This document provides an overview of an English language teaching workshop schedule. It outlines topics that will be covered such as classroom management, lesson planning, error correction, and teaching methods. It also includes descriptions of sample classroom activities and scenarios teachers may encounter, such as teaching songs, managing student behavior, and conducting group work. The workshop aims to prepare teachers for their upcoming school deployments in Sri Lanka by providing guidance on teaching English to primary students.
The present perfect - what it is, why it's difficult for learners (and teachers) and some ideas on how to teach it. A unit from the 'Grammar for language teachers' course at www.elt-training.com
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
The present perfect - what it is, why it's difficult for learners (and teachers) and some ideas on how to teach it. A unit from the 'Grammar for language teachers' course at www.elt-training.com
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
*Three-level course series designed to develop the core reading skills of elementary English learners
*The reading passages and chants are specifically designed to stimulate learners’ interest and encourage them to take an active role in learning new language skills
*Students can practice readings in a controlled and carefully graduated manner
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
This lesson plan was used during my FINAL DEMONSTRATION last September 30, 2015 (Archimedes section Grade 10 / 8:30am to 9:30am) in Jagnaya National High School. I would like to say thank to all my cooperating teachers (ma'am Clie, sir Edil and ma'am Sha), English coordinator ma'am Gretch, and to my cooperating school principal sir Enrique Barinos. Also, to sir Ge and Ma'am Gen, thank you so much.
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
New improved version of Writing Project Proposals in February 2014.
Techniques from the presentation "101 Interactive Training Techniques to Increase Learning" by Crystal Schimpf, Kieran Hixon & Nancy Trimm at the Colorado Association of Libraries 2011 Conference.
Partial IEP and LessonStudent MarcusAge 7 years 2 months D.docxdanhaley45372
Partial IEP and Lesson
Student: Marcus
Age: 7 years 2 months
Disability: Specific Learning Disability
Present Level of Performance:
Marcus is a second grade student who qualifies for special education services in the areas of reading comprehension and reading fluency. He struggles with decoding grade level words and is unable to correctly answer grade level reading comprehension questions related to what he has just read. When material is read to him, Marcus is able to answer comprehension questions at grade level. According to standardized testing, his current reading comprehension is at the 1.0 grade level. When given a timed test at the first grade level, Marcus is able to correctly read 30 words in two minutes. Marcus also struggles with written expression.
Marcus is able to perform at grade level in math, which is his preferred subject. Marcus appears to be somewhat reserved around his peers, and his parents would like to see him become more social.
Sample Co-Teaching Lesson Plan (Direct Instruction)
Teachers:
Subject:
ELA
Common Core State Standards:
· RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
Objective (Explicit):
· SWBAT decode the vowel sound short /e/ in one-syllable words.
· SWBAT to distinguish the short /e/ sound in one-syllable word within a sentence.
Evidence of Mastery (Measurable):
· Include a copy of the lesson assessment.
· Provide exemplar student responses with the level of detail you expect to see.
· Assign value to each portion of the response
See attached files
Sub-objectives, SWBAT (Sequenced from basic to complex):
· How will you review past learning and make connections to previous lessons?
· What skills and content are needed to ultimately master this lesson objective?
· How is this objective relevant to students, their lives, and/or the real world?
- SWBAT sound out words phonically.
- SWBAT differentiate between different phonemes.
Key vocabulary:
Short /e/ sound
Long /e/ sound
Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web.
Materials:
Short /e/ Vocabulary list
Short /e/ paragraph
Short /e/ Book Jen
Short /e/ Word Search worksheet
Opening (state objectives, connect to previous learning, and make relevant to real life)
· How will you activate student interest?
· How will you connect to past learning?
· How will you present the objective in an engaging and student-friendly way?
· How will you communicate its importance and make the content relevant to your students?
The teacher will start a conversation with the student, asking the student what the different sounds the different vowels make. Teacher will then lead into conversation about the e sound and it makes two different sounds. Teacher will tell the student that today's objective is to work on the short /e/ sound. Teacher will review the short and long e sound with student, teacher will ask student about learning it in the past. (How did y.
EThOS for EAP: The PhD Abstracts Collections in FLAX with the British Library...Alannah Fitzgerald
Workshop presented on April 7, 2017 at the BALEAP Biennial Conference, Addressing the State of the Union: Working Together, Learning Together. Bristol, England.
