Differences between British English and American EnglishFrancisco Moreno
The document outlines some of the key differences between American and British English, including differences in spelling, pronunciation, grammar, and vocabulary. It provides many examples of words that are spelled or pronounced differently, or have different meanings, between the two dialects. Different rules and conventions for grammar, such as collective nouns, verb forms, and tense usage are also described.
The documents discuss exams and language tasks. The first document lists reasons why learners hate exams, such as exams trying to catch learners not knowing something and being unpredictable. The second document discusses characteristics of good exams, including interesting preparation, enjoyable tasks reflecting real-world needs, and educating teachers. It asks what tasks represent these characteristics and how performance can be marked. The following documents discuss language tasks, such as note-making, writing memos, and translation. They provide assessment criteria for speaking skills based on the Common European Framework, including interaction fluency, coherence, and range/accuracy. Sample speaking tasks are provided to assess these skills.
This document discusses the benefits of integrating filmmaking into the curriculum. It argues that filmmaking supports different components of learning like creativity, communication, and critical thinking. Some benefits include enhancing language learning, increasing student motivation, and improving student-teacher relationships. The document then provides examples of easy filmmaking projects like creating a weather forecast or how-to video. It also outlines the filmmaking process from scriptwriting to editing. Integrating filmmaking can help reach curricular objectives by supporting topics across different subjects through short films.
The document discusses the flipped classroom model, which involves students learning new material at home through videos, podcasts, and other online content, and using class time for interactive group activities and applying the new knowledge. It recommends tools like Edmodo for organizing content and assignments, and Snagit or Jing for creating screen recordings to use as instructional videos. It provides links to tutorial videos and websites about using these tools to implement a flipped classroom approach to language teaching.
The document discusses using gamification to personalize and engage students in language courses. It provides examples of games like tic-tac-toe, battleship, and snakes and ladders that can be used with question and answer flashcards to review course material. Templates and links are shared for creating game boards and question sets that students can interact with to study independently or in class.
This document provides an overview and preparation strategies for the Russian State Exam (EGE) speaking test. It discusses the four tasks assessed in the test and why students find it stressful. It then details Task 1 which focuses on reading aloud, common mistakes, and strategies for practicing pronunciation and fluency. Tongue twisters and a word blender game are suggested. For Tasks 2-4, it outlines what is assessed and common errors before offering role plays, sample questions, picture activities, and language to describe photos as preparation techniques.
This document provides information on several free online tools that can be used to make English lessons more engaging. It lists websites for converting text to speech, turning text into interactive slideshows, generating bingo cards, and more. The document encourages teachers to utilize these "easy peasy lemon squeezy" tools to liven up their lessons and thanks readers for their attention.
This document discusses e-assessment and its potential to reshape assessment practices. It defines e-assessment as using technology to digitize, make more efficient, redesign or transform assessment. The document outlines the benefits of e-assessment, including positively impacting student motivation and performance, enhancing validity, and linking learning and assessment to empower learners. Practical applications presented include using mobile devices and learning management systems for formative and asynchronous assessment. Challenges of adopting e-assessment include allocating time for skills development and ensuring accessibility.
Differences between British English and American EnglishFrancisco Moreno
The document outlines some of the key differences between American and British English, including differences in spelling, pronunciation, grammar, and vocabulary. It provides many examples of words that are spelled or pronounced differently, or have different meanings, between the two dialects. Different rules and conventions for grammar, such as collective nouns, verb forms, and tense usage are also described.
The documents discuss exams and language tasks. The first document lists reasons why learners hate exams, such as exams trying to catch learners not knowing something and being unpredictable. The second document discusses characteristics of good exams, including interesting preparation, enjoyable tasks reflecting real-world needs, and educating teachers. It asks what tasks represent these characteristics and how performance can be marked. The following documents discuss language tasks, such as note-making, writing memos, and translation. They provide assessment criteria for speaking skills based on the Common European Framework, including interaction fluency, coherence, and range/accuracy. Sample speaking tasks are provided to assess these skills.
This document discusses the benefits of integrating filmmaking into the curriculum. It argues that filmmaking supports different components of learning like creativity, communication, and critical thinking. Some benefits include enhancing language learning, increasing student motivation, and improving student-teacher relationships. The document then provides examples of easy filmmaking projects like creating a weather forecast or how-to video. It also outlines the filmmaking process from scriptwriting to editing. Integrating filmmaking can help reach curricular objectives by supporting topics across different subjects through short films.
