At this workshop, I have explained several steps and possible suggestions to develop blogging as a tool to enhance EFL written production within the CLIL classroom
This document contains a lesson plan for a synchronous English class on superheroes for 6th grade students at a Pre-intermediate level. The lesson aims to revisit vocabulary and grammar structures from prior lessons, consolidate superhero vocabulary, and have students share their projects from the previous week. During the 40-minute class, the teacher will lead a warm-up game to review superhero vocabulary, have students present their projects, and play another game to reinforce language. The plan focuses on developing students' speaking, listening, and interpersonal skills through collaborative work and interactive activities.
Three English teachers analyzed problems among their Form 5 students and developed action plans to address weaknesses. Teacher 1 had 13 students weak in grammar questions, and planned intensive grammar instruction and frequent testing over 5 weeks. Teacher 2 had 28 students failing due to difficulties with graphic texts and identifying keywords, and planned focused teaching on keywords for 2 weeks. Teacher 3 had 20 students failing the reading comprehension section, and planned identifying details and key words in texts over 2 weeks.
Using e-feedback in large classes in a business writing courseIATEFL BESIG
The document summarizes using computer-mediated e-feedback in a large business English writing course. It describes the course context, objectives, components, and constraints of large class sizes and limited time. It discusses using Moodle to provide writing tasks and instructor e-feedback. Feedback addressed content, organization, mechanics, and vocabulary. A student survey found that most felt the general e-feedback was sufficient and helped improve their writing and learning.
The document summarizes the use of computer-mediated e-feedback in a large business English writing course at Ruppin Academic Center in Israel. The course aimed to develop students' business writing skills through online tasks and feedback provided via the Moodle learning management system. A survey found that most students found the general e-feedback on their writing assignments to be helpful in improving their work and learning. The feedback allowed for ongoing, customized feedback to individual students in a large class setting.
The document describes an online catalogue being developed by the School on the Cloud network working group to share recommended cloud-based platforms, tools, and apps for teachers. It provides details on the catalogue, including that it is an ongoing deliverable being updated by working group members with new recommendations. It also outlines the process undertaken to gather lesson ideas from partners to include in the catalogue, including a pre-assignment where partners submitted lesson plans and ideas for tools in the catalogue.
This document provides information about an English 1311 course titled "Expository English Composition - Special Topic: Discourse, Morality, and Authority" taught at UTEP. The course aims to develop students' critical thinking and communication skills. It will cover various types of writing including writing to explore, explain, analyze, and convince/solve problems. Major assignments include a discourse community map, homepage, agency report, annotated bibliography, community problem report, rhetorical analysis, opinion piece, visual argument, presentations, blog, and e-portfolio. The course will utilize Blackboard and require computer/Internet access for technology-based work.
This document summarizes a presentation on developing communicative proficiency in foreign language classrooms through task-based instruction and integrated performance assessments (IPAs). The presentation provided an overview of how to design units around IPAs, including identifying learning goals, planning formative and summative assessments, and determining necessary grammar and vocabulary. Examples of IPA tasks involving interpretive, interpersonal, and presentational modes of communication were provided. Attendees participated in a practice activity to design an outline for a sample unit using the backward design model and IPA structure.
Course design for pre-service secondary teachers Shona Whyte
This document describes a study examining a short course designed to help pre-service secondary language teachers develop technology skills and reflective practice. The course involved online collaboration and designing language learning activities using technology. Analysis of the teachers' designs and reflections showed they initially focused on efficiency and language learning, but later emphasized collaboration and interdisciplinary approaches. While some experimented with technology, most activities focused on practicing language rather than authentic tasks. Ongoing professional development was identified as important for developing technology skills suited to teaching contexts.
This document contains a lesson plan for a synchronous English class on superheroes for 6th grade students at a Pre-intermediate level. The lesson aims to revisit vocabulary and grammar structures from prior lessons, consolidate superhero vocabulary, and have students share their projects from the previous week. During the 40-minute class, the teacher will lead a warm-up game to review superhero vocabulary, have students present their projects, and play another game to reinforce language. The plan focuses on developing students' speaking, listening, and interpersonal skills through collaborative work and interactive activities.
Three English teachers analyzed problems among their Form 5 students and developed action plans to address weaknesses. Teacher 1 had 13 students weak in grammar questions, and planned intensive grammar instruction and frequent testing over 5 weeks. Teacher 2 had 28 students failing due to difficulties with graphic texts and identifying keywords, and planned focused teaching on keywords for 2 weeks. Teacher 3 had 20 students failing the reading comprehension section, and planned identifying details and key words in texts over 2 weeks.