Presented by Alannah Fitzgerald and Chris Mansfield at the British Library Labs Award Event on November 7, 2016 in London, UK.
https://www.eventbrite.co.uk/e/british-library-labs-symposium-2016-tickets-25666320656?utm_source=eb_email&utm_medium=email&utm_campaign=reminder_attendees_48hour_email&utm_term=eventname
From clarion calls to auto-complete errors: a nascent discourse on openness ...Alannah Fitzgerald
Presented by Terri Edwards and Alannah Fitzgerald at the Open Educational Resources (OER16) Conference on April 20, 2016
https://oer16.oerconf.org/sessions/from-clarion-calls-to-autocomplete-errors-a-nascent-discourse-on-openness-from-uk-universities-1176/
Converging cultures of open in language resources developmentAlannah Fitzgerald
Presented at the Open Educational Resources (OER16) Conference on 19 April, 2016 in Edinburgh, UK
https://oer16.oerconf.org/sessions/converging-cultures-of-open-in-language-resources-development-1156/
Developing Open Access Content into Academic English Resources for Data-Drive...Alannah Fitzgerald
Presented with Chris Mansfield at the IATEFL Conference in Birmingham, United Kingdom on April 15, 2016 as part of the Interactive Language Learning Fair
Presented at the Open Education Global Conference 2016 in Krakow, Poland on April 12
Abstract:
In the fall of 2015, McGill University launched its first offering of Social Learning for Social Impact (SLSI), a 12-week group-based MOOC - or GROOC - hosted by non-profit MOOC provider, edX. Drawing on connectivist MOOC, social, and experiential learning principles, SLSI attempts to translate an ambitious social mission into an online platform for sustained social learning. As course facilitators, we are uniquely positioned to explore the origins and development of SLSI’s networked learning ecosystem designed with concerned citizens in mind. We discuss the current limitations and challenges of open online education practices, particularly in relation to group-based learning, and how this first iteration, which we call GROOC 1.0, attempted to overcome these by crafting a highly adaptable, participatory curriculum that positioned learners and facilitators as co-creators who can also inform the design and delivery of GROOC 2.0.
We explore how course designers actively encouraged learners to subvert the constraints of the edX platform and even of SLSI’s formal curriculum so they might achieve their particular objectives. Similarly with the pro bono facilitators who were coached from the outset to anticipate confusion and uncertainty, trust their own judgment to resolve problems, and support one another, the call was to be subversive. The systems in place, it was acknowledged, might not be optimally suited to serve the learners.
Furthermore, we discuss the technical elements that support and constrain the online infrastructure. For example, to support SLSI’s vision of group-based learning, edX released a “Team Forum” tool that - beyond helping learners form their initial teams - proved inadequate to foster the kind of group engagement necessary for sustained social initiative-building. This shortcoming prompted many learners (along with their facilitators) to emigrate to a combination of more suitable digital platforms and connectivity apps like Facebook and Google Apps to accelerate social learning for (eventual) social impact.
We also discuss the feedback mechanisms embedded into the curriculum and the opportunities to course-correct, which, for the SLSI’s design team, was a clear priority, so that any real-time adaptations could be shared with facilitators. For example, open licensing for course content and the development of open education policy were issues raised by learners and facilitators in GROOC 1.0. Furthermore, we anticipate that McGill University will engage with the open education community to share insights about the implementation and outcomes of SLSI through conferences like Open Education Global 2016 as we plan for GROOC 2.0.
Keywords:
Massive Open Online Courses (MOOCs); Group-Based Learning; Learning Facilitation; Social Learning; edX; Open-Source Software
FLAX: Flexible Language Acquisition with Open Data-Driven LearningAlannah Fitzgerald
Presented at the International Semantic Web Conference (ISWC) in Riva del Garda, Trentino, Italy as part of the Vici LinkedUp Challenge for tools and demos that use open data for educational purposes on October 20th, 2014.
Bridging Informal MOOCs & Formal English for Academic Purposes Programmes wit...Alannah Fitzgerald
Presented at the Teaching and Language Corpora (TaLC) Conference in Lancaster on July 23, 2014. Based on collaborative work with the FLAX Language Project (Shaoqun Wu and Ian Witten) and the Language Centre at Queen Mary University of London (Martin Barge, William Tweddle, Saima Sherazi).
