Memrise video on teaching ideas for MFL
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This document contains summaries of language learning activities and assessments for French students who have studied the language for between 8 months to 1 year. It describes dictation exercises where students listen to recordings and fill in missing words, with varying levels of difficulty. Some students are encouraged to provide synonyms for words. The activities are meant to be differentiated for mixed ability classes and allow students to self-assess and provide feedback to each other to reduce marking load for the teacher.
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Opiskele suomen kieltä älypuhelimella tai tabletilla
Stadin aikuisopiston suomen kielen opiskelijoiden käyttäjäkokemuksia kielenopiskelu-appeista!
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Diasarjaan liittyvä blogikirjoitus: http://www.matleenalaakso.fi/2017/02/viisi-helppoa-somen-tyokalua-opettajille.html
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Teaching vocabulary is important for students learning English as a foreign language. While teachers may know vocabulary, they do not always know how to effectively teach it to students. One leading researcher identified 10 best practices for teaching vocabulary, including having students work in groups and read meaningful texts, as these activities help students understand word meanings and use the language in context. As both students and future teachers, it is important to select tasks that allow for applying vocabulary in realistic settings in order to develop language skills.
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The document summarizes principles of language teaching and the practices used by students in their language classes. It lists 12 activities with the corresponding principles and how the students applied them. The students focused on speaking in their classes through activities like reading aloud, using objects to explain meanings, asking questions in the target language, and games. They also worked on pronunciation, grammar, and writing, but had limitations in how much they could communicate due to the students' level. The classes followed a syllabus based on topics like family and home.
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The lesson plan aims to develop students' reading comprehension, listening, and speaking skills through activities related to the song "We Are The Champions" by Queen. Students will watch a video of the song, brainstorm ideas, and complete a listening activity where they fill in the missing present perfect tense phrases from the song lyrics. They will then sing the full song karaoke-style. The goal is for students to extract information from a song and practice the present perfect tense.
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The document provides an overview of the Key English Test (KET), which evaluates candidates across reading, writing, listening, and speaking sections. It describes:
1) The reading and writing sections make up 50% of the test and involve multiple choice, matching, and gap-fill questions testing comprehension of short and long texts.
2) The listening section makes up 25% of the test and consists of multiple choice and gap-fill questions requiring comprehension of short dialogues and monologues.
3) The speaking section makes up the remaining 25% and involves short conversations with an examiner in part 1 and an information exchange with another candidate in part 2.
Eg. grammar translation class
The document describes 12 activities commonly used in language teaching and contrasts each with the practices of the authors. It notes that traditional approaches focus on translation, grammar rules, memorization and written exercises, while the authors emphasize using everyday texts, minimizing translation, communicating in the target language, and focusing on speaking, listening and meaning over form. While acknowledging some roles for translation and feedback on answers, the authors stress the importance of an immersive approach, activating prior knowledge, and tailoring instruction to students' ages and levels.
Hearing & Recording
This document provides information about an assessment used to evaluate a child's ability to hear and record sounds in words. The assessment involves having a child write down words from sentences dictated slowly by the teacher. It is not a test of spelling but of hearing and recording sounds. The teacher reads a sentence, then reads it slowly word-by-word for the child to write. Credit is given for each correctly written sound. Scoring indicates the child's ability to analyze sounds in words and represent them with letters. Sample scoring standards and children's work are presented.
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Edu 402 ........
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The document discusses different types of errors students can make and strategies for correcting them. It defines a slip as a mistake due to lack of attention, a mistake as needing extra guidance, and an error as not knowing the concept. It then discusses aims of oral correction, written correction techniques, and codes for correcting errors. It concludes that students learn from their mistakes.
Intro
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Opiskele suomen kieltä älypuhelimella tai tabletilla
Stadin aikuisopiston suomen kielen opiskelijoiden käyttäjäkokemuksia kielenopiskelu-appeista!
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Displays for learning in MFL could include a space where learners can post questions and have other learners answer them, allowing for peer-to-peer learning and discussion of the target language.
Viisi helppoa somen työkalua opettajille
Diasarjaan liittyvä blogikirjoitus: http://www.matleenalaakso.fi/2017/02/viisi-helppoa-somen-tyokalua-opettajille.html
Sähköiset kokeet ja arviointi (KATSO KUVAUKSESTA UUDEN VERSION LINKKI)
OLEN JO JULKAISSUT UUDEN VERSION tästä osin vanhentuneesta diasarjasta. SlideShare ei enää mahdollista diasarjojen päivittämistä, joten uusimman version löydät blogini sähköisen arvioinnin sivulta: http://www.matleenalaakso.fi/p/sahkoiset-kokeet.html
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Opiskele suomen kieltä älypuhelimella tai tabletilla
Opiskele suomen kieltä älypuhelimella tai tabletilla
Sähköiset kokeet ja arviointi (KATSO KUVAUKSESTA UUDEN VERSION LINKKI)
Sähköiset kokeet ja arviointi (KATSO KUVAUKSESTA UUDEN VERSION LINKKI)
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Memrise video on teaching ideas for MFL
- 1. This is a copy of the written work that I am discussing with Ed and Ben at Memrise.com Students are encouraged to write only using their long- term memory. No advanced warning was given about the assessment. This piece of written work was completed after having studied for the language for about ten weeks.
- 2. This is the second piece of work written. This piece of written work was completed after having studied for the language for about ten weeks.
- 3. This is a copy of the board that the students played on at Memrise.com As you can see, the students have a very wide range of vocabulary. Especially, having only studied the language for eight months. On the square 11 there is a small “c” This means students have to conjugate “to be” in French (Être) On square 8 students have to give a sentence in the future tense. On square 6 students (alt means alternative)have to give a synonym.
- 4. Dictation 1 Year 7 Students listen to a recording ( I use audioboo) and have to write down what they hear. Each sentence is played twice at near normal speed. Some pupils are encouraged to give synonyms for certain words. This student managed to do it quite well. (courses/magasins). This is desgined for high achieving students He could have given synonyms for words like “quelquefois” =“de temps en temps” “c’est dégoûtant” = “buerk!” I spoke to him about this. However, I was pleased his own self target. This Year 7 class is mixed ability. Half of the class can cope with this activity.
- 5. Dictation 2 Year 7 Same activity. Students are listening out for words which are missing. There are twenty words to listen out for.
- 6. Dictation 3 Year 7 Same activity Students have access to the missing words. They have to decided on which to choose from after having listened to the recording. Please note the student’s self target is not to rely on the possible answers in the future.
- 7. Dictation 4 Same activity As you can see, students have to listen out for fewer words. There are ten words they are listening out for.
- 8. Dictation 5 same activity. Students have to write down the ten missing words. This time they have access to the possible answers. To make the recording and TaskMagic gap fill takes less than fifteen minutes. The great thing is that this activity can be very easily differentiated into six levels of demand. Students correct each others’ work and set themselves targets. This means less marking for me!!!!