Using e-feedback in large classes in a business writing courseIATEFL BESIG
The document summarizes using computer-mediated e-feedback in a large business English writing course. It describes the course context, objectives, components, and constraints of large class sizes and limited time. It discusses using Moodle to provide writing tasks and instructor e-feedback. Feedback addressed content, organization, mechanics, and vocabulary. A student survey found that most felt the general e-feedback was sufficient and helped improve their writing and learning.
The document summarizes the use of computer-mediated e-feedback in a large business English writing course at Ruppin Academic Center in Israel. The course aimed to develop students' business writing skills through online tasks and feedback provided via the Moodle learning management system. A survey found that most students found the general e-feedback on their writing assignments to be helpful in improving their work and learning. The feedback allowed for ongoing, customized feedback to individual students in a large class setting.
The document describes an online catalogue being developed by the School on the Cloud network working group to share recommended cloud-based platforms, tools, and apps for teachers. It provides details on the catalogue, including that it is an ongoing deliverable being updated by working group members with new recommendations. It also outlines the process undertaken to gather lesson ideas from partners to include in the catalogue, including a pre-assignment where partners submitted lesson plans and ideas for tools in the catalogue.
This document provides information about an English 1311 course titled "Expository English Composition - Special Topic: Discourse, Morality, and Authority" taught at UTEP. The course aims to develop students' critical thinking and communication skills. It will cover various types of writing including writing to explore, explain, analyze, and convince/solve problems. Major assignments include a discourse community map, homepage, agency report, annotated bibliography, community problem report, rhetorical analysis, opinion piece, visual argument, presentations, blog, and e-portfolio. The course will utilize Blackboard and require computer/Internet access for technology-based work.
This document summarizes a presentation on developing communicative proficiency in foreign language classrooms through task-based instruction and integrated performance assessments (IPAs). The presentation provided an overview of how to design units around IPAs, including identifying learning goals, planning formative and summative assessments, and determining necessary grammar and vocabulary. Examples of IPA tasks involving interpretive, interpersonal, and presentational modes of communication were provided. Attendees participated in a practice activity to design an outline for a sample unit using the backward design model and IPA structure.
Course design for pre-service secondary teachers Shona Whyte
This document describes a study examining a short course designed to help pre-service secondary language teachers develop technology skills and reflective practice. The course involved online collaboration and designing language learning activities using technology. Analysis of the teachers' designs and reflections showed they initially focused on efficiency and language learning, but later emphasized collaboration and interdisciplinary approaches. While some experimented with technology, most activities focused on practicing language rather than authentic tasks. Ongoing professional development was identified as important for developing technology skills suited to teaching contexts.
This document provides the syllabus for an English 1312 course titled "Research and Critical Writing" which aims to develop students' critical thinking and communication skills. The course will focus on discourse communities, genres, rhetorical strategies, and the writing process. Students will complete various writing assignments including creating an e-portfolio website, analyzing discourse communities and genres, conducting research, and creating a documentary film.
This document provides an overview of the writing process and common issues students face with prewriting. It includes sections on brainstorming ideas, organizing thoughts, choosing words, mixing up ideas, short drafts, boring writing, and verb tense. Various prewriting techniques are suggested to help with starting writing and overcoming writer's block, such as free writing, outlining, webbing and planning. The purpose of using a process approach to writing is also discussed.
EFL Writing for Digital Natives: Reimagining instruction for new realities.B L
Action research was carried out to study the effects of providing opportunities for EFL digital native
students to reflect about their writing by means of scaffolded Web 2.0 activities in a wiki. Online
tools, materials, activities and student text samples will be presented. Results and
pedagogical implications will be discussed.
This document provides a 5-day plan for practicing IELTS writing tasks. Day 1 instructs students to review IELTS writing task requirements and complete a practice task. Day 2 focuses on the writing format, band descriptors, and using conjunctions. Day 3 covers using relative clauses, conditionals and completing another practice task. Day 4 addresses word formation and using pronouns. Day 5 consists of a timed practice test, checklist and comparing answers. Practice exercises are suggested for each writing skill.
1. The lesson plan is for a Grade 12 Empowerment Technologies class taught by Mr. George Lumayag on February 13, 2022.
2. The objectives are for students to identify nuances of online platforms and sites, contribute a reflection paper on ICT's nature and impact, and recite a reflection.
3. Topics covered include current ICT technologies and online systems/platforms. Students will browse websites and define terms, and reflect on ICT's nature and their lives.
The document is a lesson plan for teaching English to intermediate level teens. It includes the following:
- The lesson plan aims to teach vocabulary related to jobs, grammar for talking about work obligations using modals, and develop speaking skills through a guessing game.
