EYL, Topic Based Work and What's Your Topic
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Topic work is a way to organize children's learning around themes of interest. It helps children learn language, concepts, and skills related to other subjects through experiences. There are several benefits to using topic work, including creating a real need for English, providing varied input, and allowing children to experiment with language. Some potential problems are teachers not knowing the curriculum, students inability to work independently, and topics not covering basic syllabus material.
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The silent way
The silent way is a language teaching method developed by Caleb Cattegno that focuses on speaking, listening, reading and writing the target language. It is student-centered and uses physical objects to facilitate learning through student exploration of skills and knowledge, with errors seen as part of the learning process. The teacher remains silent and controls the lesson flow, while students stay independent and focused. Key techniques include the sound color chart, peer correction, Cuisenaire rods, words charts, self-correction gestures, and Fidel charts. Advantages include students feeling comfortable, actively participating, improving vocabulary and confidence, while disadvantages are not fully understanding materials due to lack of explanation and repetition from the silent teacher.
The silent way
The Silent Way teaching method developed by Caleb Gattegno in the 1960s aims for students to learn independently with minimal teacher input. Students are introduced to new language concepts using visual aids like Cuisenaire rods and charts, then must work together to understand without direct instruction. While this approach alone is rarely used today, its emphasis on student independence and discovery learning through visual supports continues to influence language teaching methods.
The Silent Way
The Silent Way is a language teaching method created by Caleb Gattegno in 1963 that utilizes extensive silence. The key principles are that learning is more important than teaching, students develop their own understanding rather than repeating a model, and errors are an important part of learning. Students must be observant, willing to discover the language independently, and have a positive attitude. The goals are for students to become independent, autonomous, responsible users of the language who can self-express and interact with others. Classroom activities include the teacher modeling words for students to incorporate into their own utterances with minimal guidance.
Total physical response
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn language. In TPR, the instructor gives commands in the target language and students respond through whole-body motions. It is commonly used with beginners and young learners. TPR focuses on developing listening skills first before speaking. Some advantages are that it is engaging, helps build vocabulary in context, and facilitates understanding without much preparation. However, it risks boring students if overused and not all languages suit this method.
Community Language Learning , the principles
The document outlines the principles of Community Language Learning. The teacher's goals are for students to learn communicatively, understand their own learning, take responsibility, and share knowledge with each other. The teacher takes on counseling, understanding, providing a safe environment, and generating non-defensive learning. Students progress through five stages from dependent infant to independent learner. Native language is used to bridge understanding. Interactions are student-teacher assertiveness or teacher-directed, and student-student cooperation. Language and culture are intertwined and used for communication and thinking. Errors are not immediately corrected but the correct form is repeated respectfully. Evaluation is non-traditional through self-evaluation, paragraphs, or interviews. The approach focuses on listening
Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
Teaching Speaking to young children
This document discusses techniques for teaching speaking skills to young English language learners. It begins by defining speaking and exploring its role in language development. Some key techniques discussed include using songs, poems, rhymes and chants to teach pronunciation; role plays and games to support communicative language teaching; and mirrors, rhymes and tongue twisters to help students learn pronunciation. The document also addresses managing noise levels in the classroom and using corrective feedback models to address student errors.
Audio lingual method beny i.n. nadeak, s.pd
The Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.
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The silent way
The silent way is a language teaching method developed by Caleb Cattegno that focuses on speaking, listening, reading and writing the target language. It is student-centered and uses physical objects to facilitate learning through student exploration of skills and knowledge, with errors seen as part of the learning process. The teacher remains silent and controls the lesson flow, while students stay independent and focused. Key techniques include the sound color chart, peer correction, Cuisenaire rods, words charts, self-correction gestures, and Fidel charts. Advantages include students feeling comfortable, actively participating, improving vocabulary and confidence, while disadvantages are not fully understanding materials due to lack of explanation and repetition from the silent teacher.
