The document provides information about the English education system and GCSE and A-level exams in the UK. It discusses key stages of education from KS3 to KS5, the different exam boards, and what is assessed in GCSE exams, including listening, speaking, reading and writing. It also outlines the expectations for oral exams at AS and A2 levels and provides teachers' expectations for student performance at different levels leading up to GCSEs and A-levels.
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English as a foreign language learners come in a variety of personalities and learning styles. This presentation briefly explores how a range of teaching materials can help language students
Teacher Development Workshops and SeminarsLarry Lynch
English as a foreign language teacher training workshops and seminars for EFL teachers at the Santiago de Cali University in Cali, Colombia topics of interest in ELT
Creative, dynamic elt materials for teaching englishLarry Lynch
English as a foreign language learners come in a variety of personalities and learning styles. This presentation briefly explores how a range of teaching materials can help language students
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Actually Talk in a Foreign Language With Your FamilyAdelaide Olguin
Shift from learning grammar and vocabulary to using a foreign language in your day-to-day life.
In this 20 minute webinar, with Adelaide, the creator of TalkBox.Mom, you’ll move years ahead of others learning a foreign language or yourself if you’ve been trying! Whether you know something or nothing, have small children, teenagers, or a sweet mix, you’ll know exactly how to talk in a foreign language in your home the same day you start and move all the way to fluency without tears or frustration.
Learn more and see the recorded webinar at: https://talkbox.mom/blog/actually-talk-in-a-foreign-language-at-home
How to Make a Field invisible in Odoo 17Celine George
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Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
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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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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
3. The language of education
What are we talking about?
•KS3 (SATs) - KS4 (GCSE / GNVQ) - KS5 (AS/A2) (Sixth Form – Year 12 + 13)
•AT1 - AT2 - AT3 - AT4
•DfE
•AQA
•OCR
•EdExcel
•GCSE
•EBACC
(Attainment targets) Listening – Speaking – Reading - Writing
Department for Education
Assessment and Qualifications Authority
Oxford, Cambridge and RSA
[London based board]
General Certificate of Secondary Education
English Baccalaureate
7. The examinations
- speaking
The GCSE oral exam
Speaking and writing: Controlled Assessment
Teachers select the tasks, set them and
supervise them.
GCSE
10. The examinations
- speaking
The AS oral exam
An aspect of culture or society in the TL country
Discuss a text with the examiner (time given for preparation e.g.
20 minutes)
Discussion of the text + further areas related to the same topic
20 minutes
•Unprepared questions are an essential part
AS
11. The examinations
- speaking
The A2 oral exam
The student is assessed on quality of language,
justification + debate, and understanding.
The examination can take the following form:
1 minute presentation
4 minute discussion of the topic chosen
Spontaneous discussion of two further issues
A2
14. The expectations
of teachers
Year 9 – end of KS3 levels – level 5+
Write a short paragraph of 5 or 6 longer sentences, including 2 time frames one
generally accurately and the other used correctly at least once. If appropriate
questions should be asked. Dictionaries are regularly used to find unknown words
and to check spellings for words they have learnt.
GCSE grade C+
Good competent language knowledge. Grasp of the past, future and present tense.
Good grasp of basic regular and irregular verbs. Opinions expressed and some
basic adjectives. Can answer questions on the exam topics without having to ask for
them to be repeated. Speaks at a reasonable pace and does not leave long pauses
in answers. Written coursework of 180+ words per assignment.
AS grades A+B
A2 grades A+B
15. How can the FLA
make a difference?
•Making them talk!
•Enthusiasm
•Experiencing the real thing
•Age gap
•You are not the teacher
•It is fun!
16.
17. Divide the paper into 6
sections. In each section you
will draw something to
represent the words you will
see shortly. There is a time
limit – you must be FAST!
30. Progression
I like French because it is interesting
GCSEHow can we make them talk?
What is your favourite school
subject?
31. Progression
I like French because it is interesting and the teacher is
good.
GCSEHow can we make them talk?
What is your favourite school
subject?
32. Progression
I like French because it is interesting and the teacher is
good and in the future I would like to study Italian.
GCSEHow can we make them talk?
What is your favourite school
subject?
33. How can we make
them talk??????