- A variety of activities are outlined including a warm-up video, vocabulary practice, modal verb exercises, reading and listening comprehension tasks, and a closing guessing game to review the lesson concepts.
- Scaffolding strategies such as visual aids, modeling, and collaborative work are incorporated to support student learning.
This document outlines the syllabus for a Technical English II course offered at the Centre of Foundation and General Studies. The course is worth 3 credit hours and will focus on developing students' academic English skills as well as introducing occupational components to prepare them for future studies and jobs. Assessment will include two online tests, assignments, presentations, and a final exam. The lecturer is Murni Salina and the course objectives are to equip students with language skills for effective social, business, and workplace communication and to develop their ability to understand and respond critically to texts and write accurately for academic and occupational purposes. The course schedule provides details of topics to be covered in each of the 14 lectures, including strategies for reading, writing, speaking, grammar
The document provides a lesson plan for a 90-minute English class for intermediate level teens. The lesson plan aims to teach expressions for agreeing and disagreeing with others, talk about future work using previous grammar, develop speaking through a tour guide activity, and develop listening and language skills. The plan includes warm-up, presentation, four practice and production activities, and a closing tour guide roleplay activity. Scaffolding strategies such as visuals, modeling, and group work are incorporated throughout.
This document provides information about an English module for third grade students. It includes the following:
1) An introduction to the fourth bimonthly 2020 course which reviews basic English skills like reading, writing, listening and speaking.
2) The justification that learning English from an early age provides students with strong communication skills for the modern world.
3) The objectives, content, activities and evaluation criteria for the module which focuses on vocabulary, a reading passage, and comparative/superlative adverbs.
The document provides details of an 11 period lesson plan for a Grade 3 computer class on working with Microsoft Word. It includes learning objectives, teaching methods, activities, and assessments for each period. Key points covered include parts of the MS Word window, typing techniques, formatting text, saving documents, and using tools like copy/paste. Students will practice these skills in a computer lab and complete exercises to assess their learning.
CSC/SC Differentiation Workshop 2009
Topics
1. Differentiation Instruction and its application to world languages learning
2. Critical and Creative Thinking
3. 21st Century skills and tools for WL Teachers
BCC Universal Design for Learning PresentationLori Cooney
The document discusses strategies for universal design in course curriculum and instruction. It provides examples of traditionally designed syllabi versus those with universal design principles applied. Specific strategies are outlined, such as highlighting due dates visually and providing a concept map. The document also discusses instructional techniques like learning style surveys and varying instruction every 20 minutes. Assessment strategies incorporating student choice of medium and rubrics are presented. Resources on project-based learning and learning styles are listed.
This two-lesson unit plan uses technology to teach second grade students writing and storytelling skills. Lesson one is a flipped lesson where students listen to a podcast and make story webs using Kidspiration software. Lesson two has students write stories based on a prompt and create digital stories using the Adobe Voice app by adding pictures, recording narration, and publishing online. Both lessons integrate principles of universal design for learning and can be adapted for diverse learners including ESL students. The unit addresses state writing standards and technology standards.
SAMR: Language teaching; focus on NederlandsJohn Arnold
This document presents the SAMR model, a framework for integrating technology into learning tasks. The SAMR model consists of four levels - substitution, augmentation, modification, and redefinition - that represent how a technology can be used to either substitute or transform a task. An example is provided of how technology could be applied at each level of the SAMR model for a vocabulary learning task. A variety of online tools are also presented that could be used to support language learning tasks.
TSD World Languages summer curriculum work 2010Toni Theisen
The document summarizes a meeting of the Thompson School District World Languages department to align their curriculum with new state standards. Key points discussed include:
- Revising curriculum maps and scope/sequence documents for Spanish and French courses levels I-V to simplify and combine elements while still achieving proficiency levels.
- Defining proficiency levels and what students at each level should know and be able to do, such as level expectations for a level 2 student.
- Discussing how to structure curriculum to help students attain levels needed for AP/IB exams by examining exam requirements.
- Providing an example of how to combine units and restructure the scope and sequence document for one language.
-
The document summarizes an educative assessment project called ALOR that uses online collaborative writing to improve student learning. Some key points:
- The ALOR project aims to design active learning experiences using online tools to maximize efficiencies while improving student learning.
- At UTM, the project involves collaborative writing assignments in an advanced French class where students write, edit and provide feedback on each other's work using online tools like a wiki page and blog.
- A survey found that students agreed the collaborative writing improved their French skills and learning through peer feedback and seeing different perspectives. Most interesting was the planning process and seeing how feedback improved their work.
