[RELO] Let's Play! Games in the English Classroom
•Download as PPTX, PDF•
11 likes•6,004 views
This document discusses using games in the language classroom. It begins by posing questions about when games should be used and how to select appropriate games. It then discusses arguments for and against using games, providing research findings on both sides. Examples of classroom language games are provided, such as board races, memory games, and Pictionary. Guidelines are given for selecting games, such as aligning them with learning objectives and assessment. The document concludes by providing sources for finding more classroom language games.
Report
Share
Report
Share
Recommended
Make learning a fun the use of games in esl classroom
To make the class interesting and motivate the students the teacher can use different games that can help the students to learn with fun.
Teaching English Through Games
This document discusses using games to teach English language skills. It provides examples of games like 20 Questions and The Whispering Game that allow students to practice language skills while taking a break from regular lessons. These games motivate students and create meaningful contexts for language use while encouraging cooperation. The document recommends providing clear instructions for games, not interrupting or correcting students during gameplay, and stopping games if they become tiring or boring. It concludes that using games is an effective and interesting way to teach English that can be applied in any classroom to improve students' communicative skills. Teachers should consider factors like class size, students' proficiency levels, time, topics, and the classroom environment when selecting and conducting games.
Why to use games to teach english
The document discusses the benefits of using games in language learning classrooms for young learners. It states that games help students practice language skills in a fun and engaging way. They improve motivation, encourage cooperation, and help students sustain interest over long periods of learning. Additionally, games provide opportunities for language practice, create meaningful contexts for use, and allow students to interact and communicate and learn vocabulary in a relaxed environment.
Teaching english young learners
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
Games in language learning
Games are an effective tool for language learning that provide enjoyment, relaxation, and opportunities for creative communication. They encourage repeated use of language through interactive play that teaches goals, rules, problem solving, and collaboration. Different types of games exist based on the number of players, whether they are digital or non-digital, and how much they involve physical movement, imagination, or rule-based play. Games are best used before, during or after presenting new material to reinforce learning in a low-pressure way. Teachers must consider factors like game selection, timing, discipline and ensuring all students experience success.
Games in teaching english
The document discusses using games to teach English. It notes that games help make language meaningful and engaging. Games are prevalent in children's lives through video games and sports. Using games in the classroom is an efficient way to teach English and develop students' social and language skills. Some example games that teach different skills are described, such as concentration for reading and phrase ball for speaking. The document emphasizes that games motivate students and prepare them for life.
Games in the ESL class
This document discusses using games in the ESL classroom. It defines games as a form of play involving rules, competition, and fun. Some key benefits of games mentioned include capturing students' attention, lowering stress, and providing opportunities for real communication practice. The document provides tips for choosing appropriate games, such as matching the game to students' language level and interests. Examples of specific games that could be used are also described, such as "Find Someone Who..." which practices asking and answering questions. Overall, the document advocates for using games in the classroom as they can motivate students and allow them to learn unconsciously through fun activities.
Teaching young learners
This document discusses principles and strategies for teaching young English language learners. It explains that young children acquire language naturally through social interaction and play. Effective teaching strategies include using routines, scaffolding, and making lessons fun, meaningful, and supported. Teachers should draw on theories from Piaget, Vygotsky and Bruner to create interactive lessons that build on children's innate language learning abilities.
Recommended
Make learning a fun the use of games in esl classroom
To make the class interesting and motivate the students the teacher can use different games that can help the students to learn with fun.
Teaching English Through Games
This document discusses using games to teach English language skills. It provides examples of games like 20 Questions and The Whispering Game that allow students to practice language skills while taking a break from regular lessons. These games motivate students and create meaningful contexts for language use while encouraging cooperation. The document recommends providing clear instructions for games, not interrupting or correcting students during gameplay, and stopping games if they become tiring or boring. It concludes that using games is an effective and interesting way to teach English that can be applied in any classroom to improve students' communicative skills. Teachers should consider factors like class size, students' proficiency levels, time, topics, and the classroom environment when selecting and conducting games.
Why to use games to teach english
The document discusses the benefits of using games in language learning classrooms for young learners. It states that games help students practice language skills in a fun and engaging way. They improve motivation, encourage cooperation, and help students sustain interest over long periods of learning. Additionally, games provide opportunities for language practice, create meaningful contexts for use, and allow students to interact and communicate and learn vocabulary in a relaxed environment.
Teaching english young learners
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
Games in language learning
Games are an effective tool for language learning that provide enjoyment, relaxation, and opportunities for creative communication. They encourage repeated use of language through interactive play that teaches goals, rules, problem solving, and collaboration. Different types of games exist based on the number of players, whether they are digital or non-digital, and how much they involve physical movement, imagination, or rule-based play. Games are best used before, during or after presenting new material to reinforce learning in a low-pressure way. Teachers must consider factors like game selection, timing, discipline and ensuring all students experience success.
Games in teaching english
The document discusses using games to teach English. It notes that games help make language meaningful and engaging. Games are prevalent in children's lives through video games and sports. Using games in the classroom is an efficient way to teach English and develop students' social and language skills. Some example games that teach different skills are described, such as concentration for reading and phrase ball for speaking. The document emphasizes that games motivate students and prepare them for life.
Games in the ESL class
This document discusses using games in the ESL classroom. It defines games as a form of play involving rules, competition, and fun. Some key benefits of games mentioned include capturing students' attention, lowering stress, and providing opportunities for real communication practice. The document provides tips for choosing appropriate games, such as matching the game to students' language level and interests. Examples of specific games that could be used are also described, such as "Find Someone Who..." which practices asking and answering questions. Overall, the document advocates for using games in the classroom as they can motivate students and allow them to learn unconsciously through fun activities.
Teaching young learners
This document discusses principles and strategies for teaching young English language learners. It explains that young children acquire language naturally through social interaction and play. Effective teaching strategies include using routines, scaffolding, and making lessons fun, meaningful, and supported. Teachers should draw on theories from Piaget, Vygotsky and Bruner to create interactive lessons that build on children's innate language learning abilities.
Using Games For Teaching
Games can be an effective strategy for language acquisition in ESL and EFL classrooms. Teachers should understand that games typically involve rules, competition, and fun. Well-chosen games can capture students' attention, reduce stress, and provide opportunities for real communication practice. It is important for teachers to select games appropriately and integrate them into the regular curriculum, though sometimes limitations prevent using games as much as they should be used. Overall, games offer benefits like motivating students and allowing language practice in a meaningful context that encourages interaction.
Language Games
The document discusses different language games that can help improve language skills, including crossword puzzles, spelling bees, vocabulary games, and puzzles. Crossword puzzles involve filling in a grid with words based on clues. Spelling bees are competitions where contestants spell words of varying difficulty. Vocabulary games organize words into categories to build connections between words. Puzzles help develop problem solving and other cognitive skills in children. Using games is an effective way to teach language as they are fun and allow students to learn while interacting socially.
Fun ways to Teach English for Very Young Learners
Games play a central role in English lesson. They can be used to give practice in all language skills and be used to practice many types of communication. Games also encourage, entertain, teach and promote fluency. However, as teachers, we have to be aware in choosing the games for our students. Well-chosen games are helpful as they give children a break and at the same time allow them to practice language skills. To make games work in class, the teachers must have the rules, instructions, time management, praises and rewards. These are the following games that can be used to teach English for very young learners: Passing Activity, Shooting Letters, Do What I Say and Not What I Do, Find Someone Who, Miming, Memory, Snowball, Running Dictation, Blindfold, BINGO, Whispering, Guess Who, Find the Difference, Fishing, Hopscotch, Paper Airplanes, Listen-Color, Chopstick, Role-Play, and Musical Chair. All in all, games make the young learners become more active and they are willing to participate during the English lesson.
Warm-up Activities for Teaching Children in ESL Class
The document provides an overview of different student learning levels in language acquisition - Beginner, Upper Beginner, Intermediate, Upper Intermediate, and Advanced. For each level, it describes the typical abilities and limitations students have in terms of speaking, listening, reading, and writing in the target language. The levels progress from having very limited abilities to being able to communicate with more complex structures and on a wider range of topics as the level increases.
The dynamic classroom
This document provides teachers with strategies for making English class more interactive and engaging for students. It discusses using activities that incorporate movement, auditory, and visual elements to appeal to different learning styles. Suggested activities include Simon Says to review vocabulary, group games like Land and Water that motivate students through competition. The document stresses the importance of activities allowing all students to participate and practice multiple skills like speaking, listening, and writing. A checklist is provided to help teachers design lessons that meet these criteria. Examples of additional interactive games are also outlined, such as vocabulary racing and sentence building activities at the board.
how to teach speaking
1. The document discusses teaching speaking skills and provides characteristics of spoken language, principles for designing speaking activities, using group work, and common types of activities.
2. Some key characteristics of spoken language mentioned are its spontaneity, time constraints, and inclusion of false starts and repetitions.
3. Successful speaking tasks encourage maximum foreign language use, even participation, high motivation, accommodate different proficiency levels, and promote cooperation.
