In this session, we'll explore what different kinds of grammar and vocabulary are explicitly tested in the GIA and EGE exams. We'll look at some of the more effective ways to prepare students for the 'use of English' aspect of the exams and develop their lexical and lexico-grammatical skills. We'll also ask the question: does developing these skills inevitably have to be dry and boring, or can we bring some fun and enjoyment into our grammar and vocabulary work?
Malcolm Mann: Preparing students effectively for EGE SpeakingMacmillan Russia
The EGE Speaking paper is now a reality. In this session, we'll look at the different parts of the paper and examine the skills that are tested in each part. We'll look at key dos and don'ts of preparation and skills development – for the teacher as well as the students – in order to maximise the chances of each student's success.
Malcolm Mann: Preparing students effectively for EGE SpeakingMacmillan Russia
The EGE Speaking paper is now a reality. In this session, we'll look at the different parts of the paper and examine the skills that are tested in each part. We'll look at key dos and don'ts of preparation and skills development – for the teacher as well as the students – in order to maximise the chances of each student's success.
This workshop covers the different ways of presenting grammar, both form and meaning, and provides ideas for controlled student practice. Teachers will understand the basic principles of conveying meaning and highlighting form through techniques such as timelines, concept checking and guided discovery. They will also discover how to select and stage practice according to the needs of their students and the importance of accuracy vs. fluency, as well as how to use techniques such as drilling and personalization to provide practice.
The teaching of grammar and vocabulary will help the CTET students in preparing for their classes and also will help them to use varied creative ideas to teach this concept in the classroom.
From online learning to face-to-face training opportunities in the UK, take a look at how our partnership can support you in your professional development.
This workshop covers the different ways of presenting grammar, both form and meaning, and provides ideas for controlled student practice. Teachers will understand the basic principles of conveying meaning and highlighting form through techniques such as timelines, concept checking and guided discovery. They will also discover how to select and stage practice according to the needs of their students and the importance of accuracy vs. fluency, as well as how to use techniques such as drilling and personalization to provide practice.
The teaching of grammar and vocabulary will help the CTET students in preparing for their classes and also will help them to use varied creative ideas to teach this concept in the classroom.
From online learning to face-to-face training opportunities in the UK, take a look at how our partnership can support you in your professional development.
It is difficult to imagine a lesson without a text, either written or audio. We extensively use dialogues, articles, stories, poems and many other forms of text. The most common tasks for reading or listening remain comprehension questions, which become familiar to students, yet a bit boring too. In this seminar we are going to look at the text from a different angle and explore various approaches of working with this valuable lesson material.
На вопросы отвечает Мария Валерьевна Вербицкая, д. ф. н., председатель предметной комиссии по иностранным языкам ЕГЭ, автор бестселлера Macmillan Exam Skills for Russia
Part 1 of a 3part series on lesson planning for CELTA -for a voiced over presentation and more useful training videos for English language teachers, visit www.elt-training.com
How can I improve the class interaction with my students in English? Jc's act...Juan Reyes Jc
Students love English in the school, they enjoy doing oral presentations about their interests, they like singing or playing games, however, they don’t use English to ask requests, ask for information or express their feelings using this foreign language.
Hypothesis:
Students don’t ask questions in the English class due to the fact that they feel shy to make mistakes in front to the class and also because they don’t have the habit of speaking in the foreign language naturally.
This PPT is a workshop to discuss your priorities in an ELF class.
We discussed motivation, student-centered class, fluency vs accuracy, independent activities, and something new to be learned. There are questions related to teacher's experiences and the author presents sound reason for his priorities in an EFL classroom.
http://www.slideshare.net/rchaviano/5-tips-to-make-your-class-memorable2015
An interactive session that aims to present practical ideas for building a K–12 proficiency-based program that focuses on developing students’ authentic oral communication and foundational literacy skills. Differentiation and personalized learning are the keys to a successful program, hence this presentation will include strategies for both. Focus points: proficiency — how to identify students’ levels and set learning goals; differentiated instruction — how to meet individual student needs, including learning styles, IT, personal interests, etc.; metacognition — how to raise the level of awareness of students’ self-assessment and provide strategies to move to a higher level of proficiency; resources — how to ensure rich and authentic content and materials; K–12 program articulation — how to align a program across all grade levels without following a set of textbooks — yes, it really is possible! Presenters will share the Singapore American School model, classroom practices, and examples along with Q&A and discussion. Facilitated by Susan Zhang and Sally Lean of the Singapore American School.
