36 print optimized lessons based on the teacher / learner friendly methodology of SCC or Student Created Content. Get the book here - http://eflclassroom.com/store/products/teach-learn-techbook/
Multi media resource links for each lesson. Teacher's notes for each lesson. Dozens of blackline master printable extras. Download each lesson from the private wiki and edit for your own environment/class! Voicethread practice linked for all students, for each lesson. It's not just a text book - it's a teaching toolkit! Buy one copy and use with the whole class.
Find out more on my blog - http://bit.ly/h471Yo
This document discusses using stories to teach language skills in large classes with limited resources. It recommends collecting different types of stories, as well as pictures and objects. Stories can be used to teach speaking skills through activities like storytelling with objects or pictures. Listening skills can be developed by having the teacher tell simple stories accompanied by pictures or objects. Stories help make language learning fun while also transmitting cultural knowledge and traditions from one generation to the next.
Stories can be an effective tool for teaching English to young learners. They provide an imaginary world created through language that brings content into the classroom in an engaging way. Effective stories introduce characters and a problem, include a series of events that lead to resolving the problem, and have a satisfying closure. Stories promote language learning through tasks before, during, and after reading like listening to stories, telling stories using objects or pictures, focused reading practice, and writing stories or scenes.
This document discusses using stories in the EFL/ESL classroom. It notes that stories place a high premium on learner involvement, help learners learn language chunks and phrases, and can address cognitive, affective and psychomotor domains. It provides tips for choosing stories based on discourse organization, language use and quality. It also evaluates stories based on engagement, values, discourse organization, dialogue/narrative balance and language use. Finally, it provides ideas for using stories to teach listening, speaking, reading and writing skills through preparation, core and follow up activities.
This document discusses how stories can be used to teach language skills to children. It provides examples of how teachers can incorporate stories, such as through picture books, puppets, drawings, and tapes. Children enjoy hearing the same story multiple times and can then retell, act out, or write scripts based on the stories. The document also discusses using gestures and physical movement to reinforce storytelling. The Total Physical Response method teaches through commands, modeling, and gradually reducing dependence on the teacher. Grammar can then be taught through telling stories from different perspectives.
The Language Experience Classroom Presentation Changed For Blogndaviskunyung
This document provides guidance on implementing a language experience approach in early childhood classrooms. It discusses the importance of oral language development and emphasizing children's personal experiences. The key aspects of this approach are that children can talk about what they can think about, write about what they can say, and read what they can write. The approach should be interwoven with best practices of early childhood education and focus on developing children's communication, literacy, and inquiry skills.
This document discusses topic-based teaching in English. Some key benefits of topic-based teaching mentioned include being able to fit topics to individual student groups, varying teaching methods, and making connections between subjects. Examples of potential topics include numbers, colors, animals, birthdays, and families. The document provides examples of lesson plans for topics like fashion, pirates, and busy towns. It also discusses assessing student learning, using topics from books, and potential new topics to explore like movies and music. Overall, the document promotes topic-based teaching as a flexible approach to teaching English.
The Language Experience Approach integrates the four language skills of listening, speaking, reading, and writing. It uses language experience charts where children orally compose experiences that are recorded by the teacher. These charts become classroom texts that show the connection between experience, reading, writing, and meaning. The approach focuses discussions on known words and adds new ones, recording them for reading practice.
This document discusses using stories to teach language skills in large classes with limited resources. It recommends collecting different types of stories, as well as pictures and objects. Stories can be used to teach speaking skills through activities like storytelling with objects or pictures. Listening skills can be developed by having the teacher tell simple stories accompanied by pictures or objects. Stories help make language learning fun while also transmitting cultural knowledge and traditions from one generation to the next.
Stories can be an effective tool for teaching English to young learners. They provide an imaginary world created through language that brings content into the classroom in an engaging way. Effective stories introduce characters and a problem, include a series of events that lead to resolving the problem, and have a satisfying closure. Stories promote language learning through tasks before, during, and after reading like listening to stories, telling stories using objects or pictures, focused reading practice, and writing stories or scenes.
This document discusses using stories in the EFL/ESL classroom. It notes that stories place a high premium on learner involvement, help learners learn language chunks and phrases, and can address cognitive, affective and psychomotor domains. It provides tips for choosing stories based on discourse organization, language use and quality. It also evaluates stories based on engagement, values, discourse organization, dialogue/narrative balance and language use. Finally, it provides ideas for using stories to teach listening, speaking, reading and writing skills through preparation, core and follow up activities.
This document discusses how stories can be used to teach language skills to children. It provides examples of how teachers can incorporate stories, such as through picture books, puppets, drawings, and tapes. Children enjoy hearing the same story multiple times and can then retell, act out, or write scripts based on the stories. The document also discusses using gestures and physical movement to reinforce storytelling. The Total Physical Response method teaches through commands, modeling, and gradually reducing dependence on the teacher. Grammar can then be taught through telling stories from different perspectives.
The Language Experience Classroom Presentation Changed For Blogndaviskunyung
This document provides guidance on implementing a language experience approach in early childhood classrooms. It discusses the importance of oral language development and emphasizing children's personal experiences. The key aspects of this approach are that children can talk about what they can think about, write about what they can say, and read what they can write. The approach should be interwoven with best practices of early childhood education and focus on developing children's communication, literacy, and inquiry skills.
This document discusses topic-based teaching in English. Some key benefits of topic-based teaching mentioned include being able to fit topics to individual student groups, varying teaching methods, and making connections between subjects. Examples of potential topics include numbers, colors, animals, birthdays, and families. The document provides examples of lesson plans for topics like fashion, pirates, and busy towns. It also discusses assessing student learning, using topics from books, and potential new topics to explore like movies and music. Overall, the document promotes topic-based teaching as a flexible approach to teaching English.
The Language Experience Approach integrates the four language skills of listening, speaking, reading, and writing. It uses language experience charts where children orally compose experiences that are recorded by the teacher. These charts become classroom texts that show the connection between experience, reading, writing, and meaning. The approach focuses discussions on known words and adds new ones, recording them for reading practice.
The document discusses the Language Experience Approach (LEA), a teaching method that uses students' own words and experiences to help develop reading and writing skills. In the LEA, the teacher records a student's account of an experience, which becomes reading material for the student. This helps reading comprehension as the student is reading self-generated text. The approach supports concept development, vocabulary growth, and provides opportunities for meaningful reading and writing activities linked to students' personal experiences.
