runner by Khaled Hosseini:
Chapter 14 sees Amir receive a call from Rahim Khan asking him to return to Pakistan. Amir sees kites flying, reminding him of his past.
Chapter 19 finds Amir traveling to Kabul with Farid. They discuss their backgrounds and Afghanistan's poverty. Amir stays with Farid's family and reflects on his privileged upbringing.
Chapter 24 has Amir, Sohrab, and Farid staying in a hotel. Farid departs as Sohrab disappears, upset about his parents. Amir promises to adopt Sohrab,
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The document summarizes various passages from The Kite Runner by Khaled Hosseini, including details about the characters Baba and Ali, Hassan's origins, mothers in Afghanistan, the Hazara people, winning male approval, Assef bullying Hassan, stealing a watch, moving to America, fatherhood, confronting Assef again, and rescuing Sohrab. It focuses on major people and events in the novel through brief summaries of different chapters.
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Amir and Farid search for Sohrab at an orphanage in Kabul. However, Sohrab is not there. The head of the orphanage reveals that a Taliban official takes one of the children each month in exchange for money, which is their only source of income. Amir learns that Sohrab was taken by the Taliban official and will be at Ghazi Stadium the next day. Farid is angry to hear about the fate of the orphaned children.
Blog marking
The document outlines marking criteria for research and planning presentations. It may be presented electronically or as a folder, and group work must differentiate individual contributions. Higher levels receive more marks for greater research, organization, work on elements like shot lists and storyboards, presentation quality, and time management. The moderator will expect to see evidence of research and planning as part of the moderation sample.
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This document outlines 8 steps for making a film opening: 1) Take stock of the task, assessment, timeframe, and equipment. 2) Set up a blog to document the process. 3) Investigate film openings and student work. 4) Brainstorm ideas and get feedback. 5) Plan shots, locations, storyboards. 6) Shoot the opening. 7) Edit and get feedback on rough cuts. 8) Finalize the edit and submit the opening along with evidence on the blog. The blog should creatively showcase research, planning, production, and editing using a variety of media.
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The document provides information on how a group coursework blog and AS coursework task will be marked. It outlines six areas the blog must show evidence of fulfilling and five marking criteria for the coursework task. The blog is worth 20 marks and will be marked on a scale from minimal to excellent in areas like planning, organization, and communication. The coursework task involves creating a 2-minute opening title sequence and will be marked out of 60 across four levels based on appropriate use of titles, sound, shooting, and editing.
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This document outlines 9 steps for a video coursework assignment that must be documented in a student blog on a weekly basis. [1] The steps include setting up the blog, researching similar works and the target audience, developing an idea and pitch, planning shots and storyboards, organizing production elements, shooting the video, and editing a rough cut and final cut of the video. [2] Students must provide evidence on their blog each week of time management, digital technology skills, research, audience feedback, and communication skills as they relate to the production process. [3] All shooting must be completed by February 4th, with rough cuts due on February 27th and final videos due on March 6th.
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The document outlines criteria for evaluating two parts of a title project: the planning and research, and the video.
For the planning section, there are four levels of achievement based on evidence of creative use of areas like research, storyboarding, time management, and presentation skills.
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This document outlines 9 steps for a video coursework project. Students must provide evidence on their blog each week of time management, digital technology skills, research into target audiences, and care in blog presentation and communication skills. The steps include setting up the blog, developing a pitch, planning shots and storyboards, organizing production elements, shooting the video, and editing a rough cut and final cut to post on the blog. Students must complete shooting by February 4th and post the final video by March 6th.
Asyoulikeit
This document provides a summary and context for William Shakespeare's comedy As You Like It. It begins with an introduction noting the play's themes of nature vs fortune, appearance vs reality, and court life vs the natural life. It then provides a list of the play's characters organized by relationship. The bulk of the document is a detailed 3-act synopsis of the plot. It concludes by noting the resolution of the play's romantic plots through marriages planned for the following day.
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This resource pack provides information about West Yorkshire Playhouse's upcoming production of As You Like It. The synopsis summarizes the plot, in which Rosalind disguises herself as a man after being banished from court and ends up in the Forest of Arden where she encounters Orlando. The character descriptions introduce the main characters. The rehearsal process section describes the first day of rehearsals and the typical rehearsal schedule over the following weeks as the production comes together, including work with a language consultant, choreographer, and fight director. An interview with the actor playing Jaques discusses his character and another with Vanessa Kirby who plays Rosalind discusses the rehearsal process.
User guide
This document provides a summary of how to use and navigate the Boardworks Shakespeare educational software package. It explains how to install the software, access technical support, navigate through the PowerPoint presentations, view notes and worksheets, play audio, and includes the minimum system requirements. The document is intended to help teachers get started using the interactive whiteboard package.
O tempest 2009
The document provides background information and extracts from Shakespeare's play The Tempest, which was set as a section for the 2009 Key Stage 3 English test. It includes a condensed story of the play, summaries of two scenes, character descriptions and other contextual information. The summaries describe Prospero explaining his backstory to Miranda and putting her to sleep, then calling on Ariel and learning that the shipwrecked travelers have arrived on the island. It also summarizes Ferdinand and Miranda falling in love as planned by Prospero, before he decides to test Ferdinand by making him a servant.
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Eng lit flyer may 08
- 1. A Level English Literature: Challenging your Most Able Students Objectives o To offer strategies to extend students’ experience through wider reading and enrichment activities, both within the classroom and beyond o To consider ways of using critics and critical theory to stretch more able students o To think about how to develop the writing of your most able students, so that they both achieve top grades and go beyond the limits of the exam o To look forward to 2008 and consider ways of implementing the changes to benefit very able students Format The course will include a mixture of input, discussion and a chance to try out strategies and discuss their potential uses with students. There will be a close focus on one or two pieces of student writing, with discussion of practical ways of responding. You will go away with some approaches and materials to try out or adapt for your current A Level students. Course tutor Barbara Bleiman is a Curriculum Consultant at The English and Media Centre. Previously a Head of English at a Sixth Form College, she has taught numerous courses on A Level, worked as a consultant to QCA and various exam boards and published many books on A Level, including several titles in the EMC Advanced Series (Othello, Studying Blake, Studying Spies, Studying Cold Mountain, Text, Reader Critic, The Modern Novel). She is the editor of emagazine, EMC’s magazine for A Level students. Details Date: Wednesday 7 May (7.00 pm) to Thursday 8 May 2008 (4.00 pm) Venue: The Cambridge Centre at Villiers Park, Foxton Ref: English Literature – 08044 Cost: £? to include accommodation, meals, course materials Applications Please complete the booking form and return to Villiers Park You can also book online at www.villierspark.org.uk Alternatively, if you would like more information please contact us on 01223 872601 or vp@villierspark.org.uk Bookings will be accepted on a first come first served basis. We advise early booking as course group sizes are small to ensure personalised learning and the opportunity for effective networking. Registered Charity No. 225920