Sharing an Open Methodology for Building Domain-specific Corpora for EAP Alannah Fitzgerald
Presented at the EAP and Corpora BALEAP Professional Issues Meeting in Coventry, UK on June 21st 2014. Research and Development Collaboration with the FLAX Language Project (University of Waikato), The Open Educational Resources Research Hub (The UK Open University) and the Language Centre at Queen Mary University of London (with Martin Barge, William Tweddle and Saima Sherazi).
Resources at the Interface of Openness for Academic EnglishAlannah Fitzgerald
Presentation given at the Global OER Graduate Network (GO-GN) Research Track at the OpenCourseWare Consortium Global Conference 2014 in Ljubljana, Slovenia on April 24, 2014.
Embracing GenAI - A Strategic ImperativePeter 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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
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
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 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.
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.
2. School deployments – what to expect? Teaching primary ESL classes Classroom management Speaking – accuracy vs fluency Error correction Lesson Planning COFFEE BREAK!! Lexis Reading Planning your own activity Workshop Schedule
3. English use in social and school contexts What to expect? Team teaching Classroom layout and resources Classroom fixtures – limitations Sri Lankan teaching methodology – sensitivity Student behaviour Structure of Schools Program School Deployments
5. Focus predominantly on spoken English Be guided by textbooks (where available) Do try to involve the class teachers Only introduce 5-7 new words or short phrases in a primary lesson & approx 10 for high school Teacher-student talk time 20:80- how can this be achieved? Length of young children’s concentration spans Make sure concepts are linked and culturally situated Teaching Primary ESL Classes
6. Choose a theme for the week, which will focus on particular target language This theme must develop language that would be useful in everyday situations Try to find songs, games and activities that support this topic Highlight the connections between ideas taught Review prior learning Remember, you will only have 1 week so choose your topic well! Topic Work
7. Why use signs and actions in the ESL classroom? Simple Makaton sign language Facial expressions Be liberal with the signs or actions you use Record all of the signs you use to avoid confusion Signs and Actions
8. Ensure the lyrics use simple language Action songs with repetitive lines are good Be prepared to have no accompanying music Typically, the ‘lead’ teacher will sing the song through once, whilst the ‘support’ teacher writes lyrics in the board The ‘lead teacher’ will break the song down, a couple of words at a time, with class echoing the words back Use some simple drawings to illustrate naming words In small groups, discuss how you would develop teaching ideas for the song ‘Five Little Ducks’ to primary children Teaching Songs at Primary Level
9. Model the activity Use actions, mime, drama and role play Use games But: how will these extend children’s learning and vocabulary? How can these activities be used to maximise children’s talk-time? Rule of Thumb: if language required to explain something is too complex, the concept is too difficult! Teaching Activities at Primary Level
10. Eager and willing to please Naughty behaviour is not something likely to occur Some shy/less confident children Do not understand turn taking/raising arm to answer question Don’t forget to praise children What could you do to convey your classroom expectations to learners? Behaviour Management with Primary Classes
14. Judging error gravity Errors v. mistakes Responding to spoken errors [Monitoring] 14 Feedback and Error Correction
15. … monitoring? … feedback? … evaluation? … correction? 15 What do you understand by the term … How are they related to one another?
16. Learner's purpose in speaking (concentrating on accuracy or fluency?) Nature of the error (can learner correct him/herself?) Learner’s personality (shy? overconfident?) Learner’s proficiency (what’s a priority for him/her?) Teachability/learnability of the particular error 16 Factors to consider in choosing a response
19. Using did + infinitive to indicate past time. He did go home, and then he did turn on the TV. Overusing 'regular' past tense endings. He goed home, and then he turned on the TV and then he falled asleep. Using the present perfect to refer to single events in the past, and the simple past to refer to protracted and repeated events. Before he has got married, he lived alone. Last night he has come to dinner. 19 Typical developmental errors
20. Stop the learner and either … prompt her to correct herself by indicating nature/location of error encourage peer correction supply a 'correction' himself Note down error and draw attention to it later … with individual student with whole class Ignore error 20 Options for responding to spoken errors
21. 21 A teaching scenario Students are working in pairs. The activity is designed to provide practice in a particular structure. Although they have already looked at the form and meaning of this, a student is still avoiding its use. What would you do? What factors went into your decision?