Shared reading involves whole group reading of big books where the teacher models reading aloud. Guided reading is done in small groups focusing on specific skills. When teaching kindergarten reading, it is important to keep learning fun through repetition and activities without forcing reading, as learning occurs at each child's own pace.
The document discusses storytelling as an art that involves using language, vocalization, and gestures to convey elements and images from a story to an audience. It notes that stories have been used in every culture for purposes like entertainment, education, and transmitting cultural values. Effective storytelling requires choosing an appropriate story, knowing the audience, and practicing the story. It also discusses techniques like emphasis, repetition, pauses, and engagement of listeners to enhance storytelling skills.
Storytelling is the art of using language, gestures, and physical movement to share a story with a live audience. It involves orally presenting a narrative with characters, structure, and a sense of completeness. There are benefits to both reading a story aloud from a book and telling a story from memory without the book. Reading allows less mistakes but lacks a personal experience, while telling allows seeing children's faces but risks mistakes. Effective storytelling requires practice and uses preparing the environment, voice, body language, and language to engage listeners. Benefits of storytelling include helping children learn about the world, develop skills like listening and imagination, and support emotional and intellectual development.
The document outlines an unusual lesson plan framework for teaching English using literature. It involves 6 stages: 1) Readiness activities to prepare students mentally for a text. 2) Experiential activities where students experience a text multidimensionally before understanding it linguistically. 3) Intake response activities where students reflect on and articulate their text experience. 4) Development activities where students produce language based on their text experience. 5) Input response activities where students discover language patterns. 6) More development activities providing opportunities for meaningful language use and expanding ideas. The framework is meant to engage students affectively and have them discover language patterns following a deep text experience.
Literacy Through Curriculum: Using the Australian Curriculum as a springboard...Jane Farrall
This document provides an overview of how the Australian curriculum can be used as a framework to develop literacy at the Adelaide West Special Education Centre. It discusses key concepts in literacy development including balanced literacy, communication, mastery versus emergent views of literacy. Time recommendations and achievement standards are presented for various learning areas from the Australian curriculum adapted for students with disabilities. The use of individual goal setting and reporting on the general capabilities is also described as part of a balanced literacy approach at the school.
Connect2Literacy: Communication Supports for Guided ReadingJane Farrall
This document discusses guided reading strategies and supports for students with complex communication needs (CCN). It recommends setting a purpose for reading and using aided language displays and comprehensive communication systems like PODD to support participation. Short-term customized supports and generic displays are suggested initially, with a long term goal of providing each student with their own comprehensive AAC system for full participation and language development.
This document provides guidelines for early writing instruction. It emphasizes using meaningful contexts to teach writing mechanics like handwriting and spelling. It recommends using students' oral compositions to give insights into writing and keeping the benefits of writing clearly in mind. Teachers should read to students and discuss genres to serve as models. Developing natural curiosity and thinking skills is also important. The document outlines proper handwriting formation, slant, size, alignment and spacing. It suggests using worksheets and fun, non-mechanical copying activities to practice handwriting.
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
This document provides information about a writing workshop for parents at Marlow CE Infant School. It discusses the aims of the workshop, which are to help parents understand how children's writing develops, how writing is taught at the school, and how parents can support writing at home. It then covers various aspects of writing including the stages of development, transcription and composition, forms of writing taught, handwriting, spelling and grammar curriculum, and different sentence types.
AAC & Literacy: In Partnership to Develop LanguageJane Farrall
This document provides information on strategies for combining augmentative and alternative communication (AAC) with emergent literacy instruction. It discusses why AAC and literacy should be partnered to develop language, noting the need for meaningful communication and engagement. Shared reading is recommended, using techniques like Comment, Ask, Respond (CAR) and its extension, Putting the CROWD in the CAR, which involves completion, recall, open-ended questions, WH- questions, and distancing. Predictable chart writing is also outlined as an interactive writing activity where students compose text with an adult using a repeated sentence structure.
This document discusses the importance of literacy skills for middle school students and provides an overview of the different types of writing students will focus on, including narrative, expository, and persuasive writing. It emphasizes that literacy is key to functioning as students, workers, and lifelong learners. The document outlines what constitutes good writing for each type and encourages students to brainstorm, organize, draft, revise, and edit their work. It also notes that students will be doing extra writing and reading to support their core classes during the first nine weeks through a program called Bulldog Pride Time.
The document discusses using drama techniques to teach English. It provides examples of drama activities like role plays, improvisation exercises, mime activities and interactive storytelling that develop language skills through creativity, collaboration and emotional engagement. The document advocates for process over product and suggests drama helps students gain confidence using English while developing fluency, tolerance and creativity.
Stories are an effective way for children to learn and remember information. The document discusses how stories can improve listening skills, encourage reading, writing, imagination, and English language acquisition. It provides tips for teachers to select stories, such as ones that attract children right away, are at an appropriate level, offer rich language experiences, and don't have long descriptive passages. Additional tips include using repeated grammatical structures, exercising imagination, and relating to children's interests. Storytelling techniques like using voice, gestures, focus, characterization, pacing and space are also examined.
Using Drama Techiniques and ActivitiesYee Bee Choo
This document discusses 18 drama techniques and activities that can be used in the classroom, including role play, improvisation, miming/pantomime, mirroring, freeze frames, hot seating, puppetry, and storytelling. It explains that drama activities help develop children's language skills, social skills, confidence, and understanding of different concepts across various subject areas in an engaging way. The techniques provide opportunities for multi-sensory and kinesthetic learning through embodied experiences.
Balanced literacy and fluency aug 17 presentationjeripowers
The document discusses balanced literacy, which is an approach to reading instruction that incorporates different components. It addresses findings from the National Reading Panel that recommend teaching phonemic awareness, phonics, vocabulary, text comprehension and fluency. Balanced literacy includes shared reading, guided reading, independent reading, literacy centers, and independent and shared writing. It also discusses the importance of fluency, word study, comprehension, and writing and provides ways to incorporate each element into classroom instruction.
Balanced Word Instruction - Supporting Students with CCN to Crack the Alphabe...Jane Farrall
This document provides information on supporting students with complex communication needs to develop early reading skills. It discusses assessment and teaching of emergent readers and conventional readers. For emergent readers, it focuses on teaching the alphabet and phonological awareness through activities like letter of the week, alphabet books/songs, word sorts, and incidental teaching. For conventional readers, it discusses assessing and teaching word identification and developmental spelling through activities like word walls, word sorts, and making words. The overall goal is to help students learn to crack the alphabetic code through a balanced literacy approach.