This document provides the syllabus for an English 3 reading and writing course. It outlines the course objectives, which are to develop students' reading skills like skimming, scanning and summarizing, as well as to improve their writing abilities. The syllabus describes the weekly topics that will be covered, including finding jobs, country vs. city life, making money, and alternative career paths. It also lists the assessment criteria and grading policy for the course. Students will complete regular reading and writing assignments, tests, and an independent final composition. The goal is for students to achieve an intermediate proficiency in English reading and writing skills.
This document outlines the agenda for the first session of an education technology integration course. The agenda includes introductions, a poll, a presentation on why technology is important, a review of the syllabus and course overview, instructions for logging into the school system and email, a technology skills assessment, an overview of the online class platform, and introductions to Twitter and Diigo for educational purposes. The goal is to get students logged into relevant online systems and introduce them to the key concepts and tools that will be used throughout the course.
This document provides guidelines for designing English language exams for the Middle School Certificate (BEM) in Morocco. It consists of 5 sections: 1) recommendations for exam designers to ensure exams are aligned with curriculum objectives, 2) the exam structure and scoring, 3) tips for exam construction, 4) guidelines for the essay/integration section, and 5) examples of exam question types. The recommendations emphasize creating communicative, meaningful exam tasks that comprehensively assess students' reading, writing, grammar and other English language skills based on the middle school exit profile.
This document provides an overview and materials for a lesson on writing algebraic expressions. The lesson was created by Kristie Conners and Sean Moran through the 21st Century Lessons project, which aims to develop high-quality model lessons to support student achievement. The lesson introduces students to writing algebraic expressions by having them match written expressions to algebraic expressions. It includes class activities, assessments, and accommodations for English language learners and students with disabilities. The overview provides objectives, vocabulary, and links to standards and additional resources.
EFL Written Competence through Twitter in its Mobile version at Compulsory Se...Salvador Montaner-Villalba
At this conference presentation, we aimed at verifying whether EFL students at secondary education improved their written competence and, particularly, skill of summarizing through Twitter in its mobile version.
En este PPT podéis ver la presentación de mi tesis de doctorado que tuvo lugar en la UNED, Madrid, con fecha de 13 de diciembre de 2019.
Esta tesis de doctorado fue supervisada por el Dr. Jesús García Laborda (UAH) y la Dra. Ana Ibañez Moreno (UNED).
El Tribunal estuvo formado por la Prof. Dra. Ana Gimeno Sanz (presidente), la Prof. Dra. Elena Bárcena (vocal) y la Dra. Cristina Calle Martínez (secretaria)
This document provides the syllabus for an English 1312 course titled "Research and Critical Writing" which aims to develop students' critical thinking and communication skills. The course will focus on discourse communities, genres, rhetorical strategies, and the writing process. Students will complete various writing assignments including creating an e-portfolio website, analyzing discourse communities and genres, conducting research, and creating a documentary film.
This document provides an overview of the writing process and common issues students face with prewriting. It includes sections on brainstorming ideas, organizing thoughts, choosing words, mixing up ideas, short drafts, boring writing, and verb tense. Various prewriting techniques are suggested to help with starting writing and overcoming writer's block, such as free writing, outlining, webbing and planning. The purpose of using a process approach to writing is also discussed.
EFL Writing for Digital Natives: Reimagining instruction for new realities.B L
Action research was carried out to study the effects of providing opportunities for EFL digital native
students to reflect about their writing by means of scaffolded Web 2.0 activities in a wiki. Online
tools, materials, activities and student text samples will be presented. Results and
pedagogical implications will be discussed.
This document provides a 5-day plan for practicing IELTS writing tasks. Day 1 instructs students to review IELTS writing task requirements and complete a practice task. Day 2 focuses on the writing format, band descriptors, and using conjunctions. Day 3 covers using relative clauses, conditionals and completing another practice task. Day 4 addresses word formation and using pronouns. Day 5 consists of a timed practice test, checklist and comparing answers. Practice exercises are suggested for each writing skill.
1. The lesson plan is for a Grade 12 Empowerment Technologies class taught by Mr. George Lumayag on February 13, 2022.
2. The objectives are for students to identify nuances of online platforms and sites, contribute a reflection paper on ICT's nature and impact, and recite a reflection.
3. Topics covered include current ICT technologies and online systems/platforms. Students will browse websites and define terms, and reflect on ICT's nature and their lives.
The document is a lesson plan for teaching English to intermediate level teens. It includes the following:
- The lesson plan aims to teach vocabulary related to jobs, grammar for talking about work obligations using modals, and develop speaking skills through a guessing game.
- A variety of activities are outlined including a warm-up video, vocabulary practice, modal verb exercises, reading and listening comprehension tasks, and a closing guessing game to review the lesson concepts.