Teaching Speaking to young children
This document discusses techniques for teaching speaking skills to young English language learners. It begins by defining speaking and exploring its role in language development. Some key techniques discussed include using songs, poems, rhymes and chants to teach pronunciation; role plays and games to support communicative language teaching; and mirrors, rhymes and tongue twisters to help students learn pronunciation. The document also addresses managing noise levels in the classroom and using corrective feedback models to address student errors.
Teaching grammar with fun
This document provides descriptions of 28 sample language teaching activities. The activities focus on a variety of language skills including vocabulary, grammar, listening, speaking, and writing. Some of the key activities described include matching pictures to numbers, memorizing pictures, picture cover up, double sided chunks, hot potato game, Simon says, feeling jar, ready made pictures, mixed words/letters, weather, what's in my hand, sequence in cards, expressing feelings through sounds, substitution drills, cross questions, eliciting adjectives from pictures, fastest wins vocabulary game, and A-B cooperation. The activities aim to make language learning engaging and interactive through visuals, movement, and games.
Teaching Listening
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
Using songs in the efl classroom
The document discusses using songs in the EFL (English as a Foreign Language) classroom. It provides rationales for using songs such as affective, cognitive, linguistic, social, and cultural reasons. Songs are authentic English, active, have lots of vocabulary, are adaptable, transmit culture, are repetitive, and are up to date. They can be used to practice listening, introduce topics, reinforce grammar, and practice pronunciation. The document also lists disadvantages and provides examples of different types of songs and activities that can be done with songs.
Activities in teaching speaking
The document provides guidance for activities and techniques to promote speaking skills in English language learners. It recommends that teachers create a communicative classroom where students can engage in authentic tasks that require real-life communication, such as group discussions, role plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, class reporting, playing cards, picture sequencing/narrating, picture describing, and finding differences in pictures. The document also provides suggestions for teachers, such as providing opportunities for student speaking time, reducing corrections, involving speaking practice both in and out of class, and diagnosing individual student difficulties.
Teaching vocabulary
Teaching vocabularyDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
This document discusses techniques for teaching vocabulary. It begins by outlining the objectives of teaching new vocabulary and establishing its importance. Some key techniques presented include saying and writing the word clearly, translating it, providing examples of usage, visual aids like pictures and gestures, guessing meanings from context, and asking questions that incorporate the new word. The document emphasizes combining multiple techniques and expanding vocabulary through related words. It also suggests some games to reinforce learning like fill-in-the-blank, puzzles, and flashcards.Listening & speaking skills teaching
Listening & speaking skills teachingDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
This document discusses teaching listening and speaking skills. It begins by outlining key questions about listening, such as what listeners do when listening and factors that affect good listening. It then discusses characteristics of real-life listening and things listeners listen for. Principles for designing listening techniques and making them interactive are presented. Common techniques for teaching listening are also outlined. The document then discusses teaching speaking, including current issues, what makes speaking difficult, types of classroom speaking performances, and the role of drills. Principles for teaching speaking and sample conversation activities are provided. Factors that affect pronunciation and common speaking strategies are also summarized.Developing speaking skill
This document discusses developing speaking skills in teaching English as a foreign language. It outlines some key characteristics of effective speaking, including using gestures, emphasis, and interacting with the audience. It also lists activities that can promote speaking practice, such as discussions, role-plays, storytelling, picture narration, and reporting. The document provides suggestions for teachers, such as reducing their own speaking time, providing feedback, and diagnosing issues to give targeted practice.
Teaching speaking
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
Teaching listening to young learners
This document discusses teaching listening skills to young learners. It defines listening and distinguishes it from hearing. It explains that listening is an important language skill that serves as a foundation for other skills like speaking, reading, and writing. It also outlines techniques for developing listening skills in the classroom, including total physical response activities, syllable clapping, rhyming words, and minimal pairs. The goal is to prepare children to read by developing their auditory patterns and listening comprehension.
Teaching English Language Learners in Primary and Elementary Classrooms
This document provides a resource guide for teachers on teaching English Language Learners (ELLs) in primary and elementary classrooms. It discusses who ELL students are, including refugee ELLs, and theories of second language acquisition. The guide also explores the Communicative Language Teaching (CLT) approach and how it can be used with refugee ELLs through classroom activities and programs. It provides recommendations and lists additional resources for teachers to support ELL students.
English for Young Learners - Teaching Speaking
I like chocolate too. Potatoes are okay.
S2: (Turns over a picture of an apple). I like apples.
(Turns over a picture of broccoli). I don't really like
broccoli.
And so on. The students take turns asking about
their preferences using the pictures provided.
Teaching reading through phonics
This document discusses teaching reading to level 1 pupils using phonics. It begins by asking teachers to reflect on their current reading teaching approaches. It then outlines the two main reading teaching methods - phonics and whole language. The KSSR advocates for phonics. Various phonics terminology is defined, like phoneme, grapheme, blending, and segmenting. Example classroom activities for teaching blending and segmenting words are provided, like modeling blending, toy talk, and saying the sounds. Points to consider for effective phonics instruction are highlighted. Teachers are then asked to plan and demo a mini phonics lesson using words from a story.
Phonics and Teaching Activities
This document discusses phonics instruction and activities for teaching phonics. It begins by explaining what phonics is and why it is important to teach. It then outlines the scope and sequence of phonics, including single consonants, short vowels, blends, digraphs, long vowels, and more. Different approaches to phonics instruction are described such as direct, integrated, and embedded. The rest of the document provides examples of hands-on games and activities that can be used to teach various phonics concepts in a fun way, including alphabet sets, sound discrimination games, word games, and online songs and games.
Everyday activities
The document outlines a typical person's daily routine, which includes waking up, brushing teeth, eating meals, doing chores, exercising, commuting to school or work, relaxing activities like talking with friends, playing games, and going to bed.
English game quiz
The document contains a series of questions and answers about various topics such as history, geography, and grammar. The questions test knowledge about things like estates in pre-revolutionary France, home stadiums of English football clubs, and the meaning of conditional sentences in English. The answers provide the correct response to multiple choice or short answer questions.
More Related Content
What's hot
Using Games For Teaching
Games can be an effective strategy for language acquisition in ESL and EFL classrooms. Teachers should understand that games typically involve rules, competition, and fun. Well-chosen games can capture students' attention, reduce stress, and provide opportunities for real communication practice. It is important for teachers to select games appropriately and integrate them into the regular curriculum, though sometimes limitations prevent using games as much as they should be used. Overall, games offer benefits like motivating students and allowing language practice in a meaningful context that encourages interaction.
Language Games
The document discusses different language games that can help improve language skills, including crossword puzzles, spelling bees, vocabulary games, and puzzles. Crossword puzzles involve filling in a grid with words based on clues. Spelling bees are competitions where contestants spell words of varying difficulty. Vocabulary games organize words into categories to build connections between words. Puzzles help develop problem solving and other cognitive skills in children. Using games is an effective way to teach language as they are fun and allow students to learn while interacting socially.
Fun ways to Teach English for Very Young Learners
Games play a central role in English lesson. They can be used to give practice in all language skills and be used to practice many types of communication. Games also encourage, entertain, teach and promote fluency. However, as teachers, we have to be aware in choosing the games for our students. Well-chosen games are helpful as they give children a break and at the same time allow them to practice language skills. To make games work in class, the teachers must have the rules, instructions, time management, praises and rewards. These are the following games that can be used to teach English for very young learners: Passing Activity, Shooting Letters, Do What I Say and Not What I Do, Find Someone Who, Miming, Memory, Snowball, Running Dictation, Blindfold, BINGO, Whispering, Guess Who, Find the Difference, Fishing, Hopscotch, Paper Airplanes, Listen-Color, Chopstick, Role-Play, and Musical Chair. All in all, games make the young learners become more active and they are willing to participate during the English lesson.
Warm-up Activities for Teaching Children in ESL Class
The document provides an overview of different student learning levels in language acquisition - Beginner, Upper Beginner, Intermediate, Upper Intermediate, and Advanced. For each level, it describes the typical abilities and limitations students have in terms of speaking, listening, reading, and writing in the target language. The levels progress from having very limited abilities to being able to communicate with more complex structures and on a wider range of topics as the level increases.
The dynamic classroom
This document provides teachers with strategies for making English class more interactive and engaging for students. It discusses using activities that incorporate movement, auditory, and visual elements to appeal to different learning styles. Suggested activities include Simon Says to review vocabulary, group games like Land and Water that motivate students through competition. The document stresses the importance of activities allowing all students to participate and practice multiple skills like speaking, listening, and writing. A checklist is provided to help teachers design lessons that meet these criteria. Examples of additional interactive games are also outlined, such as vocabulary racing and sentence building activities at the board.
how to teach speaking
1. The document discusses teaching speaking skills and provides characteristics of spoken language, principles for designing speaking activities, using group work, and common types of activities.
2. Some key characteristics of spoken language mentioned are its spontaneity, time constraints, and inclusion of false starts and repetitions.
