Iowa ed tech course description
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This course helps English language teachers integrate technology into their classrooms. Over eight weeks, participants will learn to use strategies like social media to develop vocabulary, design grammar activities involving learner interaction, select reading materials to meet language objectives, and teach writing and listening skills using technology. The goal is for teachers to understand how technology impacts language learning today and to be able to develop their own lessons incorporating tools learned in the course.
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![This is a program of the U.S. Department of State
administered by FHI 360.
d
by FHI 360 and delivered by [PARTNER NAME]
Iowa State University
Using Educational Technology in the English Language Classroom
Course Description
This course is designed to help English language teaching professionals around the world acquire and
maintain basic knowledge and skills in technology for professional purposes through hands-on learning.
It will help teachers integrate pedagogical knowledge and skills with technology to enhance their
language teaching and learning through their reading, discussion, and creation of new learning activities.
The course will help participants apply technology in record keeping, feedback, and assessment, and use
technology to improve communication, collaboration, and efficiency by participating in online discussion
and presentation.
Educational Objectives
By the end of the eight-week course, participants will be able to:
Understand computer-assisted language learning (CALL) and how technology affects language
teaching in the 21st century;
Use strategies to develop vocabulary growth through social media;
Identify appropriate grammar activities that include opportunities for learners to discover,
analyze, and produce grammatical structures as part of tasks that encourage learner interaction;
Use methods for selecting and adapting appropriate reading texts for accomplishing particular
language learning goals;
Understand how to teach writing through CALL by selecting appropriate model texts,
showcasing technology supported help options, considering the audience for writing activities,
and developing writing strategies;
Understand how to select and adapt existing listening resources on the Internet to address
language learning objectives;
Select CALL materials that teach speaking skills and focus on the sounds and accents that are
relevant for their learners;
Develop teaching units that incorporate one or more of the technologies learned throughout
the course.](https://image.slidesharecdn.com/iowaedtechcoursedescription-180310225405/85/Iowa-ed-tech-course-description-1-320.jpg)
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Este es el programa para el MOOC Online Professional English Network Program.ste consiste de cursos de 8 semanas ofrecidos por prestigiosas instituciones de Educación Superior en EEUU.
Tips for teaching with call
This document provides tips and guidance for using CALL (computer-assisted language learning) in English language teaching. It recommends selecting CALL materials that explicitly teach vocabulary at an appropriate level, providing interactive practice opportunities for learners, and incorporating collaborative tasks. The document also discusses evaluating learner performance, developing online vocabulary learning strategies, and following principles of learner guidance, authentic language exposure, and structured learning activities when using CALL in the classroom.
Blended learning in higher education
This document discusses using podcasts in tertiary education to enhance language learning. It argues that podcasts allow for active student engagement through group collaboration, frequent interaction, and feedback. Students can practice and reinforce oral skills by recording podcasts. This promotes autonomy and lifelong learning. When integrated into a blended learning model with an LMS platform, podcasts provide scaffolding, learner support, language recycling, and consolidation. This fosters cognitive and social development while addressing affective factors. Challenges include the digital divide and maintaining student motivation in asynchronous environments. Overall, podcasts promote more active participation compared to traditional methods.
Rustam
This document outlines the aims, goals, and objectives for an English as a Second Language (ESL) curriculum being developed at a post-graduate college in Mansehra, Pakistan. The course aims to improve students' reading comprehension, fluency, motivation, vocabulary, and independence as readers. Goals include learning reading strategies, becoming fluent readers, boosting comprehension, and enjoying reading. Objectives are for students to use strategies, develop receptive skills, excel academically, comprehend various texts, read extensively, and acquire vocabulary. The curriculum is designed based on an analysis of students' needs and the teaching situation.
Online course readiness
The document provides guidance on assessing whether a course is ready to be moved online. It outlines several key factors to consider, including course design and navigation, assessment of student performance, student support and feedback, establishing a learning community, appropriate pedagogical practices, effective use of technology, and other general measures of readiness. An online course should have clear organization and policies, accessible content, varied assessments, opportunities for interaction and feedback, and utilize technology in ways that enhance learning.