- Scaffolding strategies such as visual aids, modeling, and collaborative work are incorporated to support student learning.
This document outlines the syllabus for a Technical English II course offered at the Centre of Foundation and General Studies. The course is worth 3 credit hours and will focus on developing students' academic English skills as well as introducing occupational components to prepare them for future studies and jobs. Assessment will include two online tests, assignments, presentations, and a final exam. The lecturer is Murni Salina and the course objectives are to equip students with language skills for effective social, business, and workplace communication and to develop their ability to understand and respond critically to texts and write accurately for academic and occupational purposes. The course schedule provides details of topics to be covered in each of the 14 lectures, including strategies for reading, writing, speaking, grammar
The document provides a lesson plan for a 90-minute English class for intermediate level teens. The lesson plan aims to teach expressions for agreeing and disagreeing with others, talk about future work using previous grammar, develop speaking through a tour guide activity, and develop listening and language skills. The plan includes warm-up, presentation, four practice and production activities, and a closing tour guide roleplay activity. Scaffolding strategies such as visuals, modeling, and group work are incorporated throughout.
This document provides information about an English module for third grade students. It includes the following:
1) An introduction to the fourth bimonthly 2020 course which reviews basic English skills like reading, writing, listening and speaking.
2) The justification that learning English from an early age provides students with strong communication skills for the modern world.
3) The objectives, content, activities and evaluation criteria for the module which focuses on vocabulary, a reading passage, and comparative/superlative adverbs.
The document provides details of an 11 period lesson plan for a Grade 3 computer class on working with Microsoft Word. It includes learning objectives, teaching methods, activities, and assessments for each period. Key points covered include parts of the MS Word window, typing techniques, formatting text, saving documents, and using tools like copy/paste. Students will practice these skills in a computer lab and complete exercises to assess their learning.
CSC/SC Differentiation Workshop 2009
Topics
1. Differentiation Instruction and its application to world languages learning
2. Critical and Creative Thinking
3. 21st Century skills and tools for WL Teachers
BCC Universal Design for Learning PresentationLori Cooney
The document discusses strategies for universal design in course curriculum and instruction. It provides examples of traditionally designed syllabi versus those with universal design principles applied. Specific strategies are outlined, such as highlighting due dates visually and providing a concept map. The document also discusses instructional techniques like learning style surveys and varying instruction every 20 minutes. Assessment strategies incorporating student choice of medium and rubrics are presented. Resources on project-based learning and learning styles are listed.
This two-lesson unit plan uses technology to teach second grade students writing and storytelling skills. Lesson one is a flipped lesson where students listen to a podcast and make story webs using Kidspiration software. Lesson two has students write stories based on a prompt and create digital stories using the Adobe Voice app by adding pictures, recording narration, and publishing online. Both lessons integrate principles of universal design for learning and can be adapted for diverse learners including ESL students. The unit addresses state writing standards and technology standards.
SAMR: Language teaching; focus on NederlandsJohn Arnold
This document presents the SAMR model, a framework for integrating technology into learning tasks. The SAMR model consists of four levels - substitution, augmentation, modification, and redefinition - that represent how a technology can be used to either substitute or transform a task. An example is provided of how technology could be applied at each level of the SAMR model for a vocabulary learning task. A variety of online tools are also presented that could be used to support language learning tasks.
TSD World Languages summer curriculum work 2010Toni Theisen
The document summarizes a meeting of the Thompson School District World Languages department to align their curriculum with new state standards. Key points discussed include:
- Revising curriculum maps and scope/sequence documents for Spanish and French courses levels I-V to simplify and combine elements while still achieving proficiency levels.
- Defining proficiency levels and what students at each level should know and be able to do, such as level expectations for a level 2 student.
- Discussing how to structure curriculum to help students attain levels needed for AP/IB exams by examining exam requirements.
- Providing an example of how to combine units and restructure the scope and sequence document for one language.
-
The document summarizes an educative assessment project called ALOR that uses online collaborative writing to improve student learning. Some key points:
- The ALOR project aims to design active learning experiences using online tools to maximize efficiencies while improving student learning.
- At UTM, the project involves collaborative writing assignments in an advanced French class where students write, edit and provide feedback on each other's work using online tools like a wiki page and blog.
- A survey found that students agreed the collaborative writing improved their French skills and learning through peer feedback and seeing different perspectives. Most interesting was the planning process and seeing how feedback improved their work.