3. Successful speaking tasks encourage maximum foreign language use, even participation, high motivation, accommodate different proficiency levels, and promote cooperation.
Teaching Speaking to young children
This document discusses techniques for teaching speaking skills to young English language learners. It begins by defining speaking and exploring its role in language development. Some key techniques discussed include using songs, poems, rhymes and chants to teach pronunciation; role plays and games to support communicative language teaching; and mirrors, rhymes and tongue twisters to help students learn pronunciation. The document also addresses managing noise levels in the classroom and using corrective feedback models to address student errors.
Teaching grammar with fun
This document provides descriptions of 28 sample language teaching activities. The activities focus on a variety of language skills including vocabulary, grammar, listening, speaking, and writing. Some of the key activities described include matching pictures to numbers, memorizing pictures, picture cover up, double sided chunks, hot potato game, Simon says, feeling jar, ready made pictures, mixed words/letters, weather, what's in my hand, sequence in cards, expressing feelings through sounds, substitution drills, cross questions, eliciting adjectives from pictures, fastest wins vocabulary game, and A-B cooperation. The activities aim to make language learning engaging and interactive through visuals, movement, and games.
Teaching Listening
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
Using songs in the efl classroom
The document discusses using songs in the EFL (English as a Foreign Language) classroom. It provides rationales for using songs such as affective, cognitive, linguistic, social, and cultural reasons. Songs are authentic English, active, have lots of vocabulary, are adaptable, transmit culture, are repetitive, and are up to date. They can be used to practice listening, introduce topics, reinforce grammar, and practice pronunciation. The document also lists disadvantages and provides examples of different types of songs and activities that can be done with songs.
Activities in teaching speaking
The document provides guidance for activities and techniques to promote speaking skills in English language learners. It recommends that teachers create a communicative classroom where students can engage in authentic tasks that require real-life communication, such as group discussions, role plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, class reporting, playing cards, picture sequencing/narrating, picture describing, and finding differences in pictures. The document also provides suggestions for teachers, such as providing opportunities for student speaking time, reducing corrections, involving speaking practice both in and out of class, and diagnosing individual student difficulties.
Teaching vocabulary
Teaching vocabularyDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
This document discusses techniques for teaching vocabulary. It begins by outlining the objectives of teaching new vocabulary and establishing its importance. Some key techniques presented include saying and writing the word clearly, translating it, providing examples of usage, visual aids like pictures and gestures, guessing meanings from context, and asking questions that incorporate the new word. The document emphasizes combining multiple techniques and expanding vocabulary through related words. It also suggests some games to reinforce learning like fill-in-the-blank, puzzles, and flashcards.Listening & speaking skills teaching
Listening & speaking skills teachingDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
This document discusses teaching listening and speaking skills. It begins by outlining key questions about listening, such as what listeners do when listening and factors that affect good listening. It then discusses characteristics of real-life listening and things listeners listen for. Principles for designing listening techniques and making them interactive are presented. Common techniques for teaching listening are also outlined. The document then discusses teaching speaking, including current issues, what makes speaking difficult, types of classroom speaking performances, and the role of drills. Principles for teaching speaking and sample conversation activities are provided. Factors that affect pronunciation and common speaking strategies are also summarized.Developing speaking skill
This document discusses developing speaking skills in teaching English as a foreign language. It outlines some key characteristics of effective speaking, including using gestures, emphasis, and interacting with the audience. It also lists activities that can promote speaking practice, such as discussions, role-plays, storytelling, picture narration, and reporting. The document provides suggestions for teachers, such as reducing their own speaking time, providing feedback, and diagnosing issues to give targeted practice.
Teaching speaking
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
Teaching listening to young learners
This document discusses teaching listening skills to young learners. It defines listening and distinguishes it from hearing. It explains that listening is an important language skill that serves as a foundation for other skills like speaking, reading, and writing. It also outlines techniques for developing listening skills in the classroom, including total physical response activities, syllable clapping, rhyming words, and minimal pairs. The goal is to prepare children to read by developing their auditory patterns and listening comprehension.
Teaching English Language Learners in Primary and Elementary Classrooms
This document provides a resource guide for teachers on teaching English Language Learners (ELLs) in primary and elementary classrooms. It discusses who ELL students are, including refugee ELLs, and theories of second language acquisition. The guide also explores the Communicative Language Teaching (CLT) approach and how it can be used with refugee ELLs through classroom activities and programs. It provides recommendations and lists additional resources for teachers to support ELL students.
English for Young Learners - Teaching Speaking
I like chocolate too. Potatoes are okay.
S2: (Turns over a picture of an apple). I like apples.
(Turns over a picture of broccoli). I don't really like
broccoli.
And so on. The students take turns asking about
their preferences using the pictures provided.
Teaching reading through phonics
This document discusses teaching reading to level 1 pupils using phonics. It begins by asking teachers to reflect on their current reading teaching approaches. It then outlines the two main reading teaching methods - phonics and whole language. The KSSR advocates for phonics. Various phonics terminology is defined, like phoneme, grapheme, blending, and segmenting. Example classroom activities for teaching blending and segmenting words are provided, like modeling blending, toy talk, and saying the sounds. Points to consider for effective phonics instruction are highlighted. Teachers are then asked to plan and demo a mini phonics lesson using words from a story.
Phonics and Teaching Activities
This document discusses phonics instruction and activities for teaching phonics. It begins by explaining what phonics is and why it is important to teach. It then outlines the scope and sequence of phonics, including single consonants, short vowels, blends, digraphs, long vowels, and more. Different approaches to phonics instruction are described such as direct, integrated, and embedded. The rest of the document provides examples of hands-on games and activities that can be used to teach various phonics concepts in a fun way, including alphabet sets, sound discrimination games, word games, and online songs and games.
What's hot (20)
Warm-up Activities for Teaching Children in ESL Class
Warm-up Activities for Teaching Children in ESL Class
Teaching English Language Learners in Primary and Elementary Classrooms
Teaching English Language Learners in Primary and Elementary Classrooms
Viewers also liked
Everyday activities
The document outlines a typical person's daily routine, which includes waking up, brushing teeth, eating meals, doing chores, exercising, commuting to school or work, relaxing activities like talking with friends, playing games, and going to bed.
English game quiz
The document contains a series of questions and answers about various topics such as history, geography, and grammar. The questions test knowledge about things like estates in pre-revolutionary France, home stadiums of English football clubs, and the meaning of conditional sentences in English. The answers provide the correct response to multiple choice or short answer questions.
The Environment Quiz
a) Biological decomposition of organic matter under controlled conditions
b) Burning of waste in open areas
c) Dumping waste in landfill sites
d) None of the above
©Don42Manan
a) Biological decomposition of organic matter under controlled conditions
©Don42Manan
Select The Correct Option.
25
Which of the following is not a greenhouse gas?
a) Carbon dioxide
b) Methane
c) Nitrous oxide
d) Oxygen
©Don42Manan
d) Oxygen
©Don42Manan
Select The Correct Option.
26
Which of the following is
Animals quiz
The document lists various animals and whether they can or cannot perform certain actions like flying, swimming, walking, climbing trees, crawling, running, sitting, jumping or crawling. It states, for example, that a bee can run, a shark can swim, a mosquito can fly, but a zebra cannot run, a bird cannot fly, and a kangaroo cannot swim.
Guessing game wild animals.pps
This document provides descriptions of 7 different animals: a gorilla, zebra, tiger, crocodile, lion, snake, and whale. Each animal description includes 2-3 traits about its physical appearance and whether it lives in the jungle, grasslands, or sea.
Fun and Engaging games to teach English to Primary ESL Students
This document provides resources for using games to teach English to primary ESL students. It lists websites for games that teach prepositions, spelling, digital literacy skills, and that combine language learning with math. The document emphasizes choosing games based on language level and learning purpose. Websites featured include purposegames.com, gamestolearnenglish.com, munkyourself.com, and moshi monsters for creating a fun, engaging learning environment.
Play games with english 1
The document discusses the benefits of exercise for mental health. It states that regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help boost feelings of calmness and happiness.
The Fun Freaky Facts QUIZ On Animals
A Power Point Presentation of a Fun Quiz on Animals. For children, youths and the young at heart. Interesting facts about animals. For animation and sounds of the animals please download the power point.
Common Expressions in English.
This document defines and provides examples for common English expressions including "be all ears" which means eager to listen, "be broke" which means having no money, and "cost an arm and a leg" which means very expensive. It also explains expressions such as "get the ball rolling", "give someone a hand", "in/for ages", and "know something like the back of your hand".
English Game
Juego de mesa para trabajar contenidos de 4º de primaria.
Contiene el tablero, las fichas y tarjetas relativas a los tres primeros temas.
Para imprimir las tarjetas, haz una impresión de 9 páginas por hoja con bordes, y así conseguirás tarjetas reducidas para jugar.
Cada casilla tiene un color y para permanecer en ella, el alumno/a deberá responder correctamente a la pregunta que puede ser (vocabulario, preguntas e imágenes)
The grammar games
1) The document describes a grammar game being played in teams where questions about grammar are asked and teams take turns answering within 30 seconds.