Stephanie is a 14-year-old girl with cortical vision impairment, cerebral palsy, scoliosis, and epilepsy who communicates using a dynamic display communication book. Over the past year, she has made progress in emergent literacy skills such as concepts about print, letter identification, phonological awareness, and writing through participation in shared reading, independent reading with adapted books, activities focusing on letters and sounds, and various writing activities including predictable chart writing. Her communication has also improved through consistent use of her communication book. The document provides examples of literacy and communication activities and interventions that have supported Stephanie's learning.
The document discusses characteristics and goals of beginning readers in kindergarten and early first grade. Beginning readers know less than half the alphabet, have little phonemic awareness, and can recognize a few sight words. They are working on using pictures and context clues to predict words, discussing story elements, and establishing reading habits like predicting words while maintaining meaning. Goals include following directionality, matching voice to print, recognizing 10 sight words, and distinguishing beginning and ending sounds. The document provides tips for parents and teachers to support beginning readers.
This document introduces the Teach | Learn student created content course book. It discusses that traditional textbooks are ineffective because they do not allow students to actively participate in creating the curriculum from which they will learn. The book aims to guide both teachers and students towards a more participatory and creative classroom where students are motivated through creating their own content and documenting their own learning. Student created content or SCC is defined as content created by students, which makes the teaching and learning process more simplified and equalizes the power relationship between teacher and learner. The three basic stages for using Teach | Learn are getting started by engaging students, having students create the content, and providing extension activities to support language learning.
36 lessons, multi level for teaching English. + "lesson printables" for each lesson, video to supplement the lesson and teacher "helpers" galore. Each lesson contains instructions. Purchase helps support the EFL Classroom resource community. https://eflclassroom.com/store/products/teach-learn-techbook/
The document discusses the Language Experience Approach (LEA), a teaching method that uses students' own words and experiences to help develop reading and writing skills. In the LEA, the teacher records a student's account of an experience, which becomes reading material for the student. This helps reading comprehension as the student is reading self-generated text. The approach supports concept development, vocabulary growth, and provides opportunities for meaningful reading and writing activities linked to students' personal experiences.
Shared reading involves whole group reading of big books where the teacher models reading aloud. Guided reading is done in small groups focusing on specific skills. When teaching kindergarten reading, it is important to keep learning fun through repetition and activities without forcing reading, as learning occurs at each child's own pace.
The document discusses storytelling as an art that involves using language, vocalization, and gestures to convey elements and images from a story to an audience. It notes that stories have been used in every culture for purposes like entertainment, education, and transmitting cultural values. Effective storytelling requires choosing an appropriate story, knowing the audience, and practicing the story. It also discusses techniques like emphasis, repetition, pauses, and engagement of listeners to enhance storytelling skills.
Storytelling is the art of using language, gestures, and physical movement to share a story with a live audience. It involves orally presenting a narrative with characters, structure, and a sense of completeness. There are benefits to both reading a story aloud from a book and telling a story from memory without the book. Reading allows less mistakes but lacks a personal experience, while telling allows seeing children's faces but risks mistakes. Effective storytelling requires practice and uses preparing the environment, voice, body language, and language to engage listeners. Benefits of storytelling include helping children learn about the world, develop skills like listening and imagination, and support emotional and intellectual development.
The document outlines an unusual lesson plan framework for teaching English using literature. It involves 6 stages: 1) Readiness activities to prepare students mentally for a text. 2) Experiential activities where students experience a text multidimensionally before understanding it linguistically. 3) Intake response activities where students reflect on and articulate their text experience. 4) Development activities where students produce language based on their text experience. 5) Input response activities where students discover language patterns. 6) More development activities providing opportunities for meaningful language use and expanding ideas. The framework is meant to engage students affectively and have them discover language patterns following a deep text experience.
Literacy Through Curriculum: Using the Australian Curriculum as a springboard...Jane Farrall
This document provides an overview of how the Australian curriculum can be used as a framework to develop literacy at the Adelaide West Special Education Centre. It discusses key concepts in literacy development including balanced literacy, communication, mastery versus emergent views of literacy. Time recommendations and achievement standards are presented for various learning areas from the Australian curriculum adapted for students with disabilities. The use of individual goal setting and reporting on the general capabilities is also described as part of a balanced literacy approach at the school.
Connect2Literacy: Communication Supports for Guided ReadingJane Farrall
This document discusses guided reading strategies and supports for students with complex communication needs (CCN). It recommends setting a purpose for reading and using aided language displays and comprehensive communication systems like PODD to support participation. Short-term customized supports and generic displays are suggested initially, with a long term goal of providing each student with their own comprehensive AAC system for full participation and language development.
This document provides guidelines for early writing instruction. It emphasizes using meaningful contexts to teach writing mechanics like handwriting and spelling. It recommends using students' oral compositions to give insights into writing and keeping the benefits of writing clearly in mind. Teachers should read to students and discuss genres to serve as models. Developing natural curiosity and thinking skills is also important. The document outlines proper handwriting formation, slant, size, alignment and spacing. It suggests using worksheets and fun, non-mechanical copying activities to practice handwriting.
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
This document provides information about a writing workshop for parents at Marlow CE Infant School. It discusses the aims of the workshop, which are to help parents understand how children's writing develops, how writing is taught at the school, and how parents can support writing at home. It then covers various aspects of writing including the stages of development, transcription and composition, forms of writing taught, handwriting, spelling and grammar curriculum, and different sentence types.
AAC & Literacy: In Partnership to Develop LanguageJane Farrall
This document provides information on strategies for combining augmentative and alternative communication (AAC) with emergent literacy instruction. It discusses why AAC and literacy should be partnered to develop language, noting the need for meaningful communication and engagement. Shared reading is recommended, using techniques like Comment, Ask, Respond (CAR) and its extension, Putting the CROWD in the CAR, which involves completion, recall, open-ended questions, WH- questions, and distancing. Predictable chart writing is also outlined as an interactive writing activity where students compose text with an adult using a repeated sentence structure.