The silent way
The Silent Way teaching method developed by Caleb Gattegno in the 1960s aims for students to learn independently with minimal teacher input. Students are introduced to new language concepts using visual aids like Cuisenaire rods and charts, then must work together to understand without direct instruction. While this approach alone is rarely used today, its emphasis on student independence and discovery learning through visual supports continues to influence language teaching methods.
The Silent Way
The Silent Way is a language teaching method created by Caleb Gattegno in 1963 that utilizes extensive silence. The key principles are that learning is more important than teaching, students develop their own understanding rather than repeating a model, and errors are an important part of learning. Students must be observant, willing to discover the language independently, and have a positive attitude. The goals are for students to become independent, autonomous, responsible users of the language who can self-express and interact with others. Classroom activities include the teacher modeling words for students to incorporate into their own utterances with minimal guidance.
Total physical response
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn language. In TPR, the instructor gives commands in the target language and students respond through whole-body motions. It is commonly used with beginners and young learners. TPR focuses on developing listening skills first before speaking. Some advantages are that it is engaging, helps build vocabulary in context, and facilitates understanding without much preparation. However, it risks boring students if overused and not all languages suit this method.
Community Language Learning , the principles
The document outlines the principles of Community Language Learning. The teacher's goals are for students to learn communicatively, understand their own learning, take responsibility, and share knowledge with each other. The teacher takes on counseling, understanding, providing a safe environment, and generating non-defensive learning. Students progress through five stages from dependent infant to independent learner. Native language is used to bridge understanding. Interactions are student-teacher assertiveness or teacher-directed, and student-student cooperation. Language and culture are intertwined and used for communication and thinking. Errors are not immediately corrected but the correct form is repeated respectfully. Evaluation is non-traditional through self-evaluation, paragraphs, or interviews. The approach focuses on listening
Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
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Audio lingual method beny i.n. nadeak, s.pd
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The direct method by beny i.n. nadeak, s.pd
The Direct Method
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Silent Way method PPT
The Silent Way is a language teaching method devised by Caleb Gattegno based on the teacher being as silent as possible. It uses physical objects like Cuisenaire rods to facilitate problem-solving in the target language. The objectives are near-native fluency and learner autonomy. The theory views language as arbitrarily associated sounds and meanings organized by grammar rules, separated from social context and taught through artificial situations represented by rods. Learners work independently and correct themselves while the teacher silently monitors and uses gestures to elicit responses without direct correction or modeling.
Audio lingual Method of teaching
The Audio-Lingual Method (ALM) was developed in the United States during World War II to teach soldiers foreign languages quickly through an oral-based approach using behaviorist techniques. ALM focuses on accurate pronunciation, grammar patterns, vocabulary, and quick responses through extensive repetition and drills. It was the dominant foreign language teaching method in the U.S. from the 1950s-1960s. However, it declined in popularity due to its limitations like boring lessons, inability to transfer skills, and lack of practical application.
Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Task Based Language Teaching - TBLT
Here are the items the group selected and the total weight:
- 2 waterproof sheets of fabric (6 kilos)
- 1 fire lighting kit (500 grams)
- 1 medical kit (2 kilos)
- 4 bottles of water (6 kilos)
- 2 packets each of sugar, flour, rice, powdered milk, coffee, tea (6 kilos)
- Total weight: 20.5 kilos
The group had to carefully consider the weight and usefulness of each item to stay under the 20 kilo limit while maximizing survival necessities and entertainment. They opted for essentials like water, first aid, cooking basics but included one lighter item for enjoyment. Good problem-solving
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The document summarizes the audio-lingual method, a language teaching approach developed in the 1940s-50s. It was influenced by behaviorism and focused on habit formation through repetition of dialogs and pattern drills. The goals were accurate pronunciation, grammar and quick responses. A typical lesson involved listening, repeating, substituting in dialogs followed by various drill activities like transformation and dictation exercises.
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This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
Audio lingual method
The Audio-lingual Method is a language teaching method developed during World War 2 that emphasizes speaking and listening skills over reading and writing. It uses behavioral psychology principles like drilling and reinforcement to teach grammar inductively. The goals are to train short-term listening comprehension and pronunciation, and long-term develop native-like automatic language use. While it engages students and trains speaking, it provides little real communication practice and can be boring.
The Audio-Lingual Method (ALM) = Army Method
The Audio-Lingual Method (ALM) is an oral-based language teaching approach developed after World War II. It is based on behaviorist learning theories that emphasize habit formation through imitation and repetition. Grammar is taught inductively through pattern practice drills without explanation of rules. The teacher controls the classroom interactions and acts as a model for pronunciation and language use. Students are expected to mimic the teacher and rely heavily on drills to practice grammar structures and build oral skills through repetition. While ALM aimed to build oral communication skills, it was later criticized for not developing true language proficiency and potentially causing boredom.
Total Physical Response (TPR Method)
Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher based on his observations of how children acquire their first language. TPR teaches language through physical actions in response to verbal commands. Students listen and then perform actions commanded by the instructor in the target language without having to vocally respond themselves. TPR is often used with beginners and young learners to develop listening comprehension and vocabulary through coordinated speech and movement before introducing speaking.
CLIL
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The document outlines the key aspects and perspectives on language functions. It defines language and its functions. Language functions are processed both socially and biologically. There are various proponents of language functions cited. Language functions can be studied from general/micro and meta/macro aspects. General functions include physiological, phatic, recording, identifying, reasoning, communicating, and pleasure functions. Metafunctions include the ideational, interpersonal, and textual functions. The document concludes that language allows for flexible communication and that the study of language functions is constructive across various disciplines.
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This document discusses the types and roles of materials in English language teaching. It defines materials as a central and observable component of pedagogy that are used by teachers and learners to facilitate language learning. Materials can be verbal, non-verbal, teacher-centered, learner-centered, or skill-focused depending on curriculum aims and learner needs. Common types of materials include textbooks, workbooks, teacher's manuals, reference materials, audiovisual materials, and supplementary/remedial materials. The role of materials is to support teachers, stimulate learning, organize the teaching process, allow for independent study, and provide opportunities for self-evaluation and language practice.
Communicative language teaching
This document describes a classroom activity using the communicative language teaching (CLT) method with a 5th grade class. The teacher presents grammar and vocabulary, then has students conduct a survey by asking each other questions in pairs. The goal is for students to practice speaking skills while learning about each other. Key principles of CLT used include focus on communication, learner-centered approach, and experience-based learning through interaction and trial/error. Potential challenges of CLT discussed include lack of clear grammar rules and need for teacher training to implement the method effectively.
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Este documento es una presentación de PowerPoint para la clase de inglés que incluye una lista de vocabulario sobre actividades de ocio y personalidad en inglés y español como trabajar, coleccionar cosas, navegar, patinar, jugar ajedres, montar en bicicleta, construir modelos, hacer senderismo, observar aves, mantener un blog, ser madrugador, ser flexible, tener un inicio tardío y vivir la vida al máximo.
Scavenger Hunt
This document contains information about various college resources and events including:
- A presentation by the Learning Support Tutors on getting an English paper proofread
- Information about temporary parking decals and where to eat lunch on campus
- Details that Building H was dedicated to Brenda Watts Jones in December 2011
- Descriptions of the Student Government Association (SGA) and Phi Beta Lambda competitive team purposes and activities
- Mention of an architect project and CDL housing
- Michael Willis shares that he likes being a tutor to help students reach their full potential
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This document discusses several methods of teaching English, including the Grammar Translation Method, Direct Method, and Audio-Lingual Method. The Grammar Translation Method focuses on translating words and texts between English and the learner's native language. The Direct Method teaches English exclusively through the target language without translation. The Audio-Lingual Method is based on behaviorism and teaches language patterns through repetition and drills. Each method has its own principles, techniques, merits and demerits for developing English language skills.
Communicative Language Teaching (CLT)
The document discusses Communicative Language Teaching (CLT) at the level of approach and design. It defines CLT as an approach that emphasizes authentic communication, interaction, task-based activities, and language use for meaningful purposes. The goal of CLT is to develop communicative competence, which includes grammatical competence as well as sociolinguistic competence. In CLT, the teacher acts as a facilitator and the learner participates through cooperative work. The syllabus can be organized around grammar, skills, functions, or tasks to promote meaningful communication.