2) If a team answers incorrectly, one member must sit down. The game continues until one team has all members sitting down.
3) Examples of grammar questions covered include lay vs lie, who vs whom, affect vs effect, and subject pronouns like me, myself and I.
Games in the_esl_class_(over_100_games)
This document discusses the use of games in English as a second language (ESL) classrooms. It defines games as a form of play governed by rules that should be enjoyable and fun. Games can help ESL students learn while having fun by lowering stress and providing opportunities for real communication. The document provides tips for teachers on deciding which games to use, such as considering students' language level, interests, and classroom context. It also outlines some advantages of games, such as capturing students' attention and motivating them to use the target language.
Vocabulary games and activities 1 (penguin books, 2nd ed)
The document discusses the history and development of artificial intelligence over the past 70 years. It outlines some of the key milestones in AI research from the early work in the 1950s to modern advances in machine learning using neural networks. While progress has been made, fully general human-level artificial intelligence remains an ongoing challenge being worked on by researchers.
Daily Expressions
The document provides examples of common social expressions used for greetings, goodbyes, apologies, and small talk in daily conversations. It also gives examples of expressions used to ask and respond to questions about plans, activities, opinions and feelings. Finally, it lists expressions used with "so" and "such" to emphasize opinions, quantities, or experiences.
English daily routines
The document lists common daily routines and verbs, including taking a shower, brushing teeth, getting dressed, making breakfast, and activities like sleeping, eating meals, and doing chores. It then provides examples of sentences using these verbs in the simple present tense, such as "I take a shower in the morning" and "They sleep in the house." Rules for negation are also covered, such as adding "don't" or "doesn't" for subjects like "we," "you," "he," and "it."
Who am i fruit and vegetables
This document introduces various fruits and vegetables. It contains greetings from items that are red or green with a green cap (pepper), white with a bad smell (garlic or onion), white or yellow with a bad smell like garlic, yellow and sour (lemon), brown that should be peeled before cooking (potato), red with a green cap that is the queen of meals (tomato), orange and grows underground (carrot), green and red like pyjamas with black buttons too (zucchini), white inside and brown outside that can have milk inside (coconut), purple or green and sweet with a green leaf (grape), red with black spots and a green cap that is sweet and smells nice (st
Traditional english games
This document summarizes several traditional games from Spain and English-speaking countries in 3 sentences or less per game. It describes the basic rules and objectives of hopscotch, hide and seek, relay races, musical chairs, pin the tail on the donkey, Simon says, and British bulldog. The games involve throwing objects, tagging, racing to seats or across a field, and following instructions with or without blindfolds. Playing requires few materials and provides fun physical activity for groups of children.
Conjunctions(5)
The document defines conjunctions as words used to join words or parts of a sentence together. It discusses the two main types of conjunctions - coordinating conjunctions and subordinating conjunctions. Coordinating conjunctions join grammatically equal elements, while subordinating conjunctions introduce subordinate clauses and join them to main clauses. Examples are provided of the seven coordinating conjunctions and common subordinating conjunctions used to introduce subordinate clauses.
How Do You Spend Your Day!
In this presentation you can learn vocabulary from daily activities and the forms to use time expressions.
Viewers also liked (20)
Fun and Engaging games to teach English to Primary ESL Students
Fun and Engaging games to teach English to Primary ESL Students
Vocabulary games and activities 1 (penguin books, 2nd ed)
Vocabulary games and activities 1 (penguin books, 2nd ed)
Similar to [RELO] Let's Play! Games in the English Classroom
Use of-games-in-esl-class-
Games are effective language learning tools that motivate students and reduce stress. They allow students to practice language skills in a low-pressure environment where they are focused on the game rather than grammar mistakes. Some benefits of games include increasing student participation, improving fluency as students communicate without stressing about errors, and providing opportunities for real-world language practice. The document provides examples of vocabulary, grammar, and other games that integrate language skills like speaking, reading, and listening in a fun, engaging way for students.
Making learning fun lac
The document discusses using games in the classroom to improve student learning and engagement. It provides the rationale that students learn best when learning is active and hands-on. Several example games are described that involve movement, teamwork, drawing, and acting to reinforce lesson concepts in an enjoyable way. The benefits of games include maintaining student attention and motivation, while developing skills like collaboration and problem-solving.
Gamesand motivation cuaderno
This document provides a variety of game ideas that teachers can use in the classroom to engage students and reinforce learning. It begins with an introduction to educational games and the benefits of using games. It then describes 16 specific games that can be adapted for different subjects, including content-related games like Battleship for vocabulary practice and guessing games like Who is He/She? for identifying people. The games are meant to be interactive, help students work together, and make learning an enjoyable experience while still focusing on academic content.
Efl2,2
This document discusses using games to teach language skills. It introduces two types of games: competitive and cooperative. Games are highly motivating and allow students to practice language in a fun context. Two example games are described: a whisper game to practice pronunciation and listening, and a sentence reconstruction game to practice vocabulary. Feedback is solicited from students on the games using a questionnaire. The conclusion states that games provide meaningful practice of language skills in an amusing way while encouraging cooperation.
Practical ideas
This document provides examples of games and activities that can be used in EFL classrooms. It discusses using games and activities to help students practice language in a fun way. Some warm-up activities described include Mystery Object, Similarities, and Mystery Identities. Structured activities given include Changing Sentences, Sentence Starters, Pulling up a Sentence, and What has Just Happened? The document also provides references and lists of websites for additional EFL teaching resources and games.
Lexical games
Lexical games are more than just time fillings! Lexical games are very useful and help motivate students to participate and use the language!
Learning Through Play, The Old School Way
The document describes a case study where the author created a board game called "Perry Library Land" based on Candy Land to teach students about information ethics. In fall 2013, 31 students played the game for extra credit and provided positive feedback, finding it engaging and interactive. In spring 2014, 101 students were required to play and also found it fun and an effective way to learn and interact. By observing gameplay and student feedback, the author found students actively discussed scenarios and learned about topics like copyright, citation, and academic honesty. The document also discusses how games are nothing new to education and can be short activities to keep students engaged according to other studies.
Lexical games
Here we have a work about "lexical games". You'll find many useful games you can use in your classroom with your students!!
Lexical Games are very important to motivate shy students to participate in the lesson. Moreover, it is helpful to improve skills and memory.
I hope you enjoy it!!
Gaming as An English Language Learning Resource
Games can be useful for learning English as an extracurricular activity. Research found that playing digital games significantly improved vocabulary and oral skills, especially for boys. Games provide repeated language input in a low-pressure environment where performance matters more than competence. Teachers can use suitable games in the classroom by selecting games that match students' level and skills, providing clear rules and time limits, and ensuring all students can participate. Examples of good online games include anagrams, flashcards, and grammar/vocabulary quizzes.
MDELT - Group 7 of C Class 2017 - Games in Language Learning
The document discusses using games for language learning and summarizes a Jeopardy game implementation. It defines games and educational games, outlines the advantages of using games which include motivation and interaction. Some disadvantages are improper game choice or lack of organization. A homegrown Jeopardy game procedure is described involving groups, topics, and points. Playing Jeopardy in the classroom is said to improve understanding and engagement. References on using games to improve skills and communicative ability are also provided.
Teaching.english.to.korean.young.learners
Here are some key points to consider when adapting materials:
- Focus on meaning over form by using visuals, gestures, realia
- Simplify language but keep content meaningful
- Allow multiple entry points for different learners
- Build background knowledge before introducing new topics
- Scaffold tasks from easy to more difficult
- Encourage cooperative learning and peer support
- Check frequently for understanding and provide feedback
- Differentiate to meet a range of proficiency levels
- Make lessons relevant and connect to students' lives
- Assess using a variety of formats beyond tests
The core content can stay the same but how it's presented varies to suit different learners. The goal is to create an inclusive,
Celdt test prep
The document provides information about preparing for the CELDT (California English Language Development Test). It explains that the CELDT is used to assess the English proficiency of English learners in California. It covers the four sections of the test: listening, speaking, reading, and writing. It provides sample test questions and roleplays to help students practice their speaking skills for the test.
Celdt test prep
The document provides information about preparing for the CELDT (California English Language Development Test). It explains that the CELDT is used to assess the English proficiency of English learners in California. It covers the four sections of the test: listening, speaking, reading, and writing. It then provides sample test questions, scoring rubrics, and practice activities to help students prepare for the speaking section of the CELDT.
Games presentation(2)
Games can help sustain learners' interest in language learning and encourage them to actively participate. When the content is meaningful to learners by amusing, angering or surprising them, the language is better remembered. There are many advantages to using games, such as providing a break from routine, increasing motivation and interaction, and creating contexts for meaningful language practice in various skills like speaking, writing, listening and reading. Effective games keep students involved, focus on language use rather than language itself, and allow students to learn, practice or review specific material.
Computer games and foreign language
1) The document outlines the use of games to teach vocabulary, including definitions of vocabulary learning, reasons for teaching vocabulary, advantages of using games, types of effective games, and guidelines for choosing games.