This document discusses the importance of literacy skills for middle school students and provides an overview of the different types of writing students will focus on, including narrative, expository, and persuasive writing. It emphasizes that literacy is key to functioning as students, workers, and lifelong learners. The document outlines what constitutes good writing for each type and encourages students to brainstorm, organize, draft, revise, and edit their work. It also notes that students will be doing extra writing and reading to support their core classes during the first nine weeks through a program called Bulldog Pride Time.
The document discusses using drama techniques to teach English. It provides examples of drama activities like role plays, improvisation exercises, mime activities and interactive storytelling that develop language skills through creativity, collaboration and emotional engagement. The document advocates for process over product and suggests drama helps students gain confidence using English while developing fluency, tolerance and creativity.
Stories are an effective way for children to learn and remember information. The document discusses how stories can improve listening skills, encourage reading, writing, imagination, and English language acquisition. It provides tips for teachers to select stories, such as ones that attract children right away, are at an appropriate level, offer rich language experiences, and don't have long descriptive passages. Additional tips include using repeated grammatical structures, exercising imagination, and relating to children's interests. Storytelling techniques like using voice, gestures, focus, characterization, pacing and space are also examined.
Using Drama Techiniques and ActivitiesYee Bee Choo
This document discusses 18 drama techniques and activities that can be used in the classroom, including role play, improvisation, miming/pantomime, mirroring, freeze frames, hot seating, puppetry, and storytelling. It explains that drama activities help develop children's language skills, social skills, confidence, and understanding of different concepts across various subject areas in an engaging way. The techniques provide opportunities for multi-sensory and kinesthetic learning through embodied experiences.
Balanced literacy and fluency aug 17 presentationjeripowers
The document discusses balanced literacy, which is an approach to reading instruction that incorporates different components. It addresses findings from the National Reading Panel that recommend teaching phonemic awareness, phonics, vocabulary, text comprehension and fluency. Balanced literacy includes shared reading, guided reading, independent reading, literacy centers, and independent and shared writing. It also discusses the importance of fluency, word study, comprehension, and writing and provides ways to incorporate each element into classroom instruction.
Balanced Word Instruction - Supporting Students with CCN to Crack the Alphabe...Jane Farrall
This document provides information on supporting students with complex communication needs to develop early reading skills. It discusses assessment and teaching of emergent readers and conventional readers. For emergent readers, it focuses on teaching the alphabet and phonological awareness through activities like letter of the week, alphabet books/songs, word sorts, and incidental teaching. For conventional readers, it discusses assessing and teaching word identification and developmental spelling through activities like word walls, word sorts, and making words. The overall goal is to help students learn to crack the alphabetic code through a balanced literacy approach.
Stephanie is a 14-year-old girl with cortical vision impairment, cerebral palsy, scoliosis, and epilepsy who communicates using a dynamic display communication book. Over the past year, she has made progress in emergent literacy skills such as concepts about print, letter identification, phonological awareness, and writing through participation in shared reading, independent reading with adapted books, activities focusing on letters and sounds, and various writing activities including predictable chart writing. Her communication has also improved through consistent use of her communication book. The document provides examples of literacy and communication activities and interventions that have supported Stephanie's learning.
The document discusses characteristics and goals of beginning readers in kindergarten and early first grade. Beginning readers know less than half the alphabet, have little phonemic awareness, and can recognize a few sight words. They are working on using pictures and context clues to predict words, discussing story elements, and establishing reading habits like predicting words while maintaining meaning. Goals include following directionality, matching voice to print, recognizing 10 sight words, and distinguishing beginning and ending sounds. The document provides tips for parents and teachers to support beginning readers.
This document introduces the Teach | Learn student created content course book. It discusses that traditional textbooks are ineffective because they do not allow students to actively participate in creating the curriculum from which they will learn. The book aims to guide both teachers and students towards a more participatory and creative classroom where students are motivated through creating their own content and documenting their own learning. Student created content or SCC is defined as content created by students, which makes the teaching and learning process more simplified and equalizes the power relationship between teacher and learner. The three basic stages for using Teach | Learn are getting started by engaging students, having students create the content, and providing extension activities to support language learning.
36 lessons, multi level for teaching English. + "lesson printables" for each lesson, video to supplement the lesson and teacher "helpers" galore. Each lesson contains instructions. Purchase helps support the EFL Classroom resource community. https://eflclassroom.com/store/products/teach-learn-techbook/
Full textbook for teachers to teach beginner to intermediate students. Get on EFL Classroom 2.0. http://community.eflclassroom.com/forum2/topics/teach-learn Blended approach and online learning activities provided to support the lessons. Print and teach!
Full textbook for teachers to print and use in class. Each lesson for beginner to intermediate students has links to EnglishCentral video lessons that students can study and practice what they learned in class.
This document provides information and examples of formative assessment strategies that teachers can use to check student understanding during lessons. It discusses strategies like think-pair-share, human bingo, De Bono's six thinking hats, and having students ask each other questions. The document emphasizes using formative assessment to identify gaps in learning and provide opportunities for students to help each other. Examples are provided for how teachers can implement different strategies step-by-step in the classroom.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Here are some key points to consider when adapting materials:
- Focus on meaning over form by using visuals, gestures, realia
- Simplify language but keep content meaningful
- Allow multiple entry points for different learners
- Build background knowledge before introducing new topics
- Scaffold tasks from easy to more difficult
- Encourage cooperative learning and peer support
- Check frequently for understanding and provide feedback
- Differentiate to meet a range of proficiency levels
- Make lessons relevant and connect to students' lives
- Assess using a variety of formats beyond tests
The core content can stay the same but how it's presented varies to suit different learners. The goal is to create an inclusive,
The document discusses differentiation in education and provides strategies for teachers to meet the needs of diverse learners. It defines differentiation as accommodating differences to help all students learn effectively. The document emphasizes knowing your students, having high expectations, and providing opportunities for students to express understanding. It provides examples of differentiation strategies like flexible grouping, scaffolding, modeling, and feedback through marking. It stresses that differentiation is not writing many lesson plans but making small adaptive changes to meet individual needs.
- A good lesson plan provides structure and direction for teaching while allowing flexibility to adapt to students. It considers students' needs, level, interests and provides a variety of engaging activities.
- Effective lesson planning involves understanding your students, co-teachers, and school culture. It is important to research these factors and reflect on your own teaching.
- While textbooks can provide guidance, lessons should be adapted creatively to focus on meaningful topics and interactive activities. Ongoing reflection helps teachers improve and avoid routines.
The document outlines an agenda for a teacher training session on pre-primary education. It includes icebreaker activities, learning objectives, and topics to be covered such as Montessori teaching methods, the role of play in learning, classroom layouts, and techniques for teaching science and the Codex textbooks. Suggestions are also provided for pre-primary school teachers, including maintaining open communication with parents and using various teaching aids and methods like graphic organizers to engage young students.
This document discusses psychological theories of intelligence and learning styles. It introduces Howard Gardner's theory of multiple intelligences, which posits that intelligence exists in several different forms rather than a single general intelligence. The document lists the eight intelligences identified by Gardner: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. It also discusses how teachers' own learning styles may impact their teaching approaches and provides study tips tailored to each of the multiple intelligences.
A teacher's job is to help students build on their existing knowledge and bring diversity of knowledge into the classroom. Teachers should have high expectations for all students, respect what students bring to class, and provide support to help students achieve. The document discusses how teachers can bridge students' current knowledge to new learning by valuing different perspectives and making curriculum accessible to diverse learners.
The document discusses key ingredients for an effective English language classroom. It identifies several essential elements, including:
1. Having an inspired and happy teacher who models reflective teaching.
2. Creating a student-centered classroom that lowers students' affective filters through needs analysis and a comfortable environment.
3. Incorporating fun, laughter, and activities that engage different learning styles like Nation's 25% rule on meaningful input and output.
4. Adapting lessons through supplemental materials, technologies, and cooperative learning strategies to maximize student engagement and interaction.
The document provides guidance on developing effective questioning skills in students. It discusses the importance of questioning, lists strategies for responding to questions, and provides examples of questioning tools and frameworks teachers can use to scaffold questioning skills including Bloom's Taxonomy, Thinking Hats, Thinking Maps, and Anderson's Revised Taxonomy. The document emphasizes the role of teachers in explicitly teaching, modeling and providing opportunities to practice questioning.
This document discusses the roles and characteristics of effective teachers. It begins with a Japanese proverb about how one day with a great teacher is better than 1,000 days of study alone. The document then explores metaphors that could represent the teacher-student relationship. It lists potential roles for teachers, such as facilitator, diagnostician, and provider. Key characteristics of good teachers are also outlined, including having cultural background knowledge, using different teaching methods, and encouraging students. The document concludes by discussing beliefs about learners and characteristics students should possess to be good language learners.
The document appears to be a presentation about teaching young learners. It discusses motivation, materials, and practice. For motivation, it talks about addressing learners' affective filters and intrinsic and extrinsic motivation. For materials, it examines coursebooks, activity books, digital tools, and online materials for students and teachers. It then discusses the importance of practice for developing fluency and having students commit to foundational language learning.
This document provides guidance on effective questioning techniques for teachers. It begins by outlining the learning objectives of being able to classify and ask questions according to different levels of comprehension. It then discusses why asking questions is important, such as making connections, predictions, ensuring understanding, and strengthening critical thinking. The document explains Bloom's Taxonomy for categorizing questions into different levels including remembering, understanding, applying, analyzing, evaluating, and creating. It provides examples of questions for each level. Finally, it offers tips for how questions should be asked in the classroom, such as reinforcing learning objectives, involving all students, encouraging speculation, and requiring complete answers.
This document discusses the importance of developing thinking skills in students. It suggests that when students are actively engaged in their learning through developing a sense of direction and inquiry, they learn faster, take in more information, gain a deeper understanding, and recall more. It also emphasizes giving students a feeling of security, challenge, opportunity to wonder, and self-confidence in lessons. Finally, it provides examples of skills-focused activities teachers can use to develop thinking skills like questioning, research, reflection, and discussion in students.
This document provides an overview of Week 5's focus on reading instruction and resources for teachers. It discusses marking, affect vs effect, and a professional learning opportunity. Week 5 will focus on reading theory, the importance of reading, behaviors, and strategies. Week 6 will focus on practice, assessment, struggling readers, and growth mindset. Teachers are asked to review curriculum expectations and explore listed resources to implement the reading strand. They will critique one resource and discuss how it addresses principles or expectations. The document also discusses the importance of literacy, challenges some students face with reading, and the Gradual Release of Responsibility model of moving from teacher-led instruction to independent student work.
E:\Differentiated Instruction\Di Ppts\Cape Alt Schoolsrh1
This document discusses differentiated instruction and provides guidance for implementing it in the classroom. It defines differentiated instruction as a teaching approach that recognizes students learn in different ways and at different paces. The document outlines key principles of differentiated instruction, such as flexible grouping, ongoing assessment, and tailoring instruction to students' readiness levels, interests, and learning profiles. Examples are provided of how teachers can differentiate content, process, and products to meet varied student needs.
Hand gestures can communicate in different ways without words. Some gestures include counting on fingers to indicate numbers, a little hand motion when asking for a small amount of milk in coffee, snapping fingers to urge someone to hurry up, pushing fingers together to appear confident, chest thumping to show being strong and loyal, covering the mouth to express surprise, and blowing a kiss to say "I love you."
Learning is important as it allows people to gain new skills everyday through various means such as reading books, listening to others, and going to school where students learn subjects like math, reading, and painting with help from teachers. Learning can occur at home, school, or on the job, and while it sometimes requires practice when learning new skills, learning is an ongoing process that can also be an enjoyable experience.
Tips and Advice to maintain your health and wellness when teaching remotely / from home. Full description at the blog post. https://eltbuzz.com/staying-teacher-healthy/
This document provides a summary of an individual's background and qualifications. They list their life philosophy, strengths, education history, work experience, references, and publications. Their most proud accomplishments include the courage and persistence they showed through difficult times and their personal growth.
The document provides 15 best practices for online teaching during the COVID-19 pandemic. It recommends consulting educational technology professionals to ensure quality, designing lessons for blended synchronous and asynchronous learning, and ensuring all students have equal access to necessary technology and materials. It also stresses the importance of clear expectations, schedules, accessibility for students, and a commitment to continual professional development for teachers as online education requires adapting to changing technologies.
Slack is a communication and management platform that can be used as a learning management system, allowing teachers to communicate with students, assign and view work, and integrate other tools like Zoom and Google Docs through different channels that organize class topics; it is free to use for an unlimited number of people and offers various pricing plans for additional features; the document provides instructions on setting up a Slack workspace for a class, establishing channels, inviting students, integrating apps, and using Slack's features for teaching.