This document provides the syllabus for an English 3 reading and writing course. It outlines the course objectives, which are to develop students' reading skills like skimming, scanning and summarizing, as well as to improve their writing abilities. The syllabus describes the weekly topics that will be covered, including finding jobs, country vs. city life, making money, and alternative career paths. It also lists the assessment criteria and grading policy for the course. Students will complete regular reading and writing assignments, tests, and an independent final composition. The goal is for students to achieve an intermediate proficiency in English reading and writing skills.
This document outlines the agenda for the first session of an education technology integration course. The agenda includes introductions, a poll, a presentation on why technology is important, a review of the syllabus and course overview, instructions for logging into the school system and email, a technology skills assessment, an overview of the online class platform, and introductions to Twitter and Diigo for educational purposes. The goal is to get students logged into relevant online systems and introduce them to the key concepts and tools that will be used throughout the course.
This document provides guidelines for designing English language exams for the Middle School Certificate (BEM) in Morocco. It consists of 5 sections: 1) recommendations for exam designers to ensure exams are aligned with curriculum objectives, 2) the exam structure and scoring, 3) tips for exam construction, 4) guidelines for the essay/integration section, and 5) examples of exam question types. The recommendations emphasize creating communicative, meaningful exam tasks that comprehensively assess students' reading, writing, grammar and other English language skills based on the middle school exit profile.
This document provides an overview and materials for a lesson on writing algebraic expressions. The lesson was created by Kristie Conners and Sean Moran through the 21st Century Lessons project, which aims to develop high-quality model lessons to support student achievement. The lesson introduces students to writing algebraic expressions by having them match written expressions to algebraic expressions. It includes class activities, assessments, and accommodations for English language learners and students with disabilities. The overview provides objectives, vocabulary, and links to standards and additional resources.
EFL Written Competence through Twitter in its Mobile version at Compulsory Se...Salvador Montaner-Villalba
At this conference presentation, we aimed at verifying whether EFL students at secondary education improved their written competence and, particularly, skill of summarizing through Twitter in its mobile version.
En este PPT podéis ver la presentación de mi tesis de doctorado que tuvo lugar en la UNED, Madrid, con fecha de 13 de diciembre de 2019.
Esta tesis de doctorado fue supervisada por el Dr. Jesús García Laborda (UAH) y la Dra. Ana Ibañez Moreno (UNED).
El Tribunal estuvo formado por la Prof. Dra. Ana Gimeno Sanz (presidente), la Prof. Dra. Elena Bárcena (vocal) y la Dra. Cristina Calle Martínez (secretaria)
At this presentation, the author will explain an experiment which took place with students focused on Quizzlet as a tool to help learners improve their level of vocabulary
Blogging as a tool to enhance ESP written production within Cooperative ApproachSalvador Montaner-Villalba
This presentation at AELFE'19 deals with the use of blogs to promote EFL written production and, specially, in the ESP classroom, within the approach of Cooperative Learning.
En este PPT, presento avances de resultados, según los métodos cuantitativos, de mi tesis de doctorado. Esta presentación ha sido realizada en el X Seminario Internacional de Investigación en Estudios Filológicos de la UNED, Madrid, a fecha de 21 de febrero 2019
Written production in EFL through blogging and cooperative learning at A-levelSalvador Montaner-Villalba
In this paper, I will present the use of the blogs in EFL written production from the perspective of the cooperative approach by learners at 1st year of A-level, or Bacaulerette
Competencia en producción escrita en lengua inglesa mediante el Blogging en e...Salvador Montaner-Villalba
En esta presentación, se analiza el uso de los blogs en la enseñanza del inglés en el área de la geografía y, por tanto, según el enfoque CLIL. Se explican los datos cualitativos obtenidos a partir del análisis del cuestionario inicial que los alumnos participantes realizaron previamente a la experimentación.
El documento explora el uso del blogging para mejorar la competencia de comprensión lectora en inglés. Se estudió a 30 estudiantes de segundo año de ESO asignados a un grupo experimental o de control. Los resultados mostraron una mejora significativa en la comprensión lectora del grupo experimental que usó blogging, mientras que el grupo de control no mejoró. El documento concluye que el blogging puede ser una herramienta efectiva para fomentar la competencia lectora en inglés.
CRITICAL THINKING AND WRITTEN PRODUCTION IN THE EFL CLASSROOM THROUGH BLOGGINGSalvador Montaner-Villalba
In the current presentation, we aimed at exploring the relationship between critical thinking in English as a Foreign Language and how this helped learners to develop their written production in EFL
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
3. DESCRIPCIÓN 1ª ACTIVIDAD
WRITE A REPORT ABOUT LAGOS & ANSWER THE QUESTIONS OF ACTIVITIES 1 & 2 AS A GUIDE
1. Writing must not be shorter than 20 lines distributed in different paragraphs
2. Do not copy the questions of the activities since you must write a composition
3. Use adequate connectors
however, although, on the contrary, in addition to, besides, after all, on the other hand, in conclusion, in spite of,
otherwise, therefore, consequently, due to, etc.