Call as a method to develop study skills
This document discusses how using computers can help develop study skills for language learning. It outlines important study skills like taking notes, doing research, writing papers, and time management. Computers are effective tools for language instruction, allowing students to practice at their own pace. Computer-assisted language learning (CALL) programs motivate students and allow teachers to customize lessons. While CALL programs have limitations like lack of teacher customization, the benefits of computers for language instruction outweigh the drawbacks.
in-service program for English teachers
This document summarizes an in-service training program for 38 elite English teachers from Guangdong, China organized by the Chinese University of Hong Kong. The 3-week residential program aimed to help teachers develop their understanding of the latest English teaching methodologies and enhance their ability to apply theory to practice. The program included workshops on teaching approaches, school visits and classroom observations, curriculum development, and adapting teaching materials. Participants provided positive feedback and the program aimed to expand collaboration between Guangdong and Hong Kong teachers through developing an ongoing professional learning community.
Supervision of Learning - Literacy
Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
Ppp21
The document discusses planning for teaching English as a foreign language. It describes how to structure didactic units with objectives, contents, methodologies and evaluations. Key aspects of planning include sequencing skills and topics appropriately for students' levels, using a task-based methodology, and focusing on communication and developing students' basic competences. Teachers should maximize instructional time, create a positive learning environment, use a variety of materials, and employ continuous evaluation throughout the learning process. Well-planned didactic units help guide students' learning and development of English language skills.
An introduction to the algerian middle school english curriculum
This file explains well the definition of a curriculum and clarifies all about the Algerian middle school English curriculum
01 dsk english y1 sk
This document outlines the English language curriculum for primary schools in Malaysia for Years 1, 2 and 3. It discusses the aims, objectives, pedagogical principles and organization of the curriculum. The curriculum is organized into modules including Listening and Speaking, Reading, Writing, Language Arts and Grammar (for Years 3-6). It provides the content standards and learning standards for each module and year level. The standards describe the knowledge, skills and understandings students need to demonstrate in English communication. The document emphasizes developing students' language skills through meaningful, contextualized and fun activities.
01 dsk english y1 sk
This document outlines the English language curriculum for primary schools in Malaysia for Years 1, 2 and 3. It discusses the aims, objectives, pedagogical principles and organization of the curriculum. The curriculum is organized into modules including Listening and Speaking, Reading, Writing, Language Arts and Grammar (for Years 3-6). It provides the content standards and learning standards for each module, describing the skills and knowledge students should develop as they progress through the years. The document emphasizes developing students' basic literacy and language skills, including phonics, reading comprehension, writing mechanics, oral communication, and an appreciation of literature. It adopts a modular and theme-based approach to make learning fun, meaningful and help students communicate effectively in
01 dsk english y1 sk
This document provides an overview of the Standard-Based English Language Curriculum for Malaysian National Primary Schools. It discusses the aims, objectives, underlying pedagogical principles and organization of the curriculum. The curriculum is organized into modules focusing on different language skills. It is designed to provide pupils with a strong foundation in English and allow them to develop their language skills in a step-by-step manner from Years 1 to 6. The curriculum emphasizes developing basic skills in the early years and integrating skills development throughout in a fun and meaningful way to support pupils' mastery of the English language.
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Conversation Analysis: Directness in NNS's Dispreferred Responses
This study analyzed differences between native and nonnative English speakers in how they deliver dispreferred responses during a debate. The study found that native speakers emphasized agreement more at the beginning and were more indirect at the end when disagreeing. Nonnative speakers' responses were more direct throughout. As interactions progressed, both groups became more direct, though nonnatives remained more so. These findings suggest it is important for English language teaching to include conversation strategies to help nonnatives interact successfully with native speakers.
Invitations: Pragmatic Transfer
This research focused on invitations performed by highly proficient Japanese speakers in English and Japanese. Comparison with baseline NS invitations showed evidence of pragmatic transfer.
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This is a summary of how proficiency is measured with different kinds of test and their characteristics.
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This is the lesson plan format used for the Practicum Program "Teaching Advanced English Communicatively."
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This book presents the state of the art reading and writing approaches used in a BA ELT Program at the Benemérita Universidad Autónoma de Puebla.
Consejo de-unidad-academica
El Consejo de Unidad Académica (CUA) es el órgano colegiado máximo de una facultad, integrado por el Director, Secretario Académico y representantes de sectores académicos y no académicos. El CUA toma decisiones de manera colegiada en lugar de una sola persona, y sus funciones incluyen nombrar al Director, aprobar planes y presupuestos, y estudiar asuntos académicos. Para ser consejero estudiantil se requiere estar inscrito, tener buen promedio, y no
Spring 2021 course descriptions
Estos son lo detalles de programa Online Professional English Network ofrecido por la Oficina Regional de Programas de Inglés de la Embajada de los EEUU para docentes de inglés.