Slack is a communication tool that allows for integration with services like Google Docs and Zoom. It provides private messaging and is accessible via mobile apps. Slack facilitates efficient communication between educators and students through instant notifications. Setting up a Slack account is easy and only requires completing basic signup steps. Slack can be used as an educational tool by creating channels for different topics to keep communications organized. It allows large groups to communicate in one place and is praised for its customization options and ability to archive interactions over time.
This document contains lyrics to several classic children's songs, including "I've Been Working on the Railroad," "London Bridge," "Kumbaya," "Itsy Bitsy Spider," and others. The songs cover a range of topics from work, bridges, religion, nature, and fun hand clapping games. Many of the songs repeat refrains or have call-and-response elements in their lyrics.
These vocabulary worksheets include activities like matching words to definitions or pictures, drawing and labeling pictures, writing words from memory, and brainstorming related words to build vocabulary knowledge on various topics. There are worksheets designed for researching and testing vocabulary with answer keys provided to check understanding.
Subscribers can access all the lesson materials for each day of the month and these activities on ELT Buzz Teaching Resources. https://resources.eltbuzz.com/
This document outlines the author's educational philosophy, which emphasizes the individuality and experience of each learner. Some key points:
- Knowledge is personal and filtered through individual experience. The teacher's role is to compel students to engage with the world and know themselves.
- All people have the capacity to teach as well as learn. The true role of a teacher is to help students realize their own abilities as teachers.
- The progressive approach puts the student first. The teacher aims to transform society by helping students realize their potential through ongoing learning without walls.
- While having student freedom at its core, the author's philosophy is also pragmatic and utopian, viewing teaching as a calling beyond a job. The
Discussion and email exchange with Michael Griffin about using video in the English language classroom. First appeared in the KOTESOL publication - The English Connection.
The document calls for a new approach to developing English fluency in teachers who teach English as a second language. It argues that teachers need specific English language skills and knowledge related to teaching, not just general fluency. A proposed solution is a "Teaching English in English" course that teaches the classroom-related English vocabulary, expressions, and language teachers need to effectively teach in English. The course would provide situated practice opportunities for teachers to learn and demonstrate their English teaching skills.
The very best photos of all time. With commentary and background. Purchase ppt and more resources for making a lesson with these here - https://payhip.com/b/RxS3
20+ countries highlighted and students use the templates to research and present about their country. A perfect geography based lesson and presentation project. https://payhip.com/b/m3n9
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
3. ABOUT THE AUTHOR
David Deubelbeiss is a writer, tesol professor, teacher trainer and technology
advocate, presently living in North Bay, Canada. He has traveled around the
world, living and teaching in many countries. An avid creator of educational
and especially multi media materials, you can find him on the professional
development community he created, “efl Classroom 2.0”. Also, at The School
of tefl where he also teaches online certificate courses. He espouses the
simple philosophy of “When one teaches, two learn”.
Links
My Blog
My Personal Page
The School of TEFL
EFL Classroom 2.0
Acknowledgements
Thanks to:
• The members of Efl Classroom 2.0 and their constant inspiration as teachers
and sharers.
• My own pln and colleagues on twitter, facebook and around the world.
• More pointedly, to my recent colleagues / teachers at Ewha Graduate School
and at the Seoul Metropolitan Office of Education who supported my passion
and gave me a great place to test and try all these ideas.
• Finally, to all my students who taught me more than they can ever imagine.
I take pride that so many are speaking and teaching English through my own
small part and actions.
Grateful acknowledgement is made to:
Wordle and Tagxedo for many of the images.
Unless expressedly noted – all images are from Pics4learning.org
Clip art from – http://clker.com/clipart
4. 4 – Teach | Learn. A Student Created Content Course Book
Table of Contents
07 INTRODUCTION
Why this book, Teach / Learn? What is SCC? How to use Teach / Learn?
13 WE TEACH – WE LEARN | ACTIVITIES
14 Me, Myself and I
Describe yourself, grammar, formative assessment, personality, likes, dislikes, adjectives, verbs.
16 2 Truths and 1 Lie
Speaking about yourself, writing, guessing, …ing, game, writing, “I think…”
18 Tell us About Your Family
Talking about your family, stating relationships, family tree, question making, possessives.
20 This is Where I Live
Describing where you live, rooms, prepositions of place, furniture.
22 Guess the Celebrity
Talking about celebrities, history, popular culture, jobs, adjectives, multimedia.
24 A Radio Talk Show Interview
Introducing a friend, questioning, restating, …s , present tense.
26 Your Last Vacation
Telling about a past vacation, past tense, travel vocabulary, writing, countries, nationalities.
28 When Did You Last …?
Talking about the past, time expressions, making 5W questions, game.
30 It Tastes Great
Comparing, talking about food, adjectives to express feeling, menus, ordering food.
32 Animal Matching – Noah’s Ark
animals, drawing, prepositions of place, critical thinking, discussion, planning, presenting.
34 My Amazing Day
Describing daily routines, stating time, habitual tense, adverbs of frequency, comics, book making.
36 Tell Us About…
Talking about yourself, questioning, making statements, board game, small talk.
38 Alphabet Organizing
General vocabulary, spelling, words, game, presentation, technology, book making.
40 Bingo Lingo
Making and presenting a commercial, superlatives, comparatives, acting, role play.
42 Harder, Better, Faster
Comparatives, bragging, commercials, description, listening, vocabulary, role play.
44 Just Do It!
imperatives, board game, total physical response.
46 Amazing Inventions
Critical thinking, brainstorming, describing a plan, drawing, poster making, presenting.
5. Teach | Learn . A Student Created Content Course Book – 5
48 First Word War
Vocabulary building, drawing, spelling.
50 Find Someone Who
Closed questions, asking, replying, question making, adverbs of frequency, presenting.
52 A Crazy Yesterday
Past tense, routines, transitions, habitual time, stories, writing, cartoons, retelling.
54 Connect ‘em and Guess ‘em
Vocabulary skills, listening, recording information, drawing, guessing.
56 Let’s Play Ball!
Trivia, question making, general knowledge, game, competition, rules.
58 School is…
complaining, adverbs of frequency, school vocabulary, subjects, needs analysis.
60 Guess Who / What / Where
Making statements, clauses and conjunctions, guessing.