What do they want to talk about?
GCSE
Starter questions – Did you see Eastenders?
Chelsea or Arsenal?
Big Brother or X Factor?
Mobile phones.
36. Questions
GCSE
Maths 8.40 He is
strict
No, it is
difficult
15.10 It is
mixed
I eat in
the
canteen
Yes, I go
to Drama
club
How can we make them talk?
37. Questions
GCSEHow can we make them talk?
What did you do last weekend?
What didn’t you do last weekend?
39. En mi opinión
¡ni hablar!
Tienes toda
la razón
Estoy
totalmente
de acuerdo
pero no es
verdad..
¡En
absoluto!
Has dicho
que ….pero
Bueno,
depende
Si te entiendo
bien, piensas
que..
42. Making dialogues fun (?!)
•Act it out
•In a mood
•(acting techniques + memorisation)
GCSEHow can we make them talk?
43. Make it into a game
GCSEHow can we make them talk?
Include an element of competition in your activities –
games or ‘beat the clock’ activities. Even the most
difficult customers are often motivated to beat their
next door neighbour. Wherever you can, try to make
pupils’ language learning fun.
44. Millionaire
Who wants to be a millionaire?
A great teaching game! A sense of competition adds a
reason for student to talk.
GCSEHow can we make them talk?
Contestants have three lifelines:
1. They can phone a friend – and ask them the answer in 30 seconds
2. They can opt for 50:50 – and have two wrong answers taken away
3. They can ask the audience – i.e. their friends
They can only use each lifeline once.
45. Your answer must contain EXACTLY 7 words!
Your answer must contain more than 9 words!
46. Using dice
Throw 1 – starter Throw 2 - opinion
1 I like 1 It’s…
2 I prefer 2 I find it…
3 I really like 3 Because it’s…
4 I don’t like 4 For me it’s…
5 I hate 5 I think it’s…
6 I can’t stand 6 Most of the time it’s…
GCSEHow can we make them talk?
47. Using dice
1. I
2. You (singular)
3. He/she
4. We
5. You (plural)
6. They
GCSEHow can we make them talk?
48. Using dice for pronunciation
1 A Londres tout est trop cher
2 A mon avis Paris est plus chic que Londres
3 Pour moi, c’est New York - c’est génial
4 J’aimerais aller à Tokyo – il paraît que c’est très zen
5 J’ai entendu qu’ à Sydney – on ne dort pas
6 Avec tous les films Bollywood, Bombay est très
à la mode
GCSEHow can we make them talk?
49. Using dice for opinions
1 You are surprised by this viewpoint
2 You must defend this viewpoint
3 You agree
4 You disagree
5 You do not hold an opinion
6 You play for time on this topic
GCSEHow can we make them talk?
54. A conversation between cats
What are the cats talking about?
•Mice
•Their family
•Other cats in the area
•Last night
•Their kittens
•Food
•Dogs
•Famous cats (Garfield, Pink Panther, Puss in
Boots, etc)
55. um...zu... schwerer als leicht aufstehen
es
würde...geben
man darf
(nicht/kein(e))
wir müssen streng nicht leiden Mobbing
dreckig
meiner
Meinung nach
AGs
...fällt
mir/fallen mir
gestern
letzte Woche Deutschland Schulregeln weder…noch… können
Mittagspause gute Noten vielleicht Schuluniform Gang
Spend the Words
Take it in turns to ask and answer the same questions as before. This time,
rather than speaking for as long as you can, you need to try and include the
words below and ‘spend’ the words as you answer your 5 questions. Your
partner will cross them off as you use them and you need to do the same for
your partner. The first to use up all the words is the winner.
57. Interviews
Students can conduct interviews on selected
topics with various people. It is a good idea that
the teacher provides a rubric to students so that
they know what type of questions they can ask
or what path to follow, but students should
prepare their own interview questions. After
interviews, each student can present their
findings.
58. The key elements needed
to get higher grades
need to be emphasised
60. Keeping their attention!
Think about the length of lessons. If you have slots that
are longer than 25 minutes, you’ll need to think about the
number of activities to cover. Pupils learn in different
ways. Some respond well to the written word, others to
pictures, others to sound, others to very active tasks. Try
and include different types of activities in your work to
appeal to different learner types. Vary your approach
from week to week.
