The second in a 3 part series on lesson planning - this set of slides deals with the procedure page. For a free, voiced over presentation of this, visit elt-training.com
This brilliant presentation was made by my two friends Gorakhnath Gangane and Mahesh Babu after returning from Cambridge University Regional Training College, London, having done their CELTA from there, getting a CELTA degree that is the most prestigious one in the whole world. The presentation is about ELT, EFL and ESL and ELL and is brilliant in its accuracy. It also has some suggestion and structural inputs from me.. Gorakhnath and Mahesh are language instructors in Jazan University Saudi Arabia, and I am an Assistant Professor here.
Material para una sesión donde los participantes varíen el tipo de instrucción deductiva o inductiva dependiendo del nivel del dominio de inglés de sus estudiantes y del contenido que pretendan enseñar, y reconozcan las características de una instrucción deductiva o inductivo y en que situaciones deberían ser empleados.
Teachers' and Students' Attitudes Toward Error Correction in L2 WritingASM Mustafizur Rahman
Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers.
Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.
Part 1 of a 3part series on lesson planning for CELTA -for a voiced over presentation and more useful training videos for English language teachers, visit www.elt-training.com
This brilliant presentation was made by my two friends Gorakhnath Gangane and Mahesh Babu after returning from Cambridge University Regional Training College, London, having done their CELTA from there, getting a CELTA degree that is the most prestigious one in the whole world. The presentation is about ELT, EFL and ESL and ELL and is brilliant in its accuracy. It also has some suggestion and structural inputs from me.. Gorakhnath and Mahesh are language instructors in Jazan University Saudi Arabia, and I am an Assistant Professor here.
Material para una sesión donde los participantes varíen el tipo de instrucción deductiva o inductiva dependiendo del nivel del dominio de inglés de sus estudiantes y del contenido que pretendan enseñar, y reconozcan las características de una instrucción deductiva o inductivo y en que situaciones deberían ser empleados.
Teachers' and Students' Attitudes Toward Error Correction in L2 WritingASM Mustafizur Rahman
Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers.
Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.
Part 1 of a 3part series on lesson planning for CELTA -for a voiced over presentation and more useful training videos for English language teachers, visit www.elt-training.com
The first in a four part series on classroom management from elt-training.com. You can find a free voiced over presentation of these slides on the site
This is the power point presentation I used in one of my trainings for the ALC/Moldova staff in July 2009. For more information, contact me at danielamunca@gmail.com.
Teach with Digital: Empower EFL learners speaking skillsAhmed Ra'ef
Digital tools have been used in a variety of ways in language instruction to provide learners with opportunities to produce oral output. This presentation is about the integration of Flipgrid, a video recording tool, to enhance learners’ speaking skills inside and outside the classroom while receiving feedback on their performance.
The second in a four part series on Classroom Management for trainees and novice English teachers. Check out other videos and a 'Grammar for language teachers' course at elt-training.com
The first in a three part series for English language teachers on Stress and Intonation. What is word stress and why is it important for language teaching?
Some thoughts and practical ideas for using role play in the language classroom. If you'd like free, video presentation of this, go to www.elt-training.com
Some thoughts and practical ideas on using dictation in the English language classroom. For a free, voiced over video presentation of this, go to www.elt-training.com
NATECLA 2013 - Getting creative with grammar teachingJo Gakonga
Slides from he NATECLA talk given on 6-7-13 at Sheffield Uni. For a free voiced over presentation, visit http://elttraining.mdl2.com/mod/page/view.php?id=186
The present perfect - what it is, why it's difficult for learners (and teachers) and some ideas on how to teach it. A unit from the 'Grammar for language teachers' course at www.elt-training.com
PPP to TBL Different approaches to language presentationJo Gakonga
What is PPP? TTT? TBL? What are the differences between them? What are the advantages and drawbacks of each of these methods of language presentation? This slideshow explores these issues. For a free, voiced over presentation of this, go to elt-training.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
7. Set a gist task
Read/listen
Peer check
Class feedback
Warmer/ lead in
(Pre-teach vocabulary)
Set a second task
Read/listen
Peer check
Class feedback
Language work/ productive skills practice
11. Different models
eg…
PPP
TTT
TBL
For a video presentation on different
models of language presentation, look
under the ‘methodology’ section at
elt-training.com
15. Warmer
Authentic task
Language
clarification
Controlled practice
Freer practice
To ensure learners have a good understanding of the
meaning, form and pronunciation of the target language
TestTeachTest
To allow the teacher to judge how well
the learners can use the target language
To give learners an opportunity to consolidate
their understanding of the target language
To give learners an opportunity to use the
target language in a more authentic way
To engage learners and
activate schemata
27. Set a gist task
Read/listen
Peer check
Class feedback
Warmer/ lead in
(Pre-teach vocabulary)
Set a second task
Read/listen
Peer check
Class feedback
Language work/ productive skills practice
28. Set a gist task
Read/listen
Peer check
Class feedback
Warmer/ lead in
(Pre-teach vocabulary)
Set a second task
Read/listen
Peer check
Class feedback
Language work/ productive skills practice