The direct method by beny i.n. nadeak, s.pd
The Direct Method
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Silent Way method PPT
The Silent Way is a language teaching method devised by Caleb Gattegno based on the teacher being as silent as possible. It uses physical objects like Cuisenaire rods to facilitate problem-solving in the target language. The objectives are near-native fluency and learner autonomy. The theory views language as arbitrarily associated sounds and meanings organized by grammar rules, separated from social context and taught through artificial situations represented by rods. Learners work independently and correct themselves while the teacher silently monitors and uses gestures to elicit responses without direct correction or modeling.
Audio lingual Method of teaching
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Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Task Based Language Teaching - TBLT
Here are the items the group selected and the total weight:
- 2 waterproof sheets of fabric (6 kilos)
- 1 fire lighting kit (500 grams)
- 1 medical kit (2 kilos)
- 4 bottles of water (6 kilos)
- 2 packets each of sugar, flour, rice, powdered milk, coffee, tea (6 kilos)
- Total weight: 20.5 kilos
The group had to carefully consider the weight and usefulness of each item to stay under the 20 kilo limit while maximizing survival necessities and entertainment. They opted for essentials like water, first aid, cooking basics but included one lighter item for enjoyment. Good problem-solving
Audio visual method
The document summarizes the audio-lingual method, a language teaching approach developed in the 1940s-50s. It was influenced by behaviorism and focused on habit formation through repetition of dialogs and pattern drills. The goals were accurate pronunciation, grammar and quick responses. A typical lesson involved listening, repeating, substituting in dialogs followed by various drill activities like transformation and dictation exercises.
Content based syllabus
Content based syllabus combines language and content learning by focusing on teaching subject matter in the target language rather than separately teaching the language itself. It exposes students to the target language environment through subjects like in language immersion programs. While research shows this helps students learn faster, teachers must ensure student comprehension and account for differences in student age. Content based syllabus is applicable for both children and adults but does not guarantee communication skills without extensive interactive activities.
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This document provides an introduction to language learning strategies and styles. It defines language learning strategies as activities used by learners to improve their language learning, such as obtaining, storing, retrieving, and using information. Learning styles reflect one's multiple intelligences and preferred ways of learning. The document identifies eight multiple intelligences: logical/mathematical, visual/spatial, verbal/linguistic, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist. It categorizes language learning strategies as direct, indirect, memory, cognitive, compensation, metacognitive, affective, and social strategies. Finally, it notes that the document is a course book in progress for begin
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This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
Audio lingual method
The Audio-lingual Method is a language teaching method developed during World War 2 that emphasizes speaking and listening skills over reading and writing. It uses behavioral psychology principles like drilling and reinforcement to teach grammar inductively. The goals are to train short-term listening comprehension and pronunciation, and long-term develop native-like automatic language use. While it engages students and trains speaking, it provides little real communication practice and can be boring.
The Audio-Lingual Method (ALM) = Army Method
The Audio-Lingual Method (ALM) is an oral-based language teaching approach developed after World War II. It is based on behaviorist learning theories that emphasize habit formation through imitation and repetition. Grammar is taught inductively through pattern practice drills without explanation of rules. The teacher controls the classroom interactions and acts as a model for pronunciation and language use. Students are expected to mimic the teacher and rely heavily on drills to practice grammar structures and build oral skills through repetition. While ALM aimed to build oral communication skills, it was later criticized for not developing true language proficiency and potentially causing boredom.
Total Physical Response (TPR Method)
Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher based on his observations of how children acquire their first language. TPR teaches language through physical actions in response to verbal commands. Students listen and then perform actions commanded by the instructor in the target language without having to vocally respond themselves. TPR is often used with beginners and young learners to develop listening comprehension and vocabulary through coordinated speech and movement before introducing speaking.