The document discusses the flipped classroom model, which involves students learning new material at home through videos, podcasts, and other online content, and using class time for interactive group activities and applying the new knowledge. It recommends tools like Edmodo for organizing content and assignments, and Snagit or Jing for creating screen recordings to use as instructional videos. It provides links to tutorial videos and websites about using these tools to implement a flipped classroom approach to language teaching.
The document discusses using gamification to personalize and engage students in language courses. It provides examples of games like tic-tac-toe, battleship, and snakes and ladders that can be used with question and answer flashcards to review course material. Templates and links are shared for creating game boards and question sets that students can interact with to study independently or in class.
This document provides an overview and preparation strategies for the Russian State Exam (EGE) speaking test. It discusses the four tasks assessed in the test and why students find it stressful. It then details Task 1 which focuses on reading aloud, common mistakes, and strategies for practicing pronunciation and fluency. Tongue twisters and a word blender game are suggested. For Tasks 2-4, it outlines what is assessed and common errors before offering role plays, sample questions, picture activities, and language to describe photos as preparation techniques.
This document provides information on several free online tools that can be used to make English lessons more engaging. It lists websites for converting text to speech, turning text into interactive slideshows, generating bingo cards, and more. The document encourages teachers to utilize these "easy peasy lemon squeezy" tools to liven up their lessons and thanks readers for their attention.
This document discusses e-assessment and its potential to reshape assessment practices. It defines e-assessment as using technology to digitize, make more efficient, redesign or transform assessment. The document outlines the benefits of e-assessment, including positively impacting student motivation and performance, enhancing validity, and linking learning and assessment to empower learners. Practical applications presented include using mobile devices and learning management systems for formative and asynchronous assessment. Challenges of adopting e-assessment include allocating time for skills development and ensuring accessibility.
This document discusses using video tools to enhance language teaching. It provides tips for using video communication to help students overcome isolation, develop speaking skills, and build digital literacy. Specific tools are recommended for synchronous video like Appear.in and asynchronous video like MailVu. Ideas are provided for video assignments like creating a sales pitch, participating in a video dictionary, and looking one's best on a webcam. The document also discusses tools for blended learning, exploiting the visual elements of video, and a toolkit for using online video clips in the classroom.
This document outlines a presentation about analyzing narratives in short video formats. It includes an overview of the session which will discuss film theory concepts like mise-en-scène, editing, and camera position with examples. It will also discuss how these concepts can be applied in an English language classroom, both through analyzing existing films and having students create their own short videos. The presentation concludes by discussing additional talks at the conference on using creative filmmaking to teach language.
The document outlines grammar games and exercises for teaching English, including sentence matching, gap fills, storytelling, quizzes, and error correction. It provides instructions and examples for each activity, targeting grammatical structures like infinitives, gerunds, and relative clauses. The exercises are meant to provide practice and production opportunities for these grammar points in a fun, game-based way.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses designing language tasks within the framework of Task-Based Language Teaching (TBLT). It describes various types of tasks such as listing, ordering, matching, comparing, problem-solving, and storytelling. Examples are provided for each task type, along with guidance on how to grade the tasks. The document also outlines Jane Willis' framework for TBLT, which includes pre-task preparation, task planning and reporting, and post-task language analysis and practice. Checklists are provided to ensure tasks meet TBLT principles of being meaningful, engaging, and communicative.
The document discusses three steps to developing learner autonomy: 1) Encourage experimentation and goal-setting with clear, measurable goals and feedback; 2) Provide opportunities for out-of-class learning in addition to in-class instruction; and 3) Continually motivate learners through social interaction and stimulating situational learning activities, as motivation is dynamic and can be influenced by others' enthusiasm or boredom. Metacognition and developing learner knowledge of self, tasks, and strategies is also discussed.
This document discusses exam preparation classes and their potential positives and negatives. It examines general English courses which aim to develop real-world skills versus exam-focused classes. While exams can motivate students and measure progress, exam classes risk overemphasizing testing at the expense of teaching. The document suggests encouraging a growth mindset in students and reducing the potential negative effects of an overly exam-focused approach through balancing testing with teaching.