Speaker:
Sally Lean: Sally Lean (林莎莉) began a love of learning Chinese in middle school and further developed that through undertaking a Bachelor of Chinese Studies at the Australian National University. She has taught Chinese for over 15 years and managed Chinese programs for several well-known international schools and for several years worked as a co-founder, co-organizer and presenter of the ACAMIS (Association of China & Mongolia International Schools) Annual Summer Conference for teachers of Chinese language and culture. Apart from teaching Chinese, Sally was also head-hunted to create a teacher training project for the Chaoyang District Education Committee in Beijing, training local English teachers in current interactive and communicative teaching methodology.
Yuehua (Susan) Zhang: Dr. Yuehua (Susan) Zhang obtained her BA degree in English from Beijing Normal University, MED from Concordia University of Nebraska and PhD in Curriculum and instruction from University of Nebraska-Lincoln in the US. She has extensive experience in U.S./China educational programs. Currently she serves as Director of world languages at Singapore American School in Singapore.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. blurb
In this session, we'll explore what different kinds
of grammar and vocabulary are explicitly tested
in the GIA and EGE exams.
We'll look at some of the more effective ways to
prepare students for the 'use of English' aspect
of the exams and develop their grammatical,
lexical and lexico-grammatical skills.
We'll also ask the question: does developing
these skills inevitably have to be dry and boring,
or can we bring some fun and enjoyment into
our grammar and vocabulary work?
5. PowerPoint slides
There’s no point writing everything down.
PDFs available on Macmillan Russia website.
You don’t even need a ball***** pen!
At this ***** , …
6. Russian State Exams – use of English tasks
Grammar
transformation
Word formation Gap fill – 4-option
multiple choice
GIA 1 text – 9 items
A1+ to A2
1 text – 6 items
A1+ to A2
-------
EGE 2 texts – 7
items (usually
one narrative,
one factual)
A2-B1
1 text – 6 items
B1 to B1+
1 text – 7 items
B1+ to B2
8. Grammar transformation
* pronoun change (I to MY/ME/MINE/MYSELF)
* tense change (THINK to THOUGHT, HAVE to HAD)
* person change (HAVE to HAS)
* regular or irregular comparatives and superlatives
(STRANGE to STRANGEST, BAD to WORST)
* modal changes (CAN to COULD)
* cardinal to ordinal numbers
(ONE to FIRST, TWO to SECOND)
* irregular plurals
(MOUSE to MICE, TOOTH to TEETH)
Based on the grammar syllabus for the level
(provided by Ministry of Education in a bullet ….)
10. Word formation
X irregular plurals
X tense changes (eg past simple /
past participles)
✓ Ministry specifies acceptable
word formation types at each level
13. EGE 3rd task
X Straight/traditional grammar
Example: It would never test a
verb in 4 different tenses.
14. EGE 3rd task
Lexis and lexico-grammar
Confusable words
The scoring system of tennis is
complicated, but basically a
player is trying to get more ___
than his/her opponent.
A goals B tries C runs D ???
15. EGE 3rd task
Lexis and lexico-grammar
Collocations
The focal ___ of the room is a big
painting on the wall.
A spot B mark C place D ???
16. EGE 3rd task
Lexis and lexico-grammar
Patterns (colligations)
There’s no ___ in asking Don. He
won’t know!
A reason B idea C aim D ???
Compare: It’s pointless asking…
17. EGE 3rd task
Lexis and lexico-grammar
Prepositional phrases
Stop waffling! Get ___ the point!
A on B to C at D in
18. EGE 3rd task
Lexis and lexico-grammar
Other phrases, expressions, idioms
We’ve ____ the point of no return.
A arrived B achieved
C reached D made
19. EGE 3rd task
Lexis and lexico-grammar
Phrasal verbs
I’d just like to ____ out that you’ve
made a mistake.
A state B tell
C mention D ???
20. Key principles - 1
We cannot just do exam practice.
Exam practice doesn’t develop
grammar, lexis and lexico-
grammar systematically.
In the years before the exam, we
have to make a p**** of developing
grammar, lexis and lexico-grammar
systematically and methodically.
28. • Focus on
students’ existing
knowledge and
skills
• Students work
individually
• Silence
• No teacher input
• Boring!