CLIL
CLIL (Content and Language Integrated Learning) is an approach that integrates teaching academic content with the teaching of a non-native language. It has 4 guiding principles and involves 5 stages: building a shared vision, reflecting the context, focusing on content, communication, cognition and culture, providing resources, and monitoring/evaluating. The methodology creates a safe environment for active, peer-cooperative learning with scaffolding. Teachers act as facilitators and provide authentic input while students use their background knowledge to participate and apply new content knowledge.
Language functions
The document outlines the key aspects and perspectives on language functions. It defines language and its functions. Language functions are processed both socially and biologically. There are various proponents of language functions cited. Language functions can be studied from general/micro and meta/macro aspects. General functions include physiological, phatic, recording, identifying, reasoning, communicating, and pleasure functions. Metafunctions include the ideational, interpersonal, and textual functions. The document concludes that language allows for flexible communication and that the study of language functions is constructive across various disciplines.
Learning grammar for young learner
This document discusses grammar teaching and learning for young foreign language learners. It begins with a conversation between a teacher and student that illustrates how grammar is necessary to precisely express meanings. The document then discusses several key points about grammar teaching: grammar has a place in children's language learning when taught skillfully; grammar learning evolves from chunks of language and meaningful conversations; and grammar can be taught without explicit technical labels. The document also examines the development of learners' internal grammar, the influence of their first language, and trends in grammar teaching approaches. Finally, it proposes techniques for supporting grammar learning, such as noticing activities, structured practice, and introducing metalanguage in a meaningful way.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
Types and role of materials in elt
This document discusses the types and roles of materials in English language teaching. It defines materials as a central and observable component of pedagogy that are used by teachers and learners to facilitate language learning. Materials can be verbal, non-verbal, teacher-centered, learner-centered, or skill-focused depending on curriculum aims and learner needs. Common types of materials include textbooks, workbooks, teacher's manuals, reference materials, audiovisual materials, and supplementary/remedial materials. The role of materials is to support teachers, stimulate learning, organize the teaching process, allow for independent study, and provide opportunities for self-evaluation and language practice.
Communicative language teaching
This document describes a classroom activity using the communicative language teaching (CLT) method with a 5th grade class. The teacher presents grammar and vocabulary, then has students conduct a survey by asking each other questions in pairs. The goal is for students to practice speaking skills while learning about each other. Key principles of CLT used include focus on communication, learner-centered approach, and experience-based learning through interaction and trial/error. Potential challenges of CLT discussed include lack of clear grammar rules and need for teacher training to implement the method effectively.
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Estimados clientes, adjuntamos presentación de todos nuestros productos de Argentina, Chile y Ecuador.
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Teaching english to young learners
This document discusses teaching English to young learners. It begins by outlining the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills, while older learners show more analytical thinking and developed literacy skills. The document recommends teaching listening and speaking skills first through a natural approach. It also discusses several theories that inform teaching English to young learners, including the importance of comprehension over production, scaffolding learning, and creating a print-rich environment. The document concludes by outlining some strategies and classroom language for teaching English to young learners in Indonesia.
Everyday Englis Expressions 2
The document contains a list of over 100 common English expressions and idioms taught by the Cape Cod Language School. Some examples included are "Actually", "As long as", "I appreciate it!", "Are you sure?", "I'm afraid of", "Take a nap", "Can I help you?", "It's up to you", "You're the boss!", and "Take a peek". The expressions cover a wide range of topics from time, requests, opinions, mistakes, warnings, and more.
Care of patient in acute biologic crisis
1. The document discusses care of clients in acute biologic crisis, including identifying situations that constitute a crisis, distinguishing types of crises, and appropriate emergency treatment and management.
2. Nursing interventions for clients in shock are described, including monitoring for complications, promoting rest and comfort, and supporting family members.
3. The stages of shock are outlined as compensatory, progressive, and irreversible, with assessments, medical and nursing management discussed for each stage.
Big 4 Macromolecules
The document provides an overview of the four main types of macromolecules - carbohydrates, lipids, proteins, and nucleic acids. It discusses what each macromolecule is made up of at the molecular level, where they are found, and their main functions in living things. The key points covered include that carbohydrates are polymers of glucose monomers and are an important energy source; lipids are made of carbon, hydrogen, and oxygen and function to store energy, insulate, and produce hormones; proteins are polymers of amino acid monomers and compose structures, enzymes, and hormones; nucleic acids include DNA and RNA.