This document discusses how to gamify English classes to motivate millennial students. It explains that millennials grew up with technology and are always connected online. To engage them, it is important to incorporate game elements into lessons. This can be done through using points, leaderboards, badges and other rewards to motivate students. Specific examples discussed include using the ClassDojo app and turning class activities and homework into real games with narratives, choices, failures and levels to make learning feel more like playing a game. The goal is for students to focus on learning English rather than just getting points.
This document provides an overview of teaching unplugged principles and methods. It discusses using conversation and emergent language over materials. Lesson plans focus on interactive activities like discussing favorite objects and superheroes. Routines are suggested like reflecting on lessons and vocabulary reviews. Student portfolios are recommended to track language development over time. The document emphasizes letting language emerge organically through relevant learner-driven content and interaction between the teacher and students.
This document provides guidance and exercises for effective last-minute preparation for the EGE English exam. It discusses common difficulties students face with EGE tasks and provides expanding exercises in grammar, vocabulary, listening, reading, writing and speaking to help address these challenges. These exercises include expanding wordlists, phrasal verbs, synonyms and antonyms, multiple choice questions, project work, personal opinions, essays, information gap activities, note-taking, photos, articles and sentence transformations. The goal is to go beyond just testing and provide teaching to help students improve their English skills and test-taking abilities.
The document outlines grammar games and exercises for teaching including sentence matching, gap fills, storytelling, quizzing, and error correction. It provides instructions and examples for activities targeting infinitive versus gerund forms, the ability to do something, and use of non-defining relative clauses. Sample sentences or partial sentences are given for students to practice the target grammar points through matching, filling gaps, or identifying errors.
This document discusses using VoiceThread for speaking homework assignments for intermediate English language learners. It provides background on the importance of communication practice and speaking outside the classroom for developing fluency. Speaking homework can help lower student anxiety and allow them to focus on fluency over accuracy. A variety of speaking homework assignment ideas are presented, including role plays, storytelling, debates, and oral diaries. The goals are to provide opportunities for extended speaking practice, confidence building, and noticing language features.
This document discusses using gamification and role-playing games (RPGs) in English language classes. It begins by introducing the author and their credentials and experience in teaching English. It then discusses potential issues with using platforms like ClassDojo that focus too much on points and competition. The benefits of RPGs for language learning are outlined, including opportunities for real language use, emotional engagement, and developing social skills. Several example RPG activities are described that target different grammar points. The document concludes by proposing guidelines for creating a simple RPG from scratch for an English class.
This document summarizes the key aspects, skills, and languages covered by the Intelkid content and language integrated acquisition program for developing children's bilingualism. The program uses thematic blocks that each cover 9 hours of material on topics like summer, autumn, birds and harvesting. It develops communication, cooperation, cultural awareness, math, physical, sensory and cognitive skills. Language acquisition includes vocabulary for objects, actions, greetings, questions and descriptions in both English and the child's native language. The program also offers online teacher workshops on topics such as storytelling, sensory play, science experiments and classroom management.
This document discusses using video tools to enhance language teaching. It provides tips for using video communication to help students overcome isolation, develop speaking skills, and build digital literacy. Specific tools are recommended for synchronous video like Appear.in and asynchronous video like MailVu. Ideas are provided for video assignments like creating a sales pitch, participating in a video dictionary, and looking one's best on a webcam. The document also discusses tools for blended learning, exploiting the visual elements of video, and a toolkit for using online video clips in the classroom.
This document outlines a presentation about analyzing narratives in short video formats. It includes an overview of the session which will discuss film theory concepts like mise-en-scène, editing, and camera position with examples. It will also discuss how these concepts can be applied in an English language classroom, both through analyzing existing films and having students create their own short videos. The presentation concludes by discussing additional talks at the conference on using creative filmmaking to teach language.
The document outlines grammar games and exercises for teaching English, including sentence matching, gap fills, storytelling, quizzes, and error correction. It provides instructions and examples for each activity, targeting grammatical structures like infinitives, gerunds, and relative clauses. The exercises are meant to provide practice and production opportunities for these grammar points in a fun, game-based way.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses designing language tasks within the framework of Task-Based Language Teaching (TBLT). It describes various types of tasks such as listing, ordering, matching, comparing, problem-solving, and storytelling. Examples are provided for each task type, along with guidance on how to grade the tasks. The document also outlines Jane Willis' framework for TBLT, which includes pre-task preparation, task planning and reporting, and post-task language analysis and practice. Checklists are provided to ensure tasks meet TBLT principles of being meaningful, engaging, and communicative.
