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.
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 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.
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 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.
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.
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.
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 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 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 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.
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 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 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.
This document contains a variety of topics with no clear overall theme. It includes questions about coursebooks and designing materials, a letter complaining about a poor holiday in Paris, grammar explanations about the future tense and plans, and suggestions for classroom language. The document jumps between unrelated subjects without any clear connection between the different sections.
Ольга Корчажкина да нет Trendy english 4 2015Trendy English
The document discusses the format of tasks called "Yes/No/Not stated" used for listening comprehension assessments. It provides examples of statements and examines how to analyze each statement by identifying the key information or situation being asked, finding the relevant part of the text to answer the question, and comparing the statement and text answers to determine if the statement is true, false, or cannot be determined from the information given. Common student errors are also discussed, such as not being able to distinguish between situations where there is enough information to verify a statement is true versus where there is not enough information to make a determination. The document aims to help students understand the process and pitfalls of this task format.
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.
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 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.
The document discusses strategies for teaching listening skills to students. It describes typical pre, during, and post listening exercises and provides examples. These include activities to activate background knowledge, listen for gist and details, language reviews, and student reactions. The document emphasizes the importance of exposing students to authentic listening materials from the start. It also outlines two approaches for diagnosing and addressing listening difficulties. Finally, the document provides resources for students to improve their independent listening skills.
2. 20.11.2015
Основные темы
• Организаторы
• Задачи и цели
• Что это за конкурс
• Кто может участвовать
• Где и когда проходит
• График проведения
• Где и как подводятся итоги
• Как узнать о результатах
• Какими призами награждаются
• Региональные организаторы
3. 20.11.2015
Организаторы
• Организаторы игры - конкурса «Британский бульдог
РОССИЙСКАЯ АКАДЕМИЯ
ОБРАЗОВАНИЯ
и
ИНСТИТУТ
ПРОДУКТИВНОГО ОБУЧЕНИЯ
• Конкурс является частью программы «Продуктивные
игровые конкурсы», входящей в координационный план ФГУ
«Северо-Западное отделение» Российской академии
образования и реализуемый Инновационным институтом
продуктивного обучения
www.runodog.ru
4. 20.11.2015
Задачи/Цели
• развитие у учащихся интереса к английскому
языку;
• развитие творческой активности учащихся,
расширение их культурного диапазона;
• расширение форм познавательной деятельности
учащихся в рамках требований федеральных
государственных образовательных стандартов к
предметным, метапредметным и личностным
результатам обучения;
• активизация внеурочной работы;
• предоставление участникам Конкурса возможности
альтернативной оценки собственных знаний.
5. 20.11.2015
Что это за конкурс
• Британский Бульдог –
• Конкурс посвящен английскому языку:
Участникам предлагается ответить на 60 вопросов
различной сложности за 75 минут
В Задания разделены на 6 блоков по 10 вопросов,
направленных на различные виды языковой
деятельности (знание грамматики, лексики,
понимание связного текста, понимание звучащей
речи). Первые 10 вопросов – аудирование.
Задания составлены для четырёх возрастных групп:
3-4, 5-6, 7-8 и 9-11 классы (участие 2-х классов
допускается по желанию).
В каждом из возрастных вариантов присутствуют
вопросы повышенной сложности. С содержанием
предыдущих конкурсов можно ознакомиться на
официальном сайте www.runodog.ru
Причины популярности – игра проводится прямо в
школах, не требует от учителей особых усилий, а
задания веселы, занимательны и в большинстве
доступны не только «одаренным», но и самым
обычным детям (что не мешает их
содержательности)
6. 20.11.2015
Кто может участвовать
• Участие в конкурсе добровольное.
• Конкурс проводится для всех
желающих без предварительного
отбора. Принять участие в проекте
можно на базе образовательной
организации. Стать участником может
ученик 2-11 класса, оплативший
регистрационный взнос.
Британский Бульдог
с 3 по 11 класс
(по желанию допускаются ребята со 2 класса)
7. 20.11.2015
Где и когда проходит
• Все конкурсы проводятся непосредственно в
школе.
• Каждый участник получает листок с задачами
(этот листок остается у него, а значит, потом
можно еще раз проверить себя, решить то, что
не успел сразу).
Где:
Когда:
• В соответсвии с графиком проведения
конкурсов в один и тот же день по всей России
8. 20.11.2015
График проведения конкурса
Британский Бульдог
на 2015-2016 учебный год
Информационная
подготовка
сентябрь-октябрь
Подача заявки до 18 ноября с
подтверждением
Получение
заданий
до 14 декабря
Конкурс 15 декабря
Сдача ответов 16-20 декабря
Получение
результатов и
призов
март
9. 20.11.2015
Где и как подводятся итоги
• Во время конкурса каждый
участник решает задачи и
заполняет специальный бланк
ответов
• Компьютерная проверка этих
бланков проводится в
Российском Огкомитете в Санкт-
Петербурге
• По результатам проверки для
каждой параллели составляются
списки участников в порядке
убывания баллов
10. 20.11.2015
Как узнать о результатах
• После подведения итогов
конкурса каждая школа получает
ведомость с результатами всех
своих участников, причем из
этой ведомости каждый
школьник может узнать, какое
место он занял в своей школе, в
своем городе или районе, а
также в целом по стране
• Результаты подводятся по
каждой параллели отдельно,
хотя каждый вариант рассчитан
на несколько параллелей
11. 20.11.2015
Какими призами награждаются
• Памятные сувениры:
- ручки
- магниты
- значки/брелки
- книги по английскому
языку
- дидактические
материалы (таблицы
неправильных
глаголов и т.п.)
- дипломы и
благодарственные
письма
14. 20.11.2015
Региональные организаторы
• Региональный Оргкомитет г.Москвы и
Московской области
• Руководитель:
Короткова Ирина
Анатольевна
• Сотрудники:
Ворошилова Анна
Александровна
Наши контакты:
• Короткова Ирина Анатольевна
8-910-456-15-97
• Ворошилова Анна Александровна
8-905-517-94-56
8-916-085-37-82
• Электронная почта
annuta_k@mail.ru
![20.11.2015
Добро
пожаловать!
[2015-2016] учебный год](https://image.slidesharecdn.com/15-16-britishbulldog-151120200344-lva1-app6891/85/-1-320.jpg)