Shewhart, 6-Sigma and snowflake-men
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
ARM and SoC Traning Part I -- Overview
Jim Huang (jserv) from 0xlab.org prepared the technical training for ARM and SoC. In part I, it introduced the overview of ARM architecture, family, ISA feature, SoC overview, and several practical approaches to Xscale SoC as example.
Altered casts technique
The document describes the altered cast technique, which is a modification of the functional impression technique used in removable partial dentures. It involves making a functional impression to capture the displaced shape of the residual ridge under load. The edentulous area is then cut out from the original master cast. The framework and functional impression are seated on the modified master cast. Stone is poured into the impression to create an altered, or corrected, cast reflecting the displaced ridge shape under load. This ensures uniform support of the denture base in the functional form of the residual ridge.
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Similar to EYL, Topic Based Work and What's Your Topic
teaching-speaking.ppt
This document discusses teaching speaking skills and provides examples of activities and techniques teachers can use. It covers 5 factors to consider in planning speaking lessons, such as the learner's proficiency and goals. It also describes direct and indirect teaching approaches, including controlled activities like dialog building and awareness activities, as well as fluency activities. The document emphasizes creating a comfortable environment for students to practice speaking through icebreakers, examples of which include introducing oneself and describing personality in 3 words, as well as discussing favorite foods and past emotions. Teachers should select icebreakers carefully and tie them to lesson objectives while allowing time for practice to increase student confidence and engagement.
Presentation materials design created by Shama Kalam Siddiqui
This presentation helps to understand the types of materials for ESL and presents a framework from Brown on Adopting, Developing and Adapting Materials for the language teaching context. Educators would also get a framework for the production of new materials and the 6 stages towards creating materials for learners:
1. Identification of need for materials
2. Exploration of need
3. Contextual realization of materials
4. Pedagogical realization of materials
5. Production of materials
* Student use of materials
6. Evaluation of materials against agreed objectives
References:
Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers.
Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. En Richards, J.C. and W.A. Renandya (Eds.) Methodology in language teaching. An anthology of current practice (pp. 80-91). Cambridge: Cambridge University Press.
Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
British Council: ELT Textbooks and materials: Problems in Evaluation and Development
2002 Basic Education Curriculum
Curriculum Innovations: Local Trends
Salient Features of 2002 Basic Education Curriculum
Integrative Teaching as a Mode of Instructional Delivery
Reference: Curriculum Development by Purita P. Bilbao Ed.D., et.al.
Course design
This document outlines the steps in designing an English language teaching course, including analyzing learner needs, establishing goals and objectives, planning the syllabus, designing course units, and evaluating the course. It discusses factors to consider such as learner age and interests, societal relevance, methodology, and class size. When planning lessons, the document recommends specifying goals and objectives, preparing materials, sequencing activities with variety and pacing, accounting for difficulty and individual differences, and balancing teacher and student talk. Guidelines are provided for adapting lessons to curricula, institutional constraints, and evaluating student understanding.
blocks-of-time-new.ppt
The document discusses the blocks of time framework used in Kindergarten class schedules. It describes the different periods of the day including arrival time, meeting times, work periods, snack/recess, and indoor/outdoor play. Each block of time incorporates activities to develop skills across seven learning domains. Following this daily routine helps children feel safe while taking risks and working with others to reinforce many curriculum outcomes.
Team teaching stage report
Rafael Munoz Toledo completed an internship at Colegio "San Vicente" school where he helped students with various assignments. For his first activity, he assisted 1st grade students with presentations on English-speaking countries over 3 weeks. The students reacted positively, asking for feedback and following instructions. He was later asked to give grammar and speaking workshops to different grades and provide exam preparation assistance. While no special materials were required, he incorporated songs, videos, and presentations into lessons, which engaged students but required additional activities for comprehension. Lesson planning was an ongoing process informed by the teacher and students, with initial plans taking 2-3 hours but developing continuously throughout the internship.