2) Some key advantages discussed are that games motivate students, lower anxiety, and allow practice of all language skills in a fun context.
3) The conclusion states that games are an effective and interesting way to teach vocabulary and enhance student motivation, as well as improving memorization and providing opportunities for interaction and clarification.
Learning from games
Games are an effective way for learning that engages players through fun and challenge. They motivate learning by providing goals and opportunities for mastery. There are different types of fun in games - "hard fun" through challenges and strategy, and "easy fun" through exploration. Games also foster social bonding and can be used to teach serious topics by making boring tasks exciting. Teachers can use games in the classroom by having students collaborate to solve puzzles, discuss vocabulary, and complete listening activities - all while playing engaging digital games.
DIFFERENTIATED instructios
This presentation was made but there are some references.
- Dr. M. Violeta, our speaker during the Region 6 training of trainers on higher order thinking skills(HOTS), Differentiated Instruction and Test Construction
This was also a collaborative effort of Mrs. Donalyn Frofunga- Llaban and Mrs. Lilibeth Meliton. These slides were presented during the Capiz Division Training for HOTS, DIs, and Test Construction.
Creating new games for physical education classes
The study seek to describe and analyze 10-12 years old children attitudes behaviors in games in PE classes. The participatory action research analyzed 55 children playing 4 different games, of different kinds (exposed, transformed, and spontaneous).
The classes’ description and analysis were focused in the attitude axis and it was defined 4 topics for the discussion: Conflicts, Respect of rules, Expressiveness, and Competitiveness.
Teaching teenagers - BTTC Session
Presentation given at the BTTC - Basic Teacher Training Course at Cultura Inglesa, Boa Viagem in Recife, Brazil.
Teaching Grammar
The document discusses various methods for teaching grammar in English language teaching (ELT), including the deductive and inductive methods. It also covers grammar presentation, practice, and exercises. Some key points made include: the deductive method can teach grammar in isolation while the inductive method has students discover rules through language use; grammar practice should involve mechanical and meaningful components; exercises should include recognition, drill, creative, and test activities; and form, meaning and use should all be considered when teaching grammar.
Similar to [RELO] Let's Play! Games in the English Classroom (20)
MDELT - Group 7 of C Class 2017 - Games in Language Learning
MDELT - Group 7 of C Class 2017 - Games in Language Learning
More from Embajada de EE.UU. en el Perú
Types of Speaking Activities
Handout shared during the June 2018 RELO Andes Webinar entitled "Let's Talk! Speaking Activities for Students with a Low Level of English"
► Find the webinar here: https://youtu.be/452zzK6nqUo
► Main presentation: https://goo.gl/hqfCu8
Encourage your students to talk more using these easy tips, activities, and lessons! This webinar will help you plan easy and effective lessons, creating confident, motivated, English language speakers.
By the end of this webinar, teachers will be able to:
- Understand how speaking activities can help improve all areas of English language study.
- Be able to incorporate four new activities into your class to get your students talking.
- Know the steps for getting the most out of speaking practice time.
- Have a helpful worksheet with all the information and resources you need for many weeks worth of speaking activities.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Sara Hendricks has taught English around the world for 12 years. She received her Masters Degree in TESOL from UW River Falls in the USA. She enjoys studying and teaching gender equality in the classroom, rapid vocabulary acquisition and support for indigenous languages. Sara currently lives and teaches in a small town in Mexico with her husband and three kids.
► Find the webinar here: https://youtu.be/452zzK6nqUo
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Let's Talk! Speaking Activities for Students with a Low Level of English
Let's Talk! Speaking Activities for Students with a Low Level of EnglishEmbajada de EE.UU. en el Perú
Encourage your students to talk more using these easy tips, activities, and lessons! This webinar will help you plan easy and effective lessons, creating confident, motivated, English language speakers.
By the end of this webinar, teachers will be able to:
- Understand how speaking activities can help improve all areas of English language study.
- Be able to incorporate four new activities into your class to get your students talking.
- Know the steps for getting the most out of speaking practice time.
- Have a helpful worksheet with all the information and resources you need for many weeks worth of speaking activities.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Sara Hendricks has taught English around the world for 12 years. She received her Masters Degree in TESOL from UW River Falls in the USA. She enjoys studying and teaching gender equality in the classroom, rapid vocabulary acquisition and support for indigenous languages. Sara currently lives and teaches in a small town in Mexico with her husband and three kids.
► Find the webinar here: https://youtu.be/452zzK6nqUo
► Types of Speaking Activities: https://goo.gl/UFZGsK
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERUEarly Reading and Writing with Young Learners [RELO Andes Webinar - May 2018]
Early Reading and Writing with Young Learners [RELO Andes Webinar - May 2018]Embajada de EE.UU. en el Perú
Take advantage of the language in the songs, rhymes, poems and stories your young learners have already enjoyed in earlier classes to get them reading and writing painlessly. Wendy will show you three strategies based on what the children can already say: Morning Message, the Language Experience Approach and class-created Big Books.
By the end of this webinar, teachers will be able to:
- Connect listening and speaking to beginning writing and reading.
- Decide when to begin writing and reading instruction.
- Learn the steps of writing morning messages and Language Experience Stories.
- State the advantages of shared writing and reading.
- Find out how Big Books enhance reading instruction.
This webinar for English Language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Wendy Coulson is an English Language Fellow in Medellin, Colombia working at Centro Colombo Americano Medellin, a binational center, creating training workshops for teachers of young learners and those with learners with special needs. She also created leadership workshops for youth in CCA’s social programs. Wendy has been an education consultant for the past six years and founded her own consultancy, Peace & Development Education Consulting which develops education programs for development projects. She has a Masters of Education specializing in bilingual and special education and Masters of Arts in Applied Linguistics and TESOL.
► Find the webinar here: https://youtu.be/3nQ4QP2TUpQ
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERULet’s Talk! The Effectiveness of the Communicative Approach to English Langua...
Let’s Talk! The Effectiveness of the Communicative Approach to English Langua...Embajada de EE.UU. en el Perú
The document discusses the communicative approach to teaching English, which focuses on meaningful communication, competence, and learner-centered activities like games, drama, and debates to give students real-life experience using English. It provides an overview of communicative language teaching principles and strategies, including ensuring more student talk time than teacher talk time. Examples of communicative activities are given and their benefits for student engagement and confidence.Blooms Taxonomy for Teachers
Handout shared during the March 2018 RELO Andes Webinar entitled "Cultural Celebrations in the English Classroom"
► Find the webinar here: https://youtu.be/fqHTPwbRtl0
► Main presentation: https://goo.gl/yCmyXG
► 2018 Diversity Calendar: https://goo.gl/hsEFNq
Teaching English is more than grammar; teaching English means teaching culture as well! Engage your students in cultural activities with ideas for incorporating celebrations in your everyday English classes. Lesson ideas span different curricular areas and depths of questioning, so students of all levels and abilities are included.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speakers:
▪▪ Trent Hagar is the current English Language Fellow in Managua, Nicaragua. He serves as a teacher trainer, faculty advisor, and curriculum and program development specialist in this role. He has taught English to language learners of all ages and levels for the past 16 years in the United States, Japan, China, South Korea, Saudi Arabia, and Nicaragua. Dr. Hagar has an undergraduate degree in Applied Learning & Development, a Master’s degree in Applied Linguistics, and a Ph.D. in English. His research interests include global competence, reflective teaching, and cultural linguistics.
▪▪ Kati Casto currently serves as the US Department of State-sponsored English Language Fellow in El Salvador. In this role, Kati trains English teachers through professional development activities, workshops, observation cycles and mentorship. She works to improve curriculum effectiveness and student success with teachers and institutions all over El Salvador. Before moving abroad, Kati taught English to Speakers of Other Languages in Baltimore, Maryland to students of all ages and abilities. She received her Master's degree in Education from Johns Hopkins University in 2013. Her primary interests include global citizenship, creating communities of shared learning, and sociopolitical issues in English teaching.
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
2018 Diversity Calendar
The document is a diversity calendar for 2018 that lists important religious, cultural, and commemorative dates throughout the year. It includes holidays and events from various faiths such as Christianity, Judaism, Hinduism, Buddhism, and more. The calendar also notes monthly awareness themes and includes inspirational quotes on diversity for each month. Key dates in January include New Year's Day, Epiphany, Martin Luther King Jr. Day, and Holocaust Memorial Day. February highlights include Chinese New Year, Valentine's Day, and World Day of Social Justice. March has International Women's Day, Saint Patrick's Day, Spring Equinox, and Palm Sunday among its entries.
Creating Authentic Writing Materials for English Language Learners
In this webinar, participants will learn about discovery and language enrichment-based writing activities designed to increase student interaction, support differentiation of instruction, multiple learning styles, and both a content-based and language-based focus.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Connie Hahne is the current English Language Fellow in Santiago, Chile. She has taught English and Spanish to language learners of all ages, economic backgrounds and cultures, over that last 20 years in Arizona and Virginia. Dr. Hahne’s undergraduate degree is in K-12 ESL/ BLE with an emphasis in Spanish and a Master’s degree is in Educational Leadership and Administration, with a focus on ELL/SEI teaching methodologies and multiculturalism. Her doctorate is in Educational Leadership and Innovation.