23. Why should we lesson plan? Differences in structure between primary and secondary lessons General structure: Warm up activity – a game or song: something fun to get children thinking in English Main teaching activity – how will you convey ideas? Independent activity – broken by a mini-plenary Plenary activity Evaluate your lesson Primary Lesson Planning
24. Continuity for Project Sri Lanka Helps you to mentally sequence your lesson Ensures a variety of content, activities and interaction Helps you get the timing right & feel more confident The process of planning helps you clarify your aims and decide if the learning tasks you’ve chosen contribute to those aims 24 Why plan? Reasons for the T
25. Because your students are worth it! Delivers the highest quality of education Shows the teacher has put some thought and care into the lesson Creates confidence in the learners – the feeling they are more likely to learn something Suggests a level of professionalism 25 Why plan? Reasons for the Ss
26. Parts of a lesson Target Language Procedure Timing Main Aims / Subsidiary Aims Assumptions Class profile Stages Timetable fit Interaction Anticipated problems & solutions Resources
27. = A brief description of the class Should include information such as: # of students age level individual characteristics (strong and weak students, dominant personalities, etc.) Serves as a reminder to T Demonstrates knowledge of Ss and group dynamics, as well as classroom limitations 27 Class profile
28. = What you intend to achieve in your lesson Be clear and focused on learning outcomes – avoid vagueness Include Main aim(s) – your target language focus Also Subsidiary aims (related to and supporting main aims) – incidental language and interaction opportunities 28 Aims (1)
29. Try to consider lesson from learners’ point of view Use language such as: By the end of the lesson students will… …have a better understanding of… …know that… …be better able to… …have developed their ability to… 29 Aims (2)
30. = Areas T predicts Ss will have trouble with the aims of the lesson = May be related to: a language point (form, meaning, or pronunciation) skills, e.g. a speaking or writing activity = Specific solutions proposed and included in plan Helps make teaching as effective and efficient as possible Shows awareness of language and learning processes 30 Anticipated problems & solutions
31. = What you assume the students know / don’t know already with regard to your aims = What they have learned in previous lessons that may influence this one Shows awareness of what learners bring to the lesson and how T can build on this 31 Assumptions
32. = Physical items T will need to achieve aims Mention all the materials and aids you will use in the lesson: textbook (name, unit, page number, exercises) supplementary materials (specify source) aids (prompts, flashcards, songs, role-plays, demos) equipment (charts, blackboard, paper, pens, chalk, ball) Serves as a reminder and shows care in preparation 32 Resources
33. = Estimated time for each stage Helpful to include a cumulative time as well Times should take into account Instructions/setting up tasks Feedback to tasks 33 Timing
34. Stages = The main parts of the lesson as broken down over time Should obviously contribute to achievement of aims Should develop and progress logically from one to the next Should incorporate variety to maintain Ss’ interest Should always involve Ss in some way Each stage needs a title, e.g.: 34
35. = What T actually does in each stage Short sentences, abbreviations OK Some detail is useful especially when handing over to another teacher who is not familiar with the class 35 Procedures
36. = Who is working with whom at any particular stage of the lesson Use a code, e.g. Teacher addressing whole class: T>Ss Teacher eliciting from students: Ss>T Pair work: SS Group work: SSS Interaction should be appropriate to aims and activities in each stage Include as much variety as possible 36 Interaction
37. 37 Basic options for classroom interaction S S S T S S S S S S S S S S S S S S S S S S S S S S
39. telling Foreign Visitors committee suggested that I try conversed quickly Typical lexical errors a. He’s very humorous. He’s always doing jokes. b. I’m the chairman of a special comedy at my school. c. He suggested me to try acupuncture. d. We conversated for almost one hour. e. First Annual Colombo Marathon for Foreigners f. … and compromise, the issue was resolved in a jiffy. collocation spoken form word grammar word families / derivatives connotation register
40. make sby believe sth is true photograph photographer photography photographic (adj.) take a photograph tell make listen to laugh at do persuade He tried to convince me that it wasn’t his fault. She convinced him to lend her $100. a joke notorious (for ~) of sth that ... to do sth (-) famous for sth bad convincesby Rome is notorious for pickpockets. notoriously Board work - highlighting aspects of lexical knowledge
41. FLAX Web Collocations Collection Search (http://flax2.nzdl.org/greenstone3/flax?a=p&sa=home&module=)
42. FLAX Web Pronoun Phrases Collection Search (http://flax2.nzdl.org/greenstone3/flax?a=p&sa=home&module=)
43. a much broader category including words plus words in combination suggestsindividualwords requires teachers to think differently about language and learning evokes the old (and invalid) “slot and filler” approach to ELT ‘Lexis’ v ‘Vocabulary’
44. v ‘like’ ‘patent’ High-frequency items Low-frequency items What’s the difference between these words? … in terms of who needs to learn them? … and how they should be taught/learned? Somedepending on personal factors Everyone needs them Should be handled by training students in effective use of vocabulary learning strategies. Deserve explicit and thorough attention in the classroom.