Team teaching stage report
The document describes Rafael Munoz Toledo's experience collaborating with students at Colegio "San Vicente" school. It discusses the first activity he was asked to help with, which involved students researching and presenting on English-speaking countries over 3 weeks. It notes the positive atmosphere and engagement of the students. Rafael was also asked to give grammar and speaking workshops. He found that audiovisual materials like songs and videos engaged students when used appropriately within lessons. Developing effective lesson plans took continuous practice and refinement over his internship period.
Present Practice Produce
This document outlines a training session on lesson planning using the Present, Practice, Produce (PPP) format. The session begins with introductions and a group discussion on the importance of lesson planning. It then provides a lecture on incorporating language skills and methodology into lessons, explaining the PPP format and its elements. Trainees participate in an activity to create a lesson plan in groups using the PPP format and materials provided. They then assess another group's lesson plan. The document aims to prepare participants for practicum by teaching effective lesson planning techniques.
Curricularist as a Knower
1. The document outlines key concepts in curriculum development including definitions of curriculum, approaches to curriculum as content, process and product, models of curriculum development, and philosophical, historical, psychological and social foundations of curriculum.
2. Major curriculum development models discussed include Tyler's four basic principles and Taba's grassroots approach.
3. Foundations of curriculum development explored include perspectives from philosophers like Dewey, essentialists, and reconstructionists, as well as influences from theorists in psychology and the social sciences.
16827589.ppt
This document discusses the importance of lesson planning for ESL teachers. It notes that lesson planning helps teachers stay organized, keep lessons from becoming monotonous, and improve their teaching skills. The key elements of a good lesson plan are listed as educational objectives, content and teaching activities, preparation of materials, and assessment of student learning. Additional characteristics include being student-centered, flexible, complete, and activity-based. Lesson planning provides benefits such as helping teachers stay on target, saving time, and promoting student learning and better results. The document outlines the major components and levels of planning, and emphasizes that clear structure and precise directions in a lesson plan lead to higher student achievement.
Innovative teaching models
The document discusses 5 innovative teaching models: 1) Contextual teaching and learning emphasizes real-world experiences and prior knowledge. 2) Quantum learning aims to accelerate learning through engagement. 3) Integrated learning combines multiple subjects through common themes. 4) PAIKEM focuses on active, fun, competency-based learning. 5) Collaborative learning involves students learning together through interaction and group work. The models provide benefits like higher-order thinking and retention, but also challenges like ensuring on-topic discussion and meeting all ability levels.
Ps1700093
The teacher plays a key role in facilitating learning through carefully planned instruction, curriculum design, and organizing learning activities. They consider students' developmental needs and arrange the classroom into centers to support self-directed learning. Play is essential to children's learning and development, and the daily schedule provides a balance of teacher-directed and child-initiated activities both indoors and outdoors. Developmental-thematic curriculum engages students through integrated learning based on selected themes, with activities chosen or planned by both teachers and students.
Lesson planning finaldraft copy (1)
This document discusses the importance of lesson planning for ESL teachers. It outlines that lesson planning helps teachers stay organized, keep lessons engaging for students, and evaluate their own teaching effectiveness. The key elements of a good lesson plan include educational objectives, content, teaching activities, materials, and assessment of student learning. Advantages of lesson planning are that it provides structure, saves time, improves teaching skills and student results. The document also provides guidance on writing lesson plans, including specifying objectives, methodology, and homework assignments.
Uo l l&t conf 2014
1) The document summarizes research being conducted by the Lesson Study Research Group at the University of Leicester to evaluate the quality of learning opportunities and explore student perspectives in "research lesson seminars" using a lesson study approach.
2) Lesson study is being used as a collaborative tool to understand and extend student learning on an MA International Education course. It involves teaching research lessons, observing students, and conducting student interviews and evaluation meetings to continuously refine pedagogy.