► Find the webinar here: https://youtu.be/Nlnyj3PfNKY
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Introduction to Translanguaging in the ESL/EFL Classroom
In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Formative Assessment Strategies for Busy Teachers
Why should English language teachers add something new to their instructional strategies and classroom routines? In this webinar, teachers learn the difference between summative and formative assessments, discover how they are already using formative instruction, and learn new formative assessments strategies. Teachers learn how to choose a formative assessment strategy to inform their instructional practices and to increase student learning, engagement, and involvement in their learning.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Lisa Pye is the English Language Fellow in Quito, Ecuador. She brings over 20 years experience in education as a teacher, teacher trainer, professional workshop creator and facilitator, and project manager, in both the U.S. and international environments like the Czech Republic, Madagascar and Costa Rica. Lisa holds a Master’s degree in Art History from CUNY Hunter College, a Master’s degree in Public Administration from Syracuse University, and is currently completing her dissertation in the Cultural Foundations of Education department also at Syracuse University. Lisa supports multicultural, multilingual, and experiential education and learning, Girls Education endeavors, STEAM, and the connections between arts, photography, literacy, and identity.
► Find the webinar here: https://youtu.be/JfZTqqz7e3Q
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Interactive Vocabulary Strategies [RELO Andes Webinar]
Would you like your students to be more engaged and active in their learning? These strategies will create a student-centered learning environment, get your students speaking, and help them learn and review key vocabulary for your units.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Lisa Wakefield has her Masters in TESOL from Grand Canyon University in Phoenix, Arizona. She taught ESL for 27 years in the Glendale Union High School District, and she was also the ESL Department Chair. She has served on Department of Education Committees rewriting ESL Standards and adapting state language testing. She was the ESL Teacher of the Year for Arizona in 2006. She has taught and written curriculum for universities, and conducted professional development for secondary ESL teachers. Lisa has traveled to Kazakhstan to work with English teachers; she taught English in China and Switzerland. She enjoys hiking, crossfit, and reading. Lisa is married and has two children.
► Find the webinar here: https://youtu.be/NnOg29bmCeY
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Ask the Consul: Información sobre la visa de estudiante para Estados Unidos
Ask the Consul: Información sobre la visa de estudiante para Estados UnidosEmbajada de EE.UU. en el Perú
Un funcionario de la sección consular de la Embajada resuelve las dudas más frecuentes sobre la visa de estudiante para los Estados Unidos, incluyendo los requerimientos y requisitos que se deben cumplir antes de solicitarla y el tiempo sugerido para iniciar el trámite.
► Expositor: Seth Wyngowski, Vicecónsul de la Embajada de los Estados Unidos en el Perú
► Mira el seminario aquí: https://youtu.be/Mi9lIlM-Wfw
► Suscríbete a nuevos seminarios web EducationUSA: http://eepurl.com/gZS7r
EducationUSA es una red global de centros de asesoría académica que cuenta con el apoyo del Departamento de Estado, dedicada a proveer información y asesoría especializada sobre oportunidades de estudio en los Estados Unidos.
★ ¡Síguenos en redes sociales! ★
▪▪ Embajada de EE.UU. en Perú
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
▪▪ EducationUSA Peru
: FACEBOOK - http://www.facebook.com/weadvise/
: TWITTER - http://twitter.com/AdvisorsPeru
: INSTAGRAM - https://www.instagram.com/educationusa.peru/
: YOUTUBE - http://yt.vu/c/UCt0PZD6TAZPRwTzvZOEVf0ALas ventajas de estudiar en un Community College en los Estados Unidos
Si estás pensando estudiar en los Estados Unidos, ¡los Community Colleges son una opción ideal! Tienen requisitos de ingreso menos exigentes y son más económicos.
Aprende más sobre ellos en este seminario web gratuito organizado por la Embajada de Estados Unidos en Perú y EducationUSA.
Expositora:
Lurka Ramírez
Asesora Educacional de EducationUSA
Comisión Fulbright Perú
EducationUSA Fair 2017: Preliminary talk
Learn how to maximize your visit to the EducationUSA Fair 2017. In this webinar, we discuss the best ways for students to interact with U.S. university representatives including strategies on formulating questions to ask them. We also cover the basic “Dos” and “Don'ts” of attending a higher education fair.
The EducationUSA University Fair will take place at the Marriot Hotel in Miraflores on September 6th, 2017.
This webinar was hosted by the U.S. Embassy in Peru and EducationUSA. (https://educationusa.state.gov/). Find your nearest EducationUSA Advising Center: http://1.usa.gov/1cjt7cb
► About the speaker:
▪▪ Jason Sherrill is Deputy Executive Director for Fulbright Commission Peru
Propiedad intelectual y exportaciones a los Estados Unidos
Conoce qué factores sobre propiedad intelectual debes considerar antes de exportar tus productos a los Estados Unidos.
Expositora: Ann Chaitovitz
Agregada del Departamento de Estado de los EE.UU. en temas de propiedad intelectual (PI) para la región andina. Asesora a personal del gobierno estadounidense y coordina las actividades de la Oficina de Patentes y Registro de Marcas del gobierno de los EE.UU. en Bolivia, Chile, Colombia, Ecuador, y Perú. Tiene más de 20 años de experiencia representando a compositores, autores, músicos, compañías de tecnología digital e incluso al mismo gobierno de los EE.UU., en temas de música, derechos de autor y tecnología.
The Multi-Level Language Classroom [RELO Andes Webinar]
In many English language programs, learners of multiple proficiency levels are grouped together in the same class. Teachers face the challenge of achieving course objectives and meeting the diverse needs of their students. This webinar addresses these challenges and offers classroom strategies to facilitate language learning for students of different levels. Participants will also come away with tips for simplifying planning and managing multi-level classes.
Redefining How We Understand the Needs of Students with Dyslexia
In this webinar, we address some challenges that students with learning differences, such as dyslexia, may endure during their foreign language studies, while offering practical advice on how to offer guidance and assistance. For students with learning differences such as dyslexia, instruction needs to be explicit, direct, and cumulative. Students with learning differences also greatly benefit from a student-centered classroom that is engaging and incorporates multi-modal learning approach to language learning. While the suggestions in this webinar are developed for students with learning differences, they are teaching practices that can support the academic success of all students.
Speaker: Rosa Dene David
Rosa Dene is an English Language Instructor at Universidad del Norte in Barranquilla, Colombia. She has worked as a teacher-trainer, an ESL/EFL instructor, and she has also taught International Relations. She holds a Masters of Arts in Teaching English to Speakers of Other Languages (TESOL) from Portland State University. Her research interests include supporting students with learning differences in the foreign language classroom, computer-assisted language learning, English as an international language, curriculum design, and intercultural learning. She has taught in the United States, Bolivia, Colombia, South Korea, and Mexico. When Rosa is not inside of the classroom, she likes to spend her free time experimenting in the kitchen, exploring the outdoors or curled up with a book.
Posgrados en los Estados Unidos: ¿Cómo, cuánto y por qué?
Descubre los requisitos para postular con éxito a los mejores programas de posgrado (maestrías y doctorados) en los EE.UU. El seminario es organizado por la Embajada de los Estados Unidos y EducationUSA.
Expositora
Kelly Villanueva Villar
Asesora de estudios superiores en los EE.UU.
Centro EducationUSA, ICPNA Oficina Central
Av. Angamos Oeste 120, Miraflores, Lima
EducationUSA es una red global de centros de asesoría académica que cuenta con el apoyo del Departamento de Estado, dedicada a proveer información y asesoría especializada sobre oportunidades de estudio en los Estados Unidos. Conoce más en: https://educationusa.state.gov/
Encuentra aquí todos los seminarios web de la Embajada: https://www.youtube.com/user/USEmbassyWebinars
¡Sigue a la Embajada en redes sociales!
Facebook: https://www.facebook.com/Peru.usembassy/
Twitter: https://twitter.com/usembassyperu
Instagram: https://www.instagram.com/usembassyperu/
YouTube: https://www.youtube.com/user/USEMBASSYPERU
Assessment for Learning [RELO Andes Webinar]
Teachers often focus on delivering a lesson plan based on the content of the Learning Objectives, but how do we know if students really learned the content? If students didn’t learn, what do we do next? This webinar on Assessment for Learning will present several tools and techniques that help teachers identify those students lacking comprehension, as well as how to better support them.
¿Cómo debemos evaluar la propuesta? - La Fuerza de los 100,000
El documento describe los componentes clave para evaluar efectivamente un programa educativo, incluyendo definir objetivos centrados en el estudiante, realizar evaluaciones antes, durante y después del programa para medir el aprendizaje y el impacto, y fomentar la reflexión de los estudiantes a lo largo de todo el proceso.
