This document outlines the requirements for a learner profile assignment, which includes:
1) Describing the learner's background in 20-25% of the profile.
2) Evaluating the learner's current linguistic proficiency by assessing their skills and conducting a phonological analysis.
3) Making recommendations for future language development based on strengths, weaknesses, and key learning needs.
4) Creating a scheme of work and lesson plan(s) based on the evaluation and addressing identified learning needs.
5) Analyzing and reflecting on the lesson taught and concluding the overall learner profile.
Adapting published materials can help teacher develop their methodology. Besides, the presentation gives more details on materials for General English.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
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Invited talk at the 2nd joint international methodology research colloquium, co-hosted by by Okinawa JALT, KATE Corpus SIG, & LET Kansai Methodology SIG.
February 16, 2016
Adapting published materials can help teacher develop their methodology. Besides, the presentation gives more details on materials for General English.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Task-based syllabus design and task sequencingKen Urano
Invited talk at the 2nd joint international methodology research colloquium, co-hosted by by Okinawa JALT, KATE Corpus SIG, & LET Kansai Methodology SIG.
February 16, 2016
* Power Reading is a three-book series specifically developed for the intermediate to advanced English language learner (A2-B1)
* Each book is made up of 16 units with 6 pages per unit. A wordlist is also included at the end of each book.
*The series has been developed to support a four-strand approach to language instruction
* Each unit incorporates reading and listening passages of related content to both engage and inform learners.
* Extension activities in the Power Reading series support the development of learners’ reading, listening, writing, and discussion skills through supplemental content that builds on each unit’s main topic.
Syllabus, lesson plan and teaching materialsSheila Rad
General statements about language learning, learning purpose and experience, evaluation, and the roles and relationships of teachers and learners. Contains banks of learning items and suggestions about how they might be used in class.
Didactic guide for building the needs analysis of any ESP course. I hope this material cab be useful for identifyng the proficiency level of English in any group.
Blueprint is a new seven-book series developed for and targeting adult English learners of all ability levels. From introducing basic greetings and social situations to dealing with select academic or vocational topics, the Blueprint series will provide the mature learner with relevant practical skills. Grammar, vocabulary, speaking patterns, and listening activities will allow practice essential for the development and mastering of real world usage.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
1. The learner profile
Trinity CertTESOL
The University Language
Centre
University of Manchester
Maureen Finn
2. Description of the learner’s
social and cultural
background
Content
• Mother tongue
• Language learning experience
• Preferred methods of learning
• Reasons for learning English
• Reasons for using English
• Contexts in which the learner will use English in
the future
2
3. Description of the learner’s
social and cultural background
• Brief and to the point (20-25% of profile)
• Recorded on proforma LP1
3
4. Evaluation of learner’s current
linguistic proficiency
• Interaction skills/spoken English: your
assessment
• Student’s pronunciation: conclusions drawn from
phonological analysis
• Intensive and extensive listening skills: your
assessment and self-reporting by your student
• Written English (include corrected letter, pre-
interview writing)
• Reading comprehension skills: self-reporting and
testing (include the text book material you used
to test your learner)
4
5. Evaluation of learner’s current
linguistic proficiency
• Recorded on proforma LP2
• Key section of the profile
5
6. Evaluation of learner’s current
linguistic proficiency
Phonology:
• Transcription of 20-30 words, in multi-word
segments, in the required format
• Present as a separate section
6
7. Recommendations for future
language development
• Strengths and weaknesses//key learning needs
from your point of view and the learner’s point of
view. Is there a difference?
• Recommendations need to be clearly linked to
the linguistic analysis you made of the learner
• You need to explain why you have made these
recommendations (rationale)
• Recorded on proforma LP3
• Completion date: before you plan your taught
lesson(s)
7
8. Scheme of work
• Further 10-20 hours’ language development
• Should refer to grammar, lexis and phonology
• Should include recommendations for practice (in
at least one area) of each of the four main skills
• Can be an outline, scheme of work, outline
lesson plans
8
9. Lesson plan(s) based on
key learning needs and
evaluation
• Teaching time 45-60 minutes
• Can cover up to three sessions
• Based on the learning needs you have identified
in the analysis you have done
• Must include materials you have
written or adapted
• Can include published materials
9
10. Lesson plan(s) based on key
learning needs and evaluation
• Slightly less detailed than the TP lesson plans
• Include Evaluation
• Include Conclusion. This is an overall conclusion
to the Learner Profile
• LP4
10
11. Analysis and reflection
• Evaluation of the lesson (teaching one to one,
aims, teaching methods, materials used, overall
strengths of the lesson, areas to work on)
• Conclusion to Learner Profile (overall
assessment, most enjoyable part, most
demanding part, learner’s response to class(es),
what was learned, what specific parts of the
course were applied in the Learner Profile)
11