4. Use the following vocabulary and expressions:
to play a role, usually, to have access to, can be considered, precarious conditions, lack of, basic services, job
opportunities, unemployment, rapidly, rural areas, trends, housing, surroundings, outskirts, slums, poorness
4.
5. DESCRIPCIÓN 2ª ACTIVIDAD
WRITE A SUMMARY OF THE PROCESS OF URBANIZATION
FROM THE PRE-INDUSTRIAL CITY TO THE PRESENT DAY CITY
COMPARE THE PLANS OF GREEK AND ROMAN CITIES.
WHAT ARE THE SIMILARITIES? AND THE DIFFERENCES?
1. Writing must not be shorter than 20 lines distributed in different paragraphs
2. Do not copy the questions of the activities since you must write a composition
3. Use adequate connectors
however, although, on the contrary, in addition to, besides, after all, on the other hand, in conclusion, in spite of,
otherwise, therefore, consequently, due to, etc.
6.
7. DESCRIPCIÓN 3ª ACTIVIDAD
DESCRIBE THESE IMAGES ON PAGE 160
In your description, you should use the correct vocabulary, not make spelling mistakes and avoid incorrect or overly
generic expressions.
8.
9. PRUEBA DE EVALUACIÓN FINAL
WRITE A SHORT DESCRIPTION ABOUT YOUR EXPERIENCE RELATED TO BLOGGING IN ENGLISH
THROUGH THE SUBJECT OF GEOGRAPHY
1. Try to write it in 3 paragraphs: INTRODUCTION, BODY & CONCLUSSION
2. You should include the following information:
- What did you expect to learn when you began studying Geography?
- Would you like to continue learning English through non-linguistic areas? Why?
- Would you like to continue learning English through the technology? Why?
- Describe in 5-8 lines how you would ideally learn English with technology
- As a conclusion, explain your opinion about the importance of learning English through non-linguistic areas
Number of words: 95/110
11. CONTENT a) Have you answered all the questions?
b) Have you written enough words?
c) Have you given enough details?
ORGANIZATION a) Have you written at least three paragraphs?
b) Is each paragraph organized correctly?
c) Do your ideas develop logically?
d) Have you used connectors to link ideas?
GRAMMAR a) Do all the verbs have their subjects?
b) Are all the verbs in the right tense?
c) Have you used the correct auxiliary verbs?
d) Check word order: S+V+O/C // Adjectives +
Noun // Verb + Adverb, etc.
EL ALUMNADO
REVISA ESTOS
PUNTOS ANTES
DE ENTREGAR
PRUEBA FINAL
12. VOCABULARY a) Have you used a variety of vocabulary?
b) Is there a lot of repetition?
c) Do you transmit meaning?
d) How complex is your vocabulary?
SPELLING a) Have you checked the use of capital letters?
b) Have you spelled the words right?
c) Have you used punctuation accurately?
d) Have you indicated paragraph indentation?
EL ALUMNADO
REVISA ESTOS
PUNTOS ANTES
DE ENTREGAR
PRUEBA FINAL
13. Rúbricas de Evaluación para evaluar Escritura Colaborativa (I)
VARIABLE “PRODUCTO” WRITING PRODUCT COMMENTS 1-10
CONTENT (20%)
‐ Coverage of Topic
‐ Quantity of details
‐ Relevance of details
‐ Number of words
ORGANIZATION (20%)
‐ Use of connectors
‐ Paragraph structure
‐ Clarity of ideas
‐ Sequencing and development of
ideas
14. Rúbricas de Evaluación para evaluar Escritura Colaborativa (II)
GRAMMAR (30%)
‐ Correct use of tense
‐ Correct use of verb agreement
‐ Correct use of word order
‐ Correct use of articles, pronouns
and prepositions.