La Ley Universitaria frente a la Fuerza de los 100,000
El documento discute la Ley Universitaria y la investigación universitaria. Señala que la ley destina $25 millones para fomentar la investigación y bonificar a docentes investigadores. Explica que la investigación universitaria debe ser un esfuerzo conjunto entre académicos, empresas privadas y el Estado. Cada grupo juega un papel clave: los académicos con su trabajo de investigación, las empresas resolviendo problemas del país, y el Estado desarrollando políticas y financiamiento.
More from Embajada de EE.UU. en el Perú (20)
Let's Talk! Speaking Activities for Students with a Low Level of English
Let's Talk! Speaking Activities for Students with a Low Level of English
Early Reading and Writing with Young Learners [RELO Andes Webinar - May 2018]
Early Reading and Writing with Young Learners [RELO Andes Webinar - May 2018]
Let’s Talk! The Effectiveness of the Communicative Approach to English Langua...
Let’s Talk! The Effectiveness of the Communicative Approach to English Langua...
Creating Authentic Writing Materials for English Language Learners
Creating Authentic Writing Materials for English Language Learners
Introduction to Translanguaging in the ESL/EFL Classroom
Introduction to Translanguaging in the ESL/EFL Classroom
Interactive Vocabulary Strategies [RELO Andes Webinar]
Interactive Vocabulary Strategies [RELO Andes Webinar]
Ask the Consul: Información sobre la visa de estudiante para Estados Unidos
Ask the Consul: Información sobre la visa de estudiante para Estados Unidos
Las ventajas de estudiar en un Community College en los Estados Unidos
Las ventajas de estudiar en un Community College en los Estados Unidos
Propiedad intelectual y exportaciones a los Estados Unidos
Propiedad intelectual y exportaciones a los Estados Unidos
The Multi-Level Language Classroom [RELO Andes Webinar]
The Multi-Level Language Classroom [RELO Andes Webinar]
Redefining How We Understand the Needs of Students with Dyslexia
Redefining How We Understand the Needs of Students with Dyslexia
Posgrados en los Estados Unidos: ¿Cómo, cuánto y por qué?
Posgrados en los Estados Unidos: ¿Cómo, cuánto y por qué?
¿Cómo debemos evaluar la propuesta? - La Fuerza de los 100,000
¿Cómo debemos evaluar la propuesta? - La Fuerza de los 100,000
La Ley Universitaria frente a la Fuerza de los 100,000
La Ley Universitaria frente a la Fuerza de los 100,000
Recently uploaded
The Enigmatic Portrait, In the heart of a sleepy town
In the heart of a sleepy town nestled between rolling hills and whispering pines …
created with AI assistance…
Unveiling Paul Haggis Shaping Cinema Through Diversity. .pdf
Paul Haggis is undoubtedly a visionary filmmaker whose work has not only shaped cinema but has also pushed boundaries when it comes to diversity and representation within the industry. From his thought-provoking scripts to his engaging directorial style, Haggis has become a prominent figure in the world of film.
Top IPTV UK Providers of A Comprehensive Review.pdf
The television landscape in the UK has evolved significantly with the rise of Internet Protocol Television (IPTV). IPTV offers a modern alternative to traditional cable and satellite TV, allowing viewers to stream live TV, on-demand videos, and other multimedia content directly to their devices over the internet. This review provides an in-depth look at the top IPTV UK providers, their features, pricing, and what sets them apart.
哪里买(osu毕业证书)美国俄勒冈州立大学毕业证双学位证书原版一模一样
原版纸张【微信：741003700 】【(osu毕业证书)美国俄勒冈州立大学毕业证，双学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
DIGIDEVTV A New area of OTT Distribution
At Digidev, we are working to be the leader in interactive streaming platforms of choice by smart device users worldwide.
Our goal is to become the ultimate distribution service of entertainment content. The Digidev application will offer the next generation television highway for users to discover and engage in a variety of content. While also providing a fresh and
innovative approach towards advertainment with vast revenue opportunities. Designed and developed by Joe Q. Bretz
From Teacher to OnlyFans: Brianna Coppage's Story at 28
At 28, Brianna Coppage left her teaching career to become an OnlyFans content creator. This bold move into digital entrepreneurship allowed her to harness her creativity and build a new identity. Brianna's experience highlights the intersection of technology and personal branding in today's economy.
原版制作(Mercer毕业证书)摩斯大学毕业证在读证明一模一样
学校原件一模一样【微信：741003700 】《(Mercer毕业证书)摩斯大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Authenticity in Motion Pictures: How Steve Greisen Retains Real Stories
Learn about Steve Greisen's dedication to capture the spirit of his subjects in his documentaries with honesty and integrity.
From Swing Music to Big Band Fame_ 5 Iconic Artists.pptx
Know about the five famous artists who have transitioned to Big Band Music from Swing Music. Here is a glimpse of their work and contributions.
高仿(nyu毕业证书)美国纽约大学毕业证文凭毕业证原版一模一样
原版纸张【微信：741003700 】【(nyu毕业证书)美国纽约大学毕业证、文凭毕业证】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Orpah Winfrey Dwayne Johnson: Titans of Influence and Inspiration
Introduction
In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
Follow us on: Pinterest
Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
Orpah Winfrey, often known as Oprah due to a misspelling on her birth certificate. was born on January 29, 1954, in Kosciusko, Mississippi. Raised in poverty by her grandmother, Winfrey's early life was marked by hardship and adversity. Despite these challenges. she demonstrated a keen intellect and an early talent for public speaking.
Winfrey's journey to success began with a scholarship to Tennessee State University. where she studied communication. Her first job in media was as a co-anchor for the local evening news in Nashville. This role paved the way for her eventual transition to talk show hosting. where she found her true calling.
Dwayne Johnson: From Wrestling Royalty to Hollywood Superstar
Dwayne Johnson, also known by his ring name "The Rock," was born on May 2, 1972, in Hayward, California. He comes from a family of professional wrestlers, with both his father, Rocky Johnson. and his grandfather, Peter Maivia, being notable figures in the wrestling world. Johnson's early life was spent moving between New Zealand and the United States. experiencing a variety of cultural influences.
Before entering the world of professional wrestling. Johnson had aspirations of becoming a professional football player. He played college football at the University of Miami. where he was part of a national championship team. But, injuries curtailed his football career, leading him to follow in his family's footsteps and enter the wrestling ring.
Career Milestones
Orpah Winfrey: The Queen of All Media
Winfrey's career breakthrough came in 1986 when she launched "The Oprah Winfrey Show." The show became a cultural phenomenon. drawing millions of viewers daily and earning many awards. Winfrey's empathetic and candid interviewing style resonated with audiences. helping her tackle diverse and often challenging topics.
Beyond her talk show, Winfrey expanded her empire to include the creation of Harpo Productions. a multimedia production company. She also launched "O, The Oprah Magazine" and OWN: Oprah Winfrey Network, further solidifying her status as a media mogul.
Dwayne Johnson: From The Ring to The Big Screen
Dwayne Johnson's wrestling career took off in the late 1990s. when he became one of the most charismatic and popular figures in WWE. His larger-than-life persona and catchphrases endeared him to fans. making him a household name. But, Johnson had ambitions beyond the wrestling ring.
In the early 20
Christian Louboutin: Innovating with Red Soles
Christian Louboutin is celebrated for his innovative approach to footwear design, marked by his trademark red soles. This in-depth look at his life and career explores the origins of his creativity, the milestones in his journey, and the impact of his work on the fashion industry. Learn how Louboutin's bold vision and dedication to excellence have made his brand synonymous with luxury and style.
The Gallery of Shadows, In the heart of a bustling city
In the heart of a bustling city, hidden away from the modern chaos …
created with AI assistance…
Leonardo DiCaprio House: A Journey Through His Extravagant Real Estate Portfolio
Introduction
Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
Follow us on: Pinterest
Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
The Malibu house features a modern design with clean lines, large windows. and open spaces blending indoor and outdoor living. The expansive deck and patio areas provide ample space for entertaining guests or enjoying a quiet sunset. The house has state-of-the-art amenities. including a gourmet kitchen, a home theatre, and many guest suites.
Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
Design and Amenities
The Hollywood Hills house is a mid-century modern gem characterized by its sleek design and floor-to-ceiling windows. The open-concept living space is perfect for entertaining. while the cozy bedrooms provide a comfortable retreat. The property also features a swimming pool, and outdoor dining area. and a spacious deck that overlooks the cityscape.
Environmental Initiatives
The Hollywood Hills house incorporates several green features that are in line with DiCaprio's environmental values. The home has solar panels, energy-efficient lighting, and a rainwater harvesting system. Additionally, the landscaping designed to support local wildlife and promote
定制(uow毕业证书)卧龙岗大学毕业证文凭学位证书原版一模一样
原版一模一样【微信：741003700 】【(uow毕业证书)卧龙岗大学毕业证文凭学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Modern Radio Frequency Access Control Systems: The Key to Efficiency and Safety
Today's fast-paced environment worries companies of all sizes about efficiency and security. Businesses are constantly looking for new and better solutions to solve their problems, whether it's data security or facility access. RFID for access control technologies have revolutionized this.