Facultad de lenguas
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos de alta tecnología y a las exportaciones de bienes de lujo a Rusia. Además, se congelarán los activos de varios oligarcas rusos y se prohibirá el acceso de los bancos rusos a los mercados financieros de la UE.
2020 open application winter
- The document provides instructions and an application for a program called OPEN that runs online courses for English teachers from January to March 2021.
- Applicants must submit the completed application by October 13, 2020 and also complete an orientation in November-December 2020.
- The application requests contact information, education and employment background, English proficiency level, technology skills, and a statement of purpose. Applicants can select up to three course options and must commit to spending 2 hours daily during the 8-week course.
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The American English Live Teacher Development Series 9 will take place online from September 23 to December 2, 2020. The series consists of 6 webinar sessions held every other Wednesday that cover topics to help present and future English teachers. Participants can view the sessions from their home, school, or office and will receive e-certificates for attending at least 4 sessions. Viewing groups of at least 3 people must register by September 14 to participate. Individuals do not need to register and can join the Facebook sessions.
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The Office of English Language Programs is hosting a six-part webinar series called American English Live: Teacher Development Series 9 for English language teachers. The webinars will take place on Wednesdays from September to December and will focus on topics like grouping students effectively, increasing student interaction, leading meaningful discussions, giving students more voice and choice, engaging students during lectures, and providing strategic corrective feedback. Teachers can participate in the webinars at 7am or 12pm Mexico Central Time and contact RELOMexico@state.gov for more information.
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This document provides instructions for a discourse competence task that asks the student to analyze examples of university diplomas in Spanish and English. The student is asked to identify differences between the two languages in terms of elements included in the documents and the type of language used. The student is also asked to discuss challenges a translator may face in translating the English diploma into Spanish, as well as differences between formal letters in English and Spanish, such as elements included or style of language.
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Summer 2020 course descriptions
Éste es el detalle de los cursos que se ofrecerán en el American English E-Teacher Summer Course 2020.
2020 American English e teacher application summer
1) The document is an application for the E-Teacher Program summer term running from July 7 to September 1, 2020.
2) Applicants must complete a mandatory orientation from June 1-26 and submit the application by March 30 to RELOMexico@state.gov.
3) The application requests contact information, education details, English proficiency level, technology skills, and course selections from the applicant. It also requires a statement of purpose and plan to share knowledge gained.
Materials for the academic reading and writing workshop
The document provides an overview of different modules in an academic reading and writing workshop. Module 1 explores academic writing and research methodology, including descriptive, correlational, experimental, and other types of research. Module 2 covers writing introductions, specifically parts of a thesis and key elements of an introduction. Subsequent modules address writing and formatting papers, literature reviews, methods chapters, results chapters, and data analysis.
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Date: May 29, 2024
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 4
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Chapter 6
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Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
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Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Iowa ed tech course description
- 1. This is a program of the U.S. Department of State administered by FHI 360. d by FHI 360 and delivered by [PARTNER NAME] Iowa State University Using Educational Technology in the English Language Classroom Course Description This course is designed to help English language teaching professionals around the world acquire and maintain basic knowledge and skills in technology for professional purposes through hands-on learning. It will help teachers integrate pedagogical knowledge and skills with technology to enhance their language teaching and learning through their reading, discussion, and creation of new learning activities. The course will help participants apply technology in record keeping, feedback, and assessment, and use technology to improve communication, collaboration, and efficiency by participating in online discussion and presentation. Educational Objectives By the end of the eight-week course, participants will be able to: Understand computer-assisted language learning (CALL) and how technology affects language teaching in the 21st century; Use strategies to develop vocabulary growth through social media; Identify appropriate grammar activities that include opportunities for learners to discover, analyze, and produce grammatical structures as part of tasks that encourage learner interaction; Use methods for selecting and adapting appropriate reading texts for accomplishing particular language learning goals; Understand how to teach writing through CALL by selecting appropriate model texts, showcasing technology supported help options, considering the audience for writing activities, and developing writing strategies; Understand how to select and adapt existing listening resources on the Internet to address language learning objectives; Select CALL materials that teach speaking skills and focus on the sounds and accents that are relevant for their learners; Develop teaching units that incorporate one or more of the technologies learned throughout the course.