‐ Correct use of number
VOCABULARY (20%)
‐ Variety
‐ Accuracy in word choice
‐ Appropriate to register
‐ Effective in transmitting meaning
MECHANICS (10%)
‐ Spelling
‐ Punctuation
‐ Capitalization
‐ Paragraph indentation
15. WRITING PROCESS COMMENTS 1-10
TOPIC SELECTION
BRAINSTORMING
PRE-WRITING
DRAFTING
REVISION
FINAL WRITING
SHARING
TOTAL
Rúbricas de Evaluación para evaluar Escritura Colaborativa (III)
VARIABLE “PROCESO”
16. Programación de aula (del proyecto) (I)
INTRODUCING TOPIC: 1st Task, Report about Lagos
2 SESSIONS 45 MINUTES EACH
SESSION Nº 1
TIME TASK DIDACTIC AIM INTERACTION TOOL
5-10 minutes Students will read the documents from the
Student’s Book on page 60
To prepare for the writing task Students- Teacher Student Book p. 60
5-10 minutes Students will check vocabulary To learn vocabulary needed for the
writing
Students-Teacher Student Book, p. 60
10-15 minutes Pre-writing. Students will answer questions
from tasks 1 and 2 as a guide
Brainstorming. Learners will learn to
brainstorm ideas
Group Work Google Docs & Chat
10-15 minutes Writing. Learners will write report about
Lagos in the form of a draft
To write a composition Students Google Docs
17. Programación de aula (del proyecto) (II)
INTRODUCING TOPIC: 1st Task, Report about Lagos
SESSION Nº 2
TIME TASK DIDACTIC AIM INTERACTION TOOL
5-10 minutes Students will share with teacher
composition for correction
To get some familiarity with Google
Docs
Students-Teacher Google Docs
15-20 minutes Having received feedback, learners will
post in Wordpress (Treatment group) their
compositions
To get some familiarity with the
platform Wordpress
Group Work WordPress
10-15 minutes Task interaction. Students will read posts
from colleagues and interact at the
“comment” section
To interact online with other
colleagues
Group Work WordPress
18. Programación de aula (del proyecto) (III)
INTRODUCING TOPIC: 2nd Task, Summarizing the process of urbanization of cities
2 SESSIONS 45 MINUTES EACH
SESSION Nº 1
TIME TASK DIDACTIC AIM INTERACTION TOOL
5-10 minutes Students will read the text on page 70 from
the Student’s Book
To prepare for the writing task Students- Teacher Student Book p. 70
5-10 minutes Students will check vocabulary To learn vocabulary needed for the
composition
Students-Teacher Student Book, p. 70
10-15 minutes Pre-writing. Students will answer some
previous questions given by teacher
Brainstorming. Learners will learn to
brainstorm ideas
Group Work Google Docs & Chat
10-15 minutes Writing. Learners will write a summary of the
process of urbanization in the form of a draft
To write a composition Students Google Docs
19. Programación de aula (del proyecto) (IV)
INTRODUCING TOPIC: 2nd Task, Summarizing the process of urbanization of cities
2 SESSIONS 45 MINUTES EACH
SESSION Nº 2
TIME TASK DIDACTIC AIM INTERACTION TOOL
5-10 minutes Students will share with teacher composition
for correction
To use Google Docs Students-Teacher Google Docs
15-20 minutes Having received feedback, learners will post
in Wordpress (Treatment group) their
compositions
To use the platform Wordpress Group Work WordPress
10-15 minutes Task interaction. Students will read posts
from colleagues and interact at the
“comment” section
To interact online with other
colleagues
Group Work WordPress
10-15 minutes Students will compare the plans of Greek
and Roman cities
To consolidate the comparison from
the perspective of a composition
Pair Work Google Docs & Chat
20. Programación de aula (del proyecto) (V)
INTRODUCING TOPIC: 3rd Task, Describing images
2 SESSIONS 45 MINUTES EACH
SESSION Nº 1
TIME TASK DIDACTIC AIM INTERACTION TOOL
5-10 minutes Students will read the Student’s Book on
page 160
To prepare for the writing task Students- Teacher Student Book p. 160
5-10 minutes Students will check vocabulary from text To learn vocabulary needed for the
writing
Students-Teacher Student Book, p 160
10-15 minutes Pre-writing. Students will answer questions
offered as a guide
Brainstorming. Learners will learn to
brainstorm ideas
Group Work Google Docs & Chat
10-15 minutes Writing. Learners will write describe the
images on p. 160 in the form of a draft
To write a composition Students Google Docs
21. Programación de aula (del proyecto) (VI)
SESSION Nº 2
TIME TASK DIDACTIC AIM INTERACTION TOOL
5-10 minutes Students will share with teacher
composition for correction
To use Google Docs Students-Teacher Google Docs
15-20 minutes Having received feedback, learners will
post in Wordpress (Treatment group) their
compositions
To use the platform Wordpress Group Work WordPress
10-15 minutes Task interaction. Students will read posts
from colleagues and interact at the
“comment” section
To interact online with other
colleagues
Group Work WordPress
22. Algunos Links a Blogs
Blog “Geography in English”
1st Task: “Report about Lagos”
2nd Task A: “Process of Urbanization”
2nd Task B: “Greece and Rome”
3rd Task: “Describing images”