Teaching Writing Skill to Young Learners is easy sometimes if you can make their writing interesting. Here are some strategies to make their writing interesting. It is a great respect for the teachers when they are able to teach students.
-Focus: Guided Writing is a three-level Writing series designed to engage young learners
-Progression: After completing level appropriate skills books in writing, students can develop their writing and creative thinking skills
-Page Count: Student Book- 104 pages & Workbook- 52 pages
-Unit Structure: 12 units- Student Book 8 pages per unit & Workbook 4 pages per unit
-Packaging: Each book includes a pull-out workbook
-Downloadable materials: Answer Keys, Additional Materials
Website: www.compasspub.com/GW
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
Teaching Writing Skill to Young Learners is easy sometimes if you can make their writing interesting. Here are some strategies to make their writing interesting. It is a great respect for the teachers when they are able to teach students.
-Focus: Guided Writing is a three-level Writing series designed to engage young learners
-Progression: After completing level appropriate skills books in writing, students can develop their writing and creative thinking skills
-Page Count: Student Book- 104 pages & Workbook- 52 pages
-Unit Structure: 12 units- Student Book 8 pages per unit & Workbook 4 pages per unit
-Packaging: Each book includes a pull-out workbook
-Downloadable materials: Answer Keys, Additional Materials
Website: www.compasspub.com/GW
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. What is a lesson plan?
• It’s the framework for my lesson.
• It’s the map I follow during class.
• It’s a pain in the neck.
• It’s the product of my thoughts about the
class to give and what I hope to achieve.
3. Why planning?
• Planning helps you to reduce uncertainty
or panic and gives you confidence and
clarity.
• It reminds you to prepare materials
beforehand, and makes it easier for you to
organize the time and activities flow in
classes.
4. Why planning?
• For students, evidence of a plan shows
them the teacher has devoted time to
thinking about the class.
• It is a way to help gain the respect of
your students.
• It suggests professionalism and
commitment.
5. • Planning ensures that the class you are
teaching gets a balanced mixture of
different materials, content and interaction
types.
• Planning helps you to develop a personal
style.
Why planning?
6. Planning the class
1. How long before a specific lesson do you
plan it?
2. Do you write down lesson notes to guide
you?
3. Do you rely on a lesson format provided
by the Teacher's book?
7. Planning the class
4. Do you write down your objectives?
5. Do you actually look at your notes during
the lesson? If so, rarely? occasionally?
frequently? Why?
6. What do you do with your
lesson notes after the
lesson?
9. What to consider?
• Engage: get the students interested in
the class and hopefully enjoying what they
are doing.
• Study: it is a focus of language, such as
grammar or vocabulary and pronunciation.
It does not have to be NEW
language input.
10. What to consider?
• Activate: the students do writing and or
speaking activities which require them to
use not only the language they are
studying that day, but also other language
that they have learnt.
11. Aims
• Think about your aim as your mission.
• Your lesson plan should be aim driven.
• They are “why” we teach.
• Each lesson has a main and subsidiary
aim.
• Each stage in the lesson
has a specific aim.
15. We’re going to use
Present Simple in
positive sentences
and wh- questions to
talk about daily
routines
16. We’re doing unit
3A. It’s about
Present Simple
We’re going to
practice
Present Simple
We’re going to use
Present Simple in
positive sentences
and wh- questions to
talk about daily
routines
17. What are the aims of 3A?
• Main aim: Grammar input; present simple
positive sentences and wh- Qs to talk
about daily routines.
• Subsidiary aim: Reading skills; reading for
specific information or vocabulary; daily
routines.
18. How do we define the aims?
• Main aim
–The point where you will spend the most
time during the lesson.
• Subsidiary aim
–The next important point in your lesson.
Both aims depend on what
is necessary for the student
to learn.
19. What is the main
aim for this lesson?
And the
subsidiary aim?
20. When do we write the aims?
a. Immediately when we start writing the
lesson plan.
b. After you’ve pondered on what part of the
lesson you’ll dedicate more time to.
c. Only when you know you’ll be observed.
d. All of the above.
e. None of the above.
21. Are my aims correct?
• Your aims should answer:
–Why are we going to do the lesson?
–What is the learning purpose of this
lesson?
22. What are the stages in a
lesson?
• Warmer
• Contextualization
• Pre-teach vocabulary
• Reading / listening
– For gist
– For specific info
24. • A warmer is a short activity that demands an active
involvement from the students. We use warmers at the
beginning of lessons for a variety of reasons. Firstly and
perhaps most importantly to get the students going at the
beginning of the day or the beginning of the lesson, to
warm them up just like an athlete would warm up before
their big race. Also it gives the students a chance to
switch on to using English, to get their brains ready to
use a different language.
Lesson Plan,Gareth Rees
Warmer
25. Warmer
• A warmer is a game you play at the
beginning of your lesson.
• It sets the mood for the rest of the lesson.
• It helps students to relax and feel
comfortable.
• It lets students have fun.
26. • It makes students realize “everyone is in
the same boat” .
• Students can learn a little about you and
their classmates .