62 Draw My Thing
Drawing, prepositions of place, definite pronouns.
64 Say Thank You!
Complimenting, responding to a compliment, writing a thank you note.
66 Every Question has an Answer
Answering questions, making questions, listening, personal questions, replying with a statement.
68 One of these things is NOT like the others
Critical thinking, stating differences, “because”, song, game, guessing, making statements.
70 It’s a Place Where
Countries, culture, traditions, geography project, group work.
72 Movie Mania!
Movie preferences, genre, guessing, charades, poster making, presentating, writing.
74 You Broke My Guitar!
Complaining, writing, song, music, listening, discussion, past possibility, collaboration.
76 Words
Vocabulary building, chunks, collocations, word association, listening.
78 Making a Sandwich is Easy
Telling others how to do something, transitions, steps, total physical response, presenting.
80 Present It!
Presenting information, writing, speaking, assessment, rubric making.
82 What a Wonderful World!
Song, writing, environment, expressing gratitude.
84 If I were George…
Future possibility, wishing, story retelling, what if.
6. 6 – Teach | Learn. A Student Created Content Course Book
Table of Contents
87 WE TEACH – WE LEARN | TEACHER LESSON NOTES
97 WE TEACH – WE LEARN | TEACHER HELPERS
98 Describe and Draw
100 SCC Game board template
101 SCC Story frame template
102 Survey Cards
103 Name 2 Cards
104 Compliment cards
105 Who Was The Last Person Who…?
106 Famous Interviews
107 Write it out!
108 Job Cards
109 Response Cards
110 Thank you game
111 Mr. X cartoon
113 What’s important in life?
114 Do you believe in ….?
115 Tell Us About Cards
119 Bright side of life
120 SCC Bingo card
121 I Feel Like a Number
122 Partner Pictionary
123 My book report
124 Battleship
126 Find Someone Who…
127 Only Connect
130 Alphabet Organizer
131 When did you last cards
133 Mind Map
134 Lesson Plan template
135 SCC Rubric template and descriptors
137 Solom speaking rubric
138 Question Schematic
139 Commercial Analysis sheet
141 CONGRATULATIONS
143 Certificate
7. Teach | Learn . A Student Created Content Course Book – 7
Welcome!
Introduction
We Teach | We Learn comes with a Teach | Learn Voicethread so
students can practice speaking after each lesson. All students need
is a headset or microphone for their computer. Teachers can also
make their own Voicethread with these pictures. Just choose copy
or find them on efl Classroom 2.0. Perfect for practice or teacher
assessment. For info on using Voicethread see elt and Tech.
We Teach | We Learn comes with a community! Just go to the
Teach | Learn Q and A community and ask your questions, get sup-
port. Also, visit efl Classroom 2.0 for more resources related to
Teach | Learn.
All lessons in this book can be edited. Go to the Teach | Learn wiki
for more information.
8. 8 – Teach | Learn. A Student Created Content Course Book
Why this book, Teach / Learn?
This book grew out of my experiences over 20 years, designing materials
and teaching English. Through observing many classrooms as a teacher
trainer and evaluator and from my own success teaching and giving
workshops on “teaching with only a piece of paper”.
I concluded that traditional methods and textbooks were ineffective be-
cause they did not start from the premise that students can and must par-
ticipate actively in creating the curriculum (the language) from which
they will learn. Students intuitively, know best their needs. They know
best the language from which other language may root and grow. I con-
cluded that there must be a way to guide both teachers and students to-
wards a more participatory, organic, emergent and creative classroom en-
vironment.
Teach / Learn allows several things:
1. Teachers to shirk the engrained, teacher directed style that is so easy to
fall into after thousands of hours having experiencing this as “what teach-
ing is”, as a student. It can be achieved through a simple set delivery that
frees teachers from excessive planning and worksheet mania – allowing
them to focus on delivery and student assessment and feedback.
2. Students to be motivated through the use and creation of their own
content. We all know how much “pride in a product” can motivate. Stu-
dents create a book that documents their own learning. Students are also
motivated because the content is not imposed – it is what they want to talk
about, write about, listen to, play, use, process and learn. It is from the
inside, not the outside.
What is scc?
Scc stands for “Student Created Content”. I borrow the term from ugc or
ucc “user generated/created content”, that is the motor of Web 2.0 and the
internet. The users generate the content – think wikipedia, think youtube.
It is an approach that tries to simplify the teaching/learning process and
equalize the power relationship that exists between teacher/learner (much
like cll - community language learning does with its focus on the teach-
er as a language “knower”). It also is a way of instruction that completely
focuses on the student’s world/context. It ushers from the belief that all
language learning must start from that focal point, no where else. The
teacher models and then the students create the content and re-practice
based on the teacher’s modeling as an “expert”.
9. Teach | Learn . A Student Created Content Course Book – 9
It is an approach. There is no “one way” but rather some basic tenets to be
followed (see the notes for each lesson offering many delivery variations/
options). The basic principles are:
1. The students create the content (worksheets, words, sentences, topics,
dialogues that will be used for instructional purposes). It is a complete
“personal/ego” approach to language instruction. This also means that
the book can be used with multi-level classes (because the content comes
from the students themselves and is already, “leveled”.
2. It is REAL. Not about anything artificial or from a 3rd party/publisher.
It is about the life and times of the student and teacher. The classroom situ-
ation is no longer treated as an artificial “studio” but rather as a meeting
place for real events, for real talk about real things that interest the students.
3. The teacher is also a learner and does what the students do. In this
fashion, the teacher is not all knowing but a participant. In this “low level”
way, the power barrier that exists is diminished and better learning oc-
curs and better modeling of the language.
4. It is an inductive approach. It is a wholistic approach. The students
are first engaged and prior knowledge elicited on the topic. Only then, are
the students asked to create the content and practice the language first
modeled and encountered holistically and in context.
5. It is self organizing in design. It grows naturally from the process of
creating a product. There is no outside intervention into the system (like
an imposed textbook curriculum). There is not a lot of planning for the
teacher. The focus is on instruction, the art of “how” and not “what”. Tea-
chers using an SCC approach don’t have to spend time planning, making
materials, preparing. Their energy and reflection goes into developing
their teaching skills as they happen, during instruction. The students cre-
ate the text and textbook.
How to use Teach / Learn?
There are 3 basic stages:
1. Getting Started
The teacher uses a photo/picture or brainstorming activity to engage
and elicit student response.