45. High-frequency items Teachiteratively– build on previous knowledge Start with the most commonmeanings/uses/patterns Connectmeaning and form Highlight important aspects of lexical knowledge e.g. collocation, spoken/written form, derivatives, connotation, register etc.
46. R 1. Already familiar to sts R Why are these ‘key’? R Key strategies esource use ecording epetition 2. Evidence shows they’re used poorly 3. Useful starting points for many other strategies
48. 48 Assumptions about reading (Ur 1996:138) We need to perceive and decode letters in order to read words. We need to understand all the words in order to understand the meaning of a text. The more symbols (letters and words) there are in a text, the longer it will take to read it. We gather meaning from what we read. Our understanding of a text comes from understanding the words of which it is composed.
51. 51 How long does it take you to read? X P T A Q E W T 1. jam hot pin call did tap son tick 2. How quickly can you read and understand this? 3.
52. 52 Read this quickly The handsome knight mounted his horse, and galloped off to save the beautiful princess. On and on, over mountains and valley, until his galloping horse was exhausted. At last he dismounted … Where was the dragon?
53. 53 Bottom-up processing Decoding individual letters to derive the meaning of words, then utterances
54. 54 Top-down processing Using discoursal and world knowledge to construct and interpret visual images
55. 55 Reading as the transmission of meaning Reading as the construction of meaning
58. 58 Classroom purposes for reading To give learners practice in reading different typesof text. To encourage effective reading strategies: …reading for gistbefore reading for detail …adapting your reading strategy to the text type and to your purposefor reading. …trying to guessthe meaning of new words by using the contextand your background knowledge. To use as a context for presenting/consolidating new language items (grammar or vocabulary) and to expose learners to, or recycle, such items. As a springboard for speaking or writingpractice.
59. 59 Criteria for selecting texts(Nuttall 1996) Suitability of content Finding out what students like Exploitability Integrating different skills Simulating real-life purposes Readability Assessing Ss’ level How much new vocabulary Structural difficulty Variety Authenticity Presentation
60. 60 A typical reading sequence Students predict the content of the text from the title/picture/first line. The teacher teaches a few key words arising in the text that are important for comprehension and which the students are unlikely to know. Students read very quickly in order to work out the answers to one or two general questions the teacher has set. Students check answers with each other in pairs. Students complete a detailed true/false exercise while reading the text. Students check answers in pairs again. The teacher solicits questions about unfamiliar vocabulary or has students work out the meaning of the selected words and expressions from the context. Students discuss a topic related to the content of the text. OR Students study new grammar or lexis arising from the text for productive use.
63. A riddle A wise king devised a contest to see who would receive his daughter the Princess’s hand in marriage. The Princess was put in a 20mx20m carpeted room. Each of her four suitors was put in one corner of the room with a small box to stand on. The first one to touch the Princess’s hand would be the winner and become the new King. The rules of the test were that the contestants could not walk across the carpet, throw anything at her across the carpet, or hang from anything. Nor could they use anything but their body and wits (i.e. no magic or telepathy, nor any items such as ladders, ropes, etc.). One suitor figured out a way and married the Princess and became the new King. How did he figure it out? Answer: The successful suitor simply asked the Princess to walk over to where he stood, and to touch his hand.
65. What women really want In the end, he decided to let her choose. No sooner had he done this when his wife said that she would be beautiful all the time. For he had respected her and he had let her make her own decision for herself. From this moment on, they lived happily ever after. Now, one question remains: ‘What do men really want?’
66. In small groups of 3-4, you will be given a short teaching scenario Your challenge is to prepare a short activity (about 5 mins. long) that you might do in an ESL classroom In your group, you will teach your activity to the rest of the group and receive some feedback You will need to provide a little bit of context before teaching your activity, i.e. age group, ability levels and target language Group Work Activity
67. Do: Have fun teaching Make your lessons dynamic and fun. Be enthusiastic – this will be conveyed to the children, which will help interest them. Be prepared to put the time and effort in planning – you will get out as much as you put in. Have a fantastic summer, embrace every opportunity and travel safely!! In Conclusion