Everything You Need to Know About IPTV Ireland.pdf
The way we consume television has evolved dramatically over the past decade. Internet Protocol Television (IPTV) has emerged as a popular alternative to traditional cable and satellite TV, offering a wide range of channels and on-demand content via the internet. In Ireland, IPTV is rapidly gaining traction, with Xtreame HDTV being one of the prominent providers in the market. This comprehensive guide will delve into everything you need to know about IPTV Ireland, focusing on Xtreame HDTV, its features, benefits, and how it is revolutionizing TV viewing for Irish audiences.
University of Western Sydney degree offer diploma Transcript
澳洲UWS毕业证书制作西悉尼大学假文凭定制Q微168899991做UWS留信网教留服认证海牙认证改UWS成绩单GPA做UWS假学位证假文凭高仿毕业证申请西悉尼大学University of Western Sydney degree offer diploma Transcript
Recently uploaded (20)
The Enigmatic Portrait, In the heart of a sleepy town
The Enigmatic Portrait, In the heart of a sleepy town
Unveiling Paul Haggis Shaping Cinema Through Diversity. .pdf
Unveiling Paul Haggis Shaping Cinema Through Diversity. .pdf
Top IPTV UK Providers of A Comprehensive Review.pdf
Top IPTV UK Providers of A Comprehensive Review.pdf
From Teacher to OnlyFans: Brianna Coppage's Story at 28
From Teacher to OnlyFans: Brianna Coppage's Story at 28
Authenticity in Motion Pictures: How Steve Greisen Retains Real Stories
Authenticity in Motion Pictures: How Steve Greisen Retains Real Stories
From Swing Music to Big Band Fame_ 5 Iconic Artists.pptx
From Swing Music to Big Band Fame_ 5 Iconic Artists.pptx
Orpah Winfrey Dwayne Johnson: Titans of Influence and Inspiration
Orpah Winfrey Dwayne Johnson: Titans of Influence and Inspiration
The Gallery of Shadows, In the heart of a bustling city
The Gallery of Shadows, In the heart of a bustling city
Leonardo DiCaprio House: A Journey Through His Extravagant Real Estate Portfolio
Leonardo DiCaprio House: A Journey Through His Extravagant Real Estate Portfolio
Modern Radio Frequency Access Control Systems: The Key to Efficiency and Safety
Modern Radio Frequency Access Control Systems: The Key to Efficiency and Safety
Everything You Need to Know About IPTV Ireland.pdf
Everything You Need to Know About IPTV Ireland.pdf
University of Western Sydney degree offer diploma Transcript
University of Western Sydney degree offer diploma Transcript
[RELO] Let's Play! Games in the English Classroom
- 1. GAMES IN THE LANGUAGE CLASSROOM Katie Bain English Language Fellow ktbain53@gmail.com elfellowkbain.wordpress.com
- 2. QUESTIONS TO CONSIDER Why should we (or shouldn’t we) use games in the classroom? How should we select appropriate learning games? What are some games that could be helpful in the classroom? What other questions do you have?
- 4. AGREE OR DISAGREE? The classroom should be a serious and quiet place at all times so that students can learn the most possible.
- 5. AGREE OR DISAGREE? Games should be used every day.
- 6. AGREE OR DISAGREE? If you’re not sure what to do for your lesson, use a game!
- 7. AGREE OR DISAGREE? Children might feel nervous if they are asked to compete in a game, so you should not use games.
- 8. AGREE OR DISAGREE? Competition is not appropriate for the classroom.
- 9. AGREE OR DISAGREE? Competition is fun and can be used appropriately.
- 10. OBJECTIVE Participants will understand how and why to use games and examine some examples of games that they might use in their classrooms.
- 11. WHY SHOULD WE USE GAMES IN THE CLASSROOM? are FUN! They help to lower the affective filter. 1. Games
- 12. WHY SHOULD WE USE GAMES IN THE CLASSROOM? Games are MOTIVATING! They intrinsically pique interest as students learn through play. 2.
- 13. WHY SHOULD WE USE GAMES IN THE CLASSROOM? Games are CHALLENGING! They can challenge students to be responsible for their learning and knowledge in a new way. 3.
- 14. WHY SHOULD WE USE GAMES IN THE CLASSROOM? 4. Games are INTERACTIVE! They inherently create situations in which students interact with each other.
- 15. WHY SHOULD WE USE GAMES IN THE CLASSROOM? 5. Games are REPETITIVE! They help students to repeatedly practice in fun ways.
- 16. DEFINITION OF GAMES A recent definition views games as a “system in which players engage in artificial conflict, defined by rules, and resulting in a quantifiable outcome” (Salen, 2008, p. 268). Games are further often described as transmedial phenomena, implying that the same game can be transmitted through different kinds of media: on paper, via computers, digital networks, consoles, ha ndhelds, mobile phones etc. (Juul, 2005).
- 17. RESEARCH FINDINGS. + students’ understanding of a complex phenomena. Students gain linguistic and communicative knowledge. Students engage in rich social negotiations (Barab et al., 2007a, p. 71). Enhance In some studies, only 50% of students enjoy playing certain games. Students get tired over time if when students find out that games do not match their assessment test. Games can serve as a distracting element instead of keeping students focused on a learning task (Swingvy & Nilsson. 2011).
- 18. RESEARCH SUGGESTION When designed bearing in mind instructional materials and curriculum content, games do yield good results.
- 19. HOW SHOULD WE SELECT APPROPRIATE LEARNING GAMES? Games should be used as practice of what has already been taught.
- 20. 1. CHOOSE YOUR LANGUAGE OBJECTIVE.
- 21. 2. PLAN FOR ASSESSMENT How will you ask students to show what they have learned in your lesson? What exactly will students be able to do at the end of the lesson?
- 22. 3. PLAN TO USE A GAME THAT WILL ALLOW YOUR STUDENTS TO MEET THAT OBJECTIVE.
- 23. 4. CONSIDER THE MATERIALS AND TIME THAT YOU WILL NEED.
- 24. 5. PLAY THE GAME WITH YOUR STUDENTS!
- 25. 6. LEAVE TIME AT THE END FOR REFLECTION ON THE GAME AS A CLASS.
- 27. GRAMMAR BOARD RACE Board Race Video Questions 1. What is the objective of the lesson? 2. Would you use this game in your classroom? 3. How could you change this game to make it more appropriate for your context?
- 28. BOARD RACE SCREEN SHOT
- 29. MEMORY GAME 1. 2. 3. One student says a sentence. Students say the same sentence and then add something. Once someone forgets what was said or cannot add something, he or she is out of the game. Student 1: I went shopping. Student 2: I went shopping and bought a jacket. Student 3: I went shopping and bought a jacket and a cap. (Shaptoshvili, 2002)
- 30. Yesterday, I went to the park.
- 31. WORD ASSOCIATION Example: TOPIC: The Classroom: Student 1: chalk Student 2: book bag Student 3: tape recorder Student 4: ruler (Shaptoshvili, 2002)
- 33. MIMING Students mime an action and other students (perhaps in teams) guess what the action is. Variation Topics: 1. Jobs/Occupations 2. Famous people 3. Animals 4. Sports or Sports Players 5. Characters from a book, movie, story, or article that was recently read in class. (Shaptoshvili, 2002)
- 34. WHAT IS SHE DOING?
- 35. SUGGESTION CHAIN Students review leisure activities and ways to make suggestions. Example Student 1: Let’s go to the concert! Student 2: No, not the concert. What about going to the cinema? Student 3: We could go to the dance club. Student 4: No, not the dance club. Why don’t we eat at a restaurant? Students continue the game until they have used all of their leisure activities, or until students cannot think of anything else to do and there is only one person left. (Shaptoshvili, 2002)
- 36. LET’S WATCH A MOVIE AT HOME!
- 37. EXPANDING SENTENCES WITH ADJECTIVES Teacher: She bought a jacket. Student 1: She bought a black jacket. Student 2: She bought a long-sleeved black jacket. Student 3: She bought a long-sleeved black wool jacket. (Shaptoshvili, 2002)
- 38. I HAVE A BROTHER.
- 40. GUESS WHO?
- 42. CLASS JEOPARDY
- 43. SWAT THE WORD
- 44. SCAVENGER HUNT
- 45. TABOO
- 46. PICTIONARY
- 47. WHERE DO YOU FIND MORE GAMES?
- 49. ABOUT ME
- 50. NAME 3
- 52. WHAT DO I KNOW ABOUT?
- 57. RECAP 1. 2. 3. 4. Games can be good if used appropriately. Align your games to learning objectives and assessment. There are many great games out there – Adapt them to your context! Be creative and create your own games – share them with others!
- 58. SOURCES Shaptoshvili, S. (2002). Vocabulary practice games.English Forum, 34/37. Retrieved from http://americanenglish.state.gov/files/ae/resource_fi les/02-40-2-h.pdf