The document discusses three steps to developing learner autonomy: 1) Encourage experimentation and goal-setting with clear, measurable goals and feedback; 2) Provide opportunities for out-of-class learning in addition to in-class instruction; and 3) Continually motivate learners through social interaction and stimulating situational learning activities, as motivation is dynamic and can be influenced by others' enthusiasm or boredom. Metacognition and developing learner knowledge of self, tasks, and strategies is also discussed.
This document discusses exam preparation classes and their potential positives and negatives. It examines general English courses which aim to develop real-world skills versus exam-focused classes. While exams can motivate students and measure progress, exam classes risk overemphasizing testing at the expense of teaching. The document suggests encouraging a growth mindset in students and reducing the potential negative effects of an overly exam-focused approach through balancing testing with teaching.
This document discusses how to gamify English classes to motivate millennial students. It explains that millennials grew up with technology and are always connected online. To engage them, it is important to incorporate game elements into lessons. This can be done through using points, leaderboards, badges and other rewards to motivate students. Specific examples discussed include using the ClassDojo app and turning class activities and homework into real games with narratives, choices, failures and levels to make learning feel more like playing a game. The goal is for students to focus on learning English rather than just getting points.
This document provides an overview of teaching unplugged principles and methods. It discusses using conversation and emergent language over materials. Lesson plans focus on interactive activities like discussing favorite objects and superheroes. Routines are suggested like reflecting on lessons and vocabulary reviews. Student portfolios are recommended to track language development over time. The document emphasizes letting language emerge organically through relevant learner-driven content and interaction between the teacher and students.
This document provides guidance and exercises for effective last-minute preparation for the EGE English exam. It discusses common difficulties students face with EGE tasks and provides expanding exercises in grammar, vocabulary, listening, reading, writing and speaking to help address these challenges. These exercises include expanding wordlists, phrasal verbs, synonyms and antonyms, multiple choice questions, project work, personal opinions, essays, information gap activities, note-taking, photos, articles and sentence transformations. The goal is to go beyond just testing and provide teaching to help students improve their English skills and test-taking abilities.
The document outlines grammar games and exercises for teaching including sentence matching, gap fills, storytelling, quizzing, and error correction. It provides instructions and examples for activities targeting infinitive versus gerund forms, the ability to do something, and use of non-defining relative clauses. Sample sentences or partial sentences are given for students to practice the target grammar points through matching, filling gaps, or identifying errors.
This document discusses using VoiceThread for speaking homework assignments for intermediate English language learners. It provides background on the importance of communication practice and speaking outside the classroom for developing fluency. Speaking homework can help lower student anxiety and allow them to focus on fluency over accuracy. A variety of speaking homework assignment ideas are presented, including role plays, storytelling, debates, and oral diaries. The goals are to provide opportunities for extended speaking practice, confidence building, and noticing language features.
This document discusses using gamification and role-playing games (RPGs) in English language classes. It begins by introducing the author and their credentials and experience in teaching English. It then discusses potential issues with using platforms like ClassDojo that focus too much on points and competition. The benefits of RPGs for language learning are outlined, including opportunities for real language use, emotional engagement, and developing social skills. Several example RPG activities are described that target different grammar points. The document concludes by proposing guidelines for creating a simple RPG from scratch for an English class.
This document summarizes the key aspects, skills, and languages covered by the Intelkid content and language integrated acquisition program for developing children's bilingualism. The program uses thematic blocks that each cover 9 hours of material on topics like summer, autumn, birds and harvesting. It develops communication, cooperation, cultural awareness, math, physical, sensory and cognitive skills. Language acquisition includes vocabulary for objects, actions, greetings, questions and descriptions in both English and the child's native language. The program also offers online teacher workshops on topics such as storytelling, sensory play, science experiments and classroom management.
3. Формы получения образования и
формы обучения
В организациях,
осуществляющих
образовательную деятельность
Вне организаций,
осуществляющих
образовательную деятельность
Очная
Очно- заочная
Заочная
Семейное
образование
Самообразование