Testing
• Focus on increasing
students’ knowledge
and skills
• Students can work
together
• Lively atmosphere
• Teacher input
• Fun and motivating!
Teaching
29. Key principles - 2
Teaching is not the same as testing.
e.g. phrasal verbs
Testing: fine to contrast 4 verbs
with ‘set’ or ‘get’ or ‘take’ etc
Teaching: not a good idea to group
phrasal verbs by main verb
See my ‘Phrasal verbs’ webinar for more info.
30. Top Tip
Allow – and encourage! – students in
the classroom (and at home) to refer
to reference materials if required.
34. EGE gap-fill pre-task
Could also be done post-task instead (before or
after going through the answers to the exam
practice task).
35. Exam practice
Task-based language and
exam skills development
* Understanding gist
* Understanding text logic
* Gap analysis
* Analysing textual clues
* Suggesting possible correct/incorrect
answers for gaps
* Giving clues regarding the gaps/answers
* Language development (eg irregular
plurals, negative prefixes, collocations,
patterns, etc)
Etc etc etc…
36. Exam practice – Top Tip
Students read the text quickly in order to get
a general understanding. Test their
understanding in a variety of fun ways.
Example 1: You read out a short summary,
containing factual mistakes. Every time there’s
a mistake, they shout out the correction.
Teacher: It’s about a film called ‘Game Point’…
Students: ‘Match Point’!
37. Exam practice – Top Tip
They read the text quickly in order to get a
general understanding. Test their
understanding in a variety of fun ways.
Example 2: The students come up with a summary.
Each student can only say three words.
Student 1: It’s about a…
Student 2: kind of dog…
Student 3: called an English…
Student 4: Pointer. … etc
38. Exam practice – Top Tip
* Giving clues regarding the gaps/answers
Vary the way you do this:
“No, I will not tell you the answer,” she said
_____. POINT
POEYDINTL
Anagram
39. Exam practice – Top Tip
* Giving clues regarding the gaps/answers
Vary the way you do this:
“No, I will not tell you the answer,” she said
_____. POINT
(9 letters)
How many letters
40. Exam practice – Top Tip
* Giving clues regarding the gaps/answers
Vary the way you do this:
“No, I will not tell you the answer,” she said
_____. POINT
Easier: PNTDLY
More difficult: OIE
Only consonants or vowels
41. In the exam, they’re on their own –
with no help or guidance from the
teacher or materials.
Question:
If a student does badly in one or
more of these GIA/EGE tasks, what
have they probably done wrong?
In the actual exam
42. Fundamental exam skills for
GIA/EGE use of English tasks
Quickly read the text to get a
general understanding before
you try to fill any gaps.
43. Fundamental exam skills for
GIA/EGE use of English tasks
Do the easiest ones first
– the ones you're
absolutely sure about.
44. Fundamental exam skills for
GIA/EGE use of English tasks
Don't leave any blanks.
You don't get any points for
a blank answer.
45. Fundamental exam skills for
GIA/EGE use of English tasks
Make an educated guess even if you
aren't sure. Look for clues. Ask
yourself key questions about:
* text logic (are we talking about
something positive or negative?)
* surrounding text (if I need a
comparative, where's than?).
46. Fundamental exam skills for
GIA/EGE use of English tasks
With EGE multiple choice gap fill,
don’t chose an option ‘randomly’.
Discard the obviously wrong ones.
Ask sensible questions about each of
the remaining options to make an
‘educated’ guess.
47. Fundamental exam skills for
GIA/EGE use of English tasks
When you've filled every gap,
read through the whole text
again inserting the answers.
Does it sound right? Does it
make sense?
If not, think further about
answers that are clearly wrong.
48. Fundamental exam skills for
GIA/EGE use of English tasks
Be very careful
transferring answers
to the answer sheet.
49. Key principles - 3
The more we can get students to
understand the fundamental
principles behind the language, the
better they’ll be able to make an
educated guess if they’re not sure
of the answer (particularly in EGE
gap-fill task).
See my ‘Metaphor’ and ‘Phrasal verbs’ webinars
for more info.
50. Example of a fundamental principle
up = positive (emotion)
down = negative (emotion)
Feel down (in the dumps)
Feel high (as a kite)
Under the weather
Down and out
Things are on the up
Do up a house