GCSEHow can we make them talk?
65. en Espagne.
aux Étas-unis
en France.
L’année dernière, je suis allé(e)
J’ai visité
des monuments
des musées
des galeries
Je suis resté(e)
et
dans un hotel
dans un camping
dans une gîte
et c’était
J’aimais bien mais pas
la chaleur.
les toilettes.
les embouteillages.
L’année prochaine, j’irai en
Écosse
Autriche
Australie
confortable.
bien equipé(e).
très moderne.
j’ai fait du cyclisme.
j’ai nagé dans la mer.
j’ai fait des excursions.
les plages
les boîtes de nuit
les restaurants
faire de l’alpinisme.
faire du canoë-kayac.
visiter les attractions.
pour
66. Picture Describing
Another way to make use of pictures is to give
students just one picture and have them
describe what it is in the picture. For this
activity students can form groups and each
group is given a different picture. Students
discuss the picture with their groups, then a
spokesperson for each group describes the
picture to the whole class.
67. Spot the Difference
For this activity students can work in pairs and
each couple is given two different pictures, for
example, picture of boys playing football and
another picture of girls playing tennis. Students
in pairs discuss the similarities and/or
differences in the pictures.
71. Estudia el anuncio y prepara tu comentario.
1 ¿De se qué trata? ¿Cuál es el tema?
2 ¿A quién va dirigido el anuncio?
3 ¿Cuáles son las palabras clave?
4 ¿Te gusta el anuncio? ¿Por qué?
77. Use of Youtube / Google video
•School filters
GCSEHow can we make them talk?
www.keepvid.com
78. Techniques for exploiting film/video
•freeze frame description/ prediction
•brainstorming – adjectives for characters/scenes
•sound down
•sound only
•listening for presence/order
•Summaries
GCSEHow can we make them talk?
83. Use of text
1. Text to prompt talk
A levelHow can we make them talk?
84. Use of text
1. Text to prompt talk
2. Use of headlines
A levelHow can we make them talk?
85. Use of text
1. Text to prompt talk
2. Use of headlines
3. Questionnaires
A levelHow can we make them talk?
86. Use of text
1. Text to prompt talk
2. Use of headlines
3. Questionnaires
4. Match headline to text
A levelHow can we make them talk?
87. Use of text
1. Text to prompt talk
2. Use of headlines
3. Questionnaires
4. Match headline to text
5. Incorrect summaries
A levelHow can we make them talk?
88. How can we make them talk?
Use of text
1. Text to prompt talk
2. Use of headlines
3. Questionnaires
4. Match headline to text
5. Incorrect summaries
6. Key words + invent story
A level
89. How can we make them talk?
Use of text
Create your own text.
A level
www.fodey.com/generators/newspaper/snippet.asp
91. Other ideas for prompting talk
Tongue twisters for pronunciation
Six thick thistle sticks. Six thick thistles stick.
Mrs. Smith's Fish Sauce Shop.
Unique New York.
To encourage students to respond to each other’s ranking suggestions
The conditions or ‘targets’ can be many and varied. It ALMOST doesn’t matter as the point of putting a condition there is to cause students to think their sentences through carefully as they build them. It makes them much more aware of what they’re saying. And making a sentence of exactly 8 words will involve usually a very short clause with ‘weil’ or two clauses linked with ‘und’ or additional details like when and where. So they focus on different ways to make their sentences longer. It also works well to set >9 words or <5 words at times too.
Given a specific topic to talk about (or a set of questions if appropriate), students have to try to include each thing from the Bingo grid. When they do, they cross off the box and in their pairs, it’s the first person to cross everything off who wins (full house).
Anna’s TES resources reminded me of this one! She calls it Trapdoor and it’s brilliant for a) memory and b) speaking (repetition with a reason!) It’s a competitive game in pairs. Each chooses and option for each sentence in their head. One starts reading out loud, trying to anticipate the other’s choices. Each time they make a choice, the partner either nods or shakes his/her head. If the choice is wrong, play passes to the partner who starts the same process. If it is the right choice, the student gets to continue. The aim is to get to the end first. Answers don’t change, so this is also a great memory developer.