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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Nadya Rutherford
Período de Práctica: Primary School
Institución Educativa: School n° 4 `Florentino Ameghino´
Dirección: Vieytes 775 – Puerto San Julián – Santa Cruz
Sala / Grado / Año - sección: 5° `B´
Cantidad de alumnos: 23
Nivel lingüístico del curso: elementary
Tipo de Planificación: clase
Unidad Temática: 3
Clase Nº: 5
Fecha: 11/07/2017
Hora: 9:05 – 9:45 am
Duración de la clase: 40 minutes
Fecha de entrega: 07/06/2017
· Aims or goals:
During this lesson, learners will be able to…
• Raise their awareness about their pets´ characteristics.
• Develop their speaking skills by describing their (ideal) pet.
• Develop their writing skills by writing about their (ideal) pet.
• Teaching points: - language focus:
Functions Lexis Structures Pronunciation
Revision
Talking
about their
pet
pets
big, small,
friendly,
playful, funny,
beautiful
His/her
I have
I don´t have
/h/ have
His – her
/ei/ tail,
scales
New Describing
pets
love
I have a pet. It´s a (pet).
(His/Her) name is ______
It´s (adjectives).
I love (pet)!
/ / loveʌ
2. · Teaching approach or combination of methods / approaches:
Τhis plan follows the PPP (Presentation, practice, production) approach, which is integrated
with a CLIL (content and language integrated learning) approach, because the students learn
the topics in a coherent and meaningful context.
· Integration of skills: What skills will be integrated and how?
Speaking is integrated constantly in the class, and especially in two speaking activities about
pets. Listening is integrated through a song and the teacher´s instructions and questions, in L2
all the time. Writing is integrated when the students have to put questions and answers in
order about their pets.
· Materials and resources: computer, internet connection, TV, speaker, copies for the
students
· Pedagogical use of ICT in class or at home: the students watch a video at the
presentation stage. A blog was created to work at home and do homework.
· Seating arrangement: Three big tables in the English classroom are fixed to the
floor. The students sit around them.
· Possible problems / difficulties and possible solutions during the class: in case
there wasn´t internet connection, I would use internet from my mobile phone. If it
didn´t work, I would sing and use the whiteboard to present the topics.
The students may get distracted or not pay attention at some point in the class. If
that happened, I would say: ´1, 2, 3, eyes on me!´
· Assessment: what will be assessed and how: the students´ pronunciation, listening
and speaking will be assessed by singing songs and getting the students to talk about
their pets; grammar and vocabulary will be assessed through writing activities and
games.
STAGES IN THE LESSON
ROUTINE (5´)
Purpose: to greet the students.
At the beginning of the lesson, the students make a line outside their classroom and they
walk into the English classroom. It takes about five minutes.
T: Hello. Good morning!
3. T: Hello. Good morning!
T: How are you today?
S: Fine, thanks. How are you?
T: Great!
Transition: Fantastic! Now let´s meet some great pets!
WARM-UP (5´)
Purpose: to revise some of the contents the students have already studied.
1. T shows the students pictures of animals and their names and the students have to
make a sentence. At first, they don´t see the letters in the PowerPoint slide. The teacher
shows the sentences after the students said them only for them to check that they are
OK.
T: Look. What pet is it?
D: Horse!
T: Yes!. and what is HIS name?
S: Spirit!
T: Correct! So we say: I HAVE A PET. IT´S A HORSE. HIS
NAME IS SPIRIT.
Now, what pet is it?
S: It´s a cat! Angela!
T: Yes! I HAVE A PET. IT´S A CAT. What´s HER name?
S: Her name is Angela.
T: Perfect! And this?
S: I HAVE A PET. IT´S A DOG. HIS NAME IS WALLY.
T: Fantastic! Next!
S: I HAVE A PET. IT´S A MONKEY. HER NAME IS LOLA.
T: Excellent!
Transition: Wonderful! Let´s describe these pets!
PRESENTATION (5´)
Purpose: to introduce the new teaching points.
2. T shows the S pictures of the same animals in the warm-up to introduce the adjectives:
BEAUTIFUL, PLAYFUL, FUNNY and FRIENDLY.
T: Look. What is he like? (doing funny faces)
S: Divertido! Gracioso!
T: Yes! SPIRIT IS FUNNY! Now, let´s look at Angela. (acting like a model)
4. S: Modelo! Linda! Hermosa!
T: Correct!! ANGELA IS BEAUTIFUL! Here is Wally. He likes football, and games, and balls.
S: Le gusta jugar! Juguetón!
T: That´s right! WALLY IS PLAYFUL! Now this is Lola. She has a lot of friends. She (pointing
at the woman) is her friend. What is she like?
S: Tiene muchos amigos!
T: Yes! LOLA IS FRIENDLY!
Transition: Now let´s meet YOUR pets!
DEVELOPMENT (15´)
Purpose: to practise the new teaching points.
1. T tells the S they have to think about their pet or their ideal pet and then draw it.
T: Listen! I´m going to give you a piece of paper and you have to draw your pet, real or
favourite! YES? For example, this is coco (drawing on the board and writing the name COCO
above the picture). Who can explain the activity? (10´)
S: Me! (explains in L1)
T: Great, thanks! Let´s get started! You have 10 minutes!
MY PET
__________________________________________________________________
__________________________________________________________________
_________________________________
2. T shows the students the picture of COCO, the T´s dog. It contains a description about
him, so T explains that they have to do the same about their pets. (5´)
T: Look. This is my pet again! I HAVE A PET. IT´S A DOG. HIS NAME IS COCO. HE IS
5. PLAYFUL. I LOVE COCO!
Now, write about YOUR (pointing at the students) pets.
T monitors the activity by walking next to the students to see if they need any help. When
they finish, T collects the papers to make a poster and put it on the classroom wall.
Transition: Now let´s play a game!
CLOSURE (3´)
Purpose: to check the students´ understanding of the topics studied today.
T tells the students that they are going to play a game about their own pets´ characteristics.
T says:
T: If you have a PLAYFUL pet, roll your hands (showing). Do you have a playful pet?
S: The S answer with the movement.
T: Very good! Now, if you have a BEAUTIFUL pet, clap your hands! Excellent!
If you have a FRIENDLY pet, stand up!
If you have a FUNNY pet, stamp your feet! Fantastic!
Transition: Finally, homework!
HOMEWORK (2´)
Purpose: to continue practising the contents at home.
The T tells the students that they have homework in their BLOG.
T: People! You have HOMEWORK in your BLOG! You have games to play!
6. After lesson 1, I will include the following games in the blog:
HELLO, MY DEAR STUDENTS!
Choose a game and play it. Elegí un juego y jugalo:
http://www.cookie.com/kids/games/opposite-adjectives.html
https://learnenglishkids.britishcouncil.org/en/grammar-practice/adjectives
http://www.manythings.org/vq/mc-adj.html
Copy this in your English folder / Copiá esto en tu cuaderno:
GAME (nombre del juego que elegiste):
ADJECTIVES (adjetivos que aparecen en el juego, ej big):
ROUTINE (5´)
Purpose: to say goodbye to the students.
At the end of the lesson, the students make a line outside the English classroom and they
walk into their classroom. It takes about five minutes.
• To be completed by your tutors:
