The second in a 3 part series on lesson planning - this set of slides deals with the procedure page. For a free, voiced over presentation of this, visit elt-training.com
Power Point based on the article "Testing for language teachers" (Arthur Hughes), pages 83 to 112 (Chapter 9: Testing writing). This work is done by Idoia Argudo and Marta Ribas, in a subject from Universidad de Cantabria.
The second in a 3 part series on lesson planning - this set of slides deals with the procedure page. For a free, voiced over presentation of this, visit elt-training.com
Power Point based on the article "Testing for language teachers" (Arthur Hughes), pages 83 to 112 (Chapter 9: Testing writing). This work is done by Idoia Argudo and Marta Ribas, in a subject from Universidad de Cantabria.
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Pronunciation is a crucial aspect of Language Teaching. Students have different phonetic abilities due to biological and physiological differences. Some are more sensitive to sounds and are better at imitating sounds than others.
This document details some important aspects of teaching Pronunciation to EFL learners
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.
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.
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”.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
3. Nature of tasks in real world
• Language tasks involve more than one skill.
Example 1: Daily conversation
-speaking
-listening to what the interlocutor says
Example 2: Giving a presentation
-speaking (giving a presentation)
-listening (dealing with questions from the audience)
Integrated-skill teaching reflects the real-life
experience.
4. Nature of the speaking skill
• Speaking is one of the most complex and
demanding of all human mental operations
(Field, 2011).
• An expert speaker of English produces
utterances at a typical rate of about 150 words
per minute, or 2.5 per second (Levelt, 1989).
4
5. Stages in speech production
(Field, 2004, p. 284)
1. Conceptual stage: where the proposition that is
to be expressed first enters the mind of the
speaker
2. Syntactic stage: where the speaker chooses an
appropriate frame into which words are to be
inserted, and marks parts of it for plural, verb
agreement etc.
3. Lexical stage: where a meaning-driven search of
the speaker’s lexicon or vocabulary store takes
place, supported by cues as to the form of the
word (e.g., its first syllable)
5
6. Stages in speech production
(Field, 2004, p. 284)
4. Phonological stage: where the abstract
information assembled so far is converted
into a speech-like form
5. Phonetic stage: where features such as
assimilation are introduced, which reduce
articulatory effort
6. Articulatory stage: in which the message is
uttered
6
7. Speaking in L2
• The complicated speaking process becomes
even more complicated.
• How can teachers help their students go
through the complicated speaking process
smoothly?
At which stage in speech production do we
want to offer help?
8. Integrated skills teaching
• Input first? Output first?
• From input to output
Combination of multiple receptive/productive skills
8
Reading
Listening
Writing
Speaking
INPUT OUTPUT
9. What’s special about EFL?
• Amount of input
e.g., Sugiura et al. (2002)
In the case of a student coming into university after spending six
years studying English at junior & senior high schools
English class 3 times per week
× listening to English for 10 minutes in each class
× 35 weeks of classes per year
× 6 years (junior & senior high schools)
= 6,300 minutes = 105 hours
→ How big or small is this number?
9
10. • When taking courses given in English (when
studying abroad)
listening to English for 5 hours every day
105 hours =
21 days =
3 weeks
• Such a small amount of input!!
10
11. From input to output
• Purpose of reading/listening (input)
– Background information about a topic
– Useful expressions, which can be used later in the
output activity
12. Example from a high school textbook
Mainstream: English expression I (p. 49)
12
Tasks provided in the textbook Skill
1. Listening to a dialogue between two people
talking about a store they often go to
listening
2. Working in pairs to interview each other
about a store they often go to and take
memo about the partner’s answer in English
speaking
listening
writing
3. Preparing and giving a short speech,
introducing a shop to which their friends
often go
reading
writing
speaking
13. Example from a high school textbook
Mainstream: English expression I (p. 49)
13
Tasks provided in the textbook Skill
1. Listening to a dialogue between two people
talking about a store they often go to
listening
2. Working in pairs to interview each other
about a store they often go to and take
memo about the partner’s answer in English
speaking
listening
writing
3. Preparing and giving a short speech,
introducing a shop to which their friends
often go
reading
writing
speaking
This can be a source of input for
another activity.
17. References
Field, J. (2004). Psycholinguistics: The key concepts. London:
Routledge.
Field, J. (2011). Cognitive validity. In L. Taylor (Ed.), Examining
speaking: Research and practice in assessing second
language speaking (pp. 65-111). Cambridge, UK: Cambridge
University Press.
Levelt, W. J. M. (1989). Speaking. Cambridge, MA: MIT Press.
Sugiura, M., Takeuchi, S., & Baba, K. (2002). リスニング能力養
成のための自律学習：ディクテーションの効果. Retrieved
from http://www.lang.nagoya-
u.ac.jp/proj/genbunronshu/23-2/sugiura.pdf
Takashima, H. (ed.) (2013). Mainstream: English expression I.
Osaka, Japan: Zoshindo.
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