The document summarizes a week of activities for Junior 3 students. It describes lessons on rules, phonics, and the present continuous tense. For rules, students discussed rules at school, made a poster of rules, and wrote paragraphs using rules. They also finished copying rules into their folders. Phonics lessons involved working with different sounds and writing words containing those sounds. Students also had dictation practice. Present continuous lessons included tutorials, games, and exercises to practice verbs.
In this lesson students worked in their booklets. In order to create a meaningful context I created a story in which I included vocabulary I have taught in the two previous lessons and new items of clothes which were included in their booklets. It was the first time children were told a story in English so this activity proved to be a little disorganized but the children enjoyed it.
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.
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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.
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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.
1. Junior 3
MARCH
Monday 18
● Rules (unit 9). We looked at these pictures:
Using the see, think and wonder technique we completed a chart and talked about it.
Who makes the rules at school? Each group thought about our rules at school. Next, we talked
about them all together and made a poster with the rules. Then, we started copying the rules on
our folders.
2. Tuesday 19
Phonics: Phonics bug. We worked on “Can cat get cod?” and spotted the sounds in the story.
In groups, we wrote words with each new sound. After that, we wrote crazy sentences using
the words we wrote. Finally, we gave music to the sentences and sang them to the class.
RULES AT SCHOOL. We finished copying the rules in our folders and talked about them using
WE MUST/MUSTN'T. We finally wrote a paragraph with at least five rules.
● PRESENT CONTINUOUS. We watched some tutorials in the blog.
Wednesday 20
● Phonics: We completed a SPEECH BUBBLE with the sounds we remembered from previous class.
We went over the sounds and words orally, and we wrote them on our Word Bank. We added the
following words to the previous sounds:
/a/ can
3. /c/ cod, duck, peck
/m/ mad
/r/ rod
/t/ net
/n/ net
/d/ duck
And added new sounds:
/e/ net, peck
/p/ peck
/o/ cod, rod
/oa/ go, no
/u/ tug, duck
/g/ go, get
After that, we had a dictation with the practiced sounds.
● Present continuous. We watched a tutorial to revise and played an online game. Then, we did a
written exercise.
Thursday 21
● LENDING LIBRARY PRESENTATION. We went over the Bug Club and read the story “I LIKE TO
PLAY!” Then, we invented songs saying what we like to do for fun and sang to the class.
● RULES. Oxford Discover. We worked on vocabulary (page 88). After that, in groups we read the
text “Following Rules” at pages 90 and 91. Using the Idea, Phrase, Word Technique we worked
on comprehension.