This is done as a whole class activity. Student prior knowledge is primed
as they try to communicate with the teacher. The students talk about “the
teacher’s world/life” or I even suggest at this stage using a higher level stu-
dent as the focus.
10. 10 – Teach | Learn. A Student Created Content Course Book
In this stage, the basic language structures and vocabulary is practiced
but in a natural form of communication and elicitation. There is no need
to say, “Today, we are learning about ‘x’.”
At the beginning of this stage, the students don’t have their books opened.
Their full attention is on communication. The teacher should prepare the
board of materials on a screen as outlined in the “Teacher’s Notes” section
for each lesson. Student’s will practice this page / content again in small
groups or pairs when they open the book. Of course, if you have no board/
projector – you’ll have to use the book and have it open.
2. It’s Your Turn
The students are asked to create the content. This can be in the form of
words, questions, brainstorming, drawing, gap fills etc… the content is
always what they want and from their own experiences.
Using this content the students in small groups or pairs, practice with
it. The teacher sets up the target language but from the nature and sim-
plicity of the materials, this is usually self evident. The instructions are
embedded because the students are just repeating what was done previ-
ously as a whole class.
3. Extension
Language needs strong context, recycling and comprehensibility to be
acquired. In this stage, there are optional and proven online materials to
support the lesson’s teaching / learning. The teacher or the student on
their own, after class, can choose from 4 selections. Some will be highly
appropriate, others not – each class is different. They consist of both re-
sources and learning materials (videos, games, quizzes etc…)
Here is an example for the lesson – “This is where I live”.
There are “Teach / Learn Notes” for each lesson. A basic 1,2,3 on how to
deliver the lesson. Tips and pointers to help. Of course, feel free to use your
own approach.
In addition, almost every lesson has a Voicethread where students can go
and respond/speak. Especially in many EFL contexts, students need this
extra practice given how hard it is to do this during class time or outside
school. You can copy the voicethread and put up as your own private
Voicethread – I’ve set these permissions.
Locations And Giving Directions Make A “Doll” House Home Objects Video: Flat Life
11. Teach | Learn . A Student Created Content Course Book – 11
This book is a testament to the fact that we need to train teachers in new
ways. Deemphasize the expert and the control and create real student
centered curriculum and delivery. We have to focus on the students, on
the learning and not on the teaching, the pedagogy. Concentrate on the
thing itself, not the shadow.
Teach | Learn is meant to be shareable. After download, you can “Share-
alike”, copy as much as you want/need and share with who you want. I
will also make available on my blog – an editable file for all who purchase
the book. So you can personalize the text and change to suit your stu-
dents. Sounds radical? Not really, it should be the standard and it is as
simple as that. You know your students best and should have a textbook
that is “maleable” and can meet your student’s precious, unique needs.
Secondary Sources:
http://eflclassroom.com
http://teachers.schooloftefl.com
http://teachingrecipes.com
http://real-english.com
http://tarheelreader.org
http://www.elllo.org
http://quizlet.com/user/eflclassroom/
http://kizclub.com
http://eltandtech.pbworks.com
http://youtube.com
http://readwritethink.org
Locations and giving directions Make a “doll” house Home objects Spin N Spell Video: Flat Life
12. 12 – Teach | Learn. A Student Created Content Course Book
13. Teach | Learn . A Student Created Content Course Book – 13
We Teach – We Learn!
This is ‘s book.
I agree to help my classmates learn.
I agree to learn from my classmates.
I agree to do my best.
Date: of , 20
Signature:
Teacher’s Signature:
14. 14 – Teach | Learn. A Student Created Content Course Book
ME, MYSELF AND I
One person writes important notes about their life in the mirror.
Look in the mirror and ask about their life.
Use the language below to help you.
What is your favorite ?
Do you like ing?
How many ?
Do you have ?
Can you ?
Have you ever ?
WHO / WHAT / WHERE / WHEN /
WHY / DID / WILL / IS
Your turn!
Write your own words in the mirror and let others ask you about your own life!
15. Teach | Learn . A Student Created Content Course Book – 15
ME, MYSELF AND I
Think about yourself and your life. Fill in the grammar poem and share
with your classmates. Help others and color it too!
ME, MYSELF AND I
ing ing ing
Never Always
Can Can’t
The Most The est
Not Very
I Like ! I don’t like
I am beautiful because .
Fill in these basic facts about yourself:
I am years old. I am cm tall. I am .
I live . I have brother and sister.
I like to . I hate ing!
My favorite is .
On weekends I usually .
Yesterday, .
Grammar Poems Personal Introductions Introduce the Teacher Introductions
16. 16 – Teach | Learn. A Student Created Content Course Book
2 TRUTHS AND A LIE
Complete a Truth or Lie card.
One person reads their sentences and others guess which is the lie.
How many lies can you guess?
WHICH IS A LIE?
A) I have .
B) I like .
C) I can’t .
3 WISHES GAME
Which wish is a lie?
A) I wish I had .
B) I wish I were .
C) I wish I could .
Your turn!
Try the truth or lie game on the next page. Who is the best liar?
3 Wishes lesson game/cards I wish… What’s in the Bag? Who Wants to be a Millionaire?
17. Teach | Learn . A Student Created Content Course Book – 17
2 TRUTHS AND A LIE
How to play:
1. Roll. Finish the sentence. The person
on your left guesses if it is / isn’t a lie.
2. If their guess isn’t correct, continue.
3. Roll by holding out 1, 2 or 3 fingers.
Add up to total with another person
and move that many spaces. (max.6)
18. 18 – Teach | Learn. A Student Created Content Course Book
TELL US ABOUT YOUR FAMILY!
One person writes family members names around the tree.
Ask questions to find out about their family.
Be nosy!
Who is ?
What does do?
Where does live?
How old is ?
What does like to ?
Can ?
Flashcards We are family (song) The Jones Family Power Points
19. Teach | Learn . A Student Created Content Course Book – 19
TELL US ABOUT YOUR FAMILY!
Write down the names of family members or friends.
Write in your own language.
You only have 2 minutes!
Next. Show your classmates the names. Answer their questions as they ask you about each person.
Ask 2 questions about each family member.
Who is ?
Where does live?
How old is ?
How is ?
What does do?
What’s like?
What does look like?
What is a family? Family Fill My Family story Listening / Voicethread