3) Initial insights from two projects exploring international student learning and the role of study skills indicate benefits of lesson study in breaking down "pedagogic solitude" and issues of literacy, technology, and developing an academic community.
برونوين كويه التقييم البناء في الفصول الدراسية الابتدائية العلوم
This document discusses formative assessment in primary science classrooms. It begins by defining formative assessment as a process used by teachers and students to notice, recognize, and respond to learning with the goal of enhancing that learning. The document then provides examples of formative assessment practices from New Zealand primary science classrooms, including using multiple sources of evidence of learning, planning formative assessments, creating a safe classroom, and engaging families. It concludes by sharing teacher insights on ensuring assessment supports valued learning outcomes and the importance of planning and collaboration for changing practices.
10_session.pptx
This document outlines a session on reflective teaching. It discusses defining reflective teaching as exploring beliefs, self-observation, and collecting information on one's own teaching and students' behaviors. The purposes of reflective teaching are to expand understanding of teaching/learning, enhance skills, and improve student learning. Teachers are encouraged to use tools like lesson notes, diaries, peer observations, and student feedback to engage in reflection. Specific diary suggestions include reflecting on lesson objectives, materials, student engagement, classroom management, and plans for future lessons. Activities guide teachers in reflection through small group analysis and brainstorming, as well as collecting student feedback. The conclusion emphasizes questions teachers should ask themselves about their lessons and students.
Content based instruction ( CBI )
Content-based instruction is a method that integrates language and content learning. It focuses on using meaningful content from other subject areas as the basis for developing language skills. Key aspects of CBI include using the content and students' background knowledge and experiences to drive the curriculum; focusing on purposeful, contextualized language use; and having students play an active role in interpreting information while teachers facilitate learning. CBI aims to make language learning more motivating by focusing on meaningful ideas rather than just language forms.
Instructional planning - Janardhanan G
This document provides guidance on instructional planning and design. It discusses:
1. The importance of preparing course plans and unit plans to properly allocate time for teaching topics and ensure a logical sequence.
2. Factors to consider when designing lessons such as objectives, student abilities, and available time and resources.
3. Common components of effective lessons including an introduction, development, consolidation, and evaluation phases with specific teacher and student activities.
4. Tips for effective classroom lectures including engaging students, presenting content logically, using various instructional methods, and providing summaries.
5. Guidelines for establishing a positive classroom climate and effective questioning techniques.
A framework for materials writing
a framework for materials writing and the process of materials writing with directions for the teachers path through the production of new or adapted materials
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Presentation materials design created by Shama Kalam Siddiqui
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برونوين كويه التقييم البناء في الفصول الدراسية الابتدائية العلوم
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EYL, Topic Based Work and What's Your Topic
- 1. By: Isnaini Farida Khilmi Meti Wisma Rini Azwar Ali Amzah
- 2. 1. What is topic work? • Topic Work is a way of organizing children’s learning and language learning around topics or themes of interest to children. – To help children learn and practice language, concepts, and skills related to other subjects. – Make children learn through experiences.
- 3. 2. Why do topic-based work? There are some reasons why topic based learning is chosen; – The content is very important. – It can help the learning process. – Bring out pupils’ reactions and feelings. – More easily to give a personal local touch to materials. – Rearrange and suit the material with the situation. – You can manage the time as you want. – It includes all the language skills.
- 4. 3. How to set about it? • Choosing your topic • Planning time • Collecting material • Functions and situations • Methods and activities • Assessment
- 5. Example:
- 6. 4. How to organize topic work • Timing. • Materials. • Monitoring and recording pupils. • Classroom organization. • Grouping children.
- 7. 5. The benefits of using topic work. • Create a real need and desire to use English. • Provide sufficient time for English. • Provide exposure to varied and meaningful input. • Create a friendly atmosphere. • Provide plenty opportunities for children to experiment with their new language. • Provide feedback on learning. • Help students notice the underlying pattern in language.
- 8. Some problems • Teacher doesn’t know the general primary curriculum. • Students cannot work independently. • Topic work doesn’t coverage the basic syllabus. • Children get so excited and tend to use L1 • Teacher has limited resources.