• They can get a feel for how the rest of the
class will be like.
• Students gain confidence.
Warmer
27. Who am I?
• Every S gets a paper with a character on
the stuck on the back.
• Ss need to ask yes/no questions only.
• When a S guesses his/her character
he/she can sit down.
Warmer
28. Contextualization
• Introduces the topic for the lesson.
• It motivates students to be engaged in the
topic of the lesson.
• You can personalize your class.
• It gives students key elements for the
class.
30. Pre-teach vocabulary
• Before the listening or reading text.
• Don’t teach all vocabulary.
• Teach only the vocabulary required for the
listening/reading activities.
32. • Illustration
Very useful for more concrete words (dog,
rain, tall) and for visual learners. Not all
items can be drawn.
• Mime
This lends itself particularly well to action
verbs and it can be fun and
memorable.
Pre-teach vocabulary
33. • Synonyms/Antonyms
Using the words a student already knows
can be effective for getting meaning
across.
• Definition
Make sure it is clear. Ask questions to
check Ss understood.
Pre-teach vocabulary
34. • Translation
It is fast and efficient. Not every word has
a direct translation.
• Context
Think of a clear context when the word is
used.
Pre-teach vocabulary
35. Language input
• Use the reading/listening text as the model
for the language.
• Use a guided discovery.
• Show meaning, form and if necessary
pronunciation
36. • Design tasks so Ss notice target
language.
• Have Ss try to figure out how language
works by looking at its use in context. (text
model).
• Elicit from Ss meaning, form and
pronunciation.
Language input
38. Controlled practice
• After language was introduced.
• They focus only on the target language.
• It gives the Ss their first chance to use the
acquired language.
39. Why?
• To allow the students to internalize the
new language so that they understand it.
• They know how and when to use it and
they’ve had a chance to produce it.
• It helps to fix the language in
the students’ mind.
Controlled practice
40. • By it’s nature, controlled practice can be
very repetitive.
• Ss can become bored and lose interest.
• Be sure the activities don’t go on for too
long.
• Have a good variety in the
practice stage.
Controlled practice
41. • Drills
• Gap-fill
• Sentence completion
• Quizzes
• Games
• Tests
• Information search
• Dictation
Controlled practice
42. Freer practice
• Controlled practice activities develop
students’ accuracy.
• Less controlled activities work on fluency.
• Ss need the chance to activate their
language.
• Ss need to use a wide range
of language as naturally as
possible.
43. • The activity needs to be very carefully
explained and set up.
• Ss will be working without your direct
guidance.
• Ss are the stars here, not you.
• Ss will make lots of mistakes.
• Don’t interfere.
Freer practice
44. • Let your Ss make mistakes.That’s the
idea.
• Your job at this stage is to monitor.
• Move around.
• Listen to your Ss.
• Particular errors can be
pointed out during
feedback stage.
Freer practice
45. What would be a
good freer practice
for this lesson?
46. Procedure
• What the teacher and the students will be
doing during any specific stage of the
class.
47. Procedure
• Each and every activity – no matter what
type!!! – is always divided into three parts:
• Set-up.
• Student engagement.
• Reportback / Feedback.
48. Procedure
• Include these three pieces of information
at all times:
–Activity instruction.
–Interaction pattern.
–Teacher’s behaviour.
49. Activity Instruction
• It tells you what the activity’s instruction to
be followed is - the same one as the
book’s rubric.
• The function of this part is
to let you know what the
students are expected
and supposed to be
doing.
50. Interaction Pattern
• This means the way in which the students
will be working during the activity.
• The interaction patterns can be
individually, in pairs and in
groups of three, four or
more.
51. Interaction Pattern
• Another interaction pattern is T – WC,
which stands for when the teacher talks to
the whole class.
• This interaction pattern is mostly used
when the teacher gives the
instructions to the
students.
52. Teacher’s Behaviour
• What the teacher has done before, is
doing during and will do after the students
do, are doing and have done the activity.
• Here is where you use phrases like: T
helps when needed,
T monitors, T drills proper
pronunciation, etc.
53. Learning Aim
• Tells you why you do an activity and what
the student gets out of it, in an academic
language.
• A lesson is divided into different stages
and each of these stages more often
than not has one specific
aim, but they can also
have many specific
aims.
55. Learning Aim
• CLOSURE
T charms ss.
Keeps job.
Ensures good evaluation.
Makes Emma and Paulina
happy ☺
56.
57. Bibliography
• Ur, Penny; A course in language teaching:
Prcatice and theory. CUP; 1999
• Woodward, Tessa; Planning lessons and
courses; CUP; 2009.
• Robertson, C.; Acklam, R.; Action plan for
teachers; BBC world service, 2000
• Harmer, Jeremy; How to teach
English; Longman 2001.
58. • Spratt, M.; Pulverness, A.; Williams, M.;
The TKT Course; Cambridge ESOL; 2003
• Heath O’Ryan, Jáem; The CELTA Course
handouts; 2007
• http://www.teachingenglish.org.uk
Bibliography