Workshop designed for "Reflective teaching and learning in context course". Universidad de la Sabana. Master in English language teaching for self-directed learning.
Teaching English as a Second Language - Problems and Possibilitiesm nagaRAJU
a presentation for english lecturers about the typical problems of teaching graduate students english as a second language and some possible methodological solutions.
Teaching English as a Second Language - Problems and Possibilitiesm nagaRAJU
a presentation for english lecturers about the typical problems of teaching graduate students english as a second language and some possible methodological solutions.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Five Fun Activities to Build Listening Skillsallisg43
Can listening activities be fun and motivating? These slides look at listening in the EFL classroom and outline five fun and easy-to-use activities to help EFL learners build listening skills in an enjoyable and exciting way. Material from the e-future texts Listen Up and Listen Up Plus are used in the slides.
These slides are from a presentation delivered at KOTESOL in Seoul on October 12th, 2013.
This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
A guide to the basics of effective communication. Creating a 15-second description of your business. Developing a long, cohesive description of your business following the Who, What, When, Where, Why and How model. Tailoring your message to your target audiences and target market.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Five Fun Activities to Build Listening Skillsallisg43
Can listening activities be fun and motivating? These slides look at listening in the EFL classroom and outline five fun and easy-to-use activities to help EFL learners build listening skills in an enjoyable and exciting way. Material from the e-future texts Listen Up and Listen Up Plus are used in the slides.
These slides are from a presentation delivered at KOTESOL in Seoul on October 12th, 2013.
This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
A guide to the basics of effective communication. Creating a 15-second description of your business. Developing a long, cohesive description of your business following the Who, What, When, Where, Why and How model. Tailoring your message to your target audiences and target market.
What you say is often far less important than how you say it. One of the harbingers of success is understanding how nonverbal cues such as body language, dress, and demeanor affect how you are perceived and understood. In this book Arif Anis, Psychologist, personal development coach and author of 'Follow Your Dream' demonstrates how to modify your subconscious statements to your greatest advantage and also read what other people are 'saying' nonverbally. These skills will increase your ability to accurately assess moods, decode behaviors, anticipate problems, avoid hidden pitfalls, influence negotiations, and understand the secret motivations of those around you.
ReadySetPresent (Communication PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. The foundation of all skills remains in effective communication in today's professional world. Communication PowerPoint Presentation Content slides include topics such as: Exploring the critical elements of good communication, different methods of communication, 10 slides on keys to effective listening, 6 slides on listening techniques, 10 slides on improving your listening, asking vs. telling, 10 slides on barriers and gateways to communication, 20 slides on effective business communication, why attending is important, responding to content, posturing and observing and feedback, 20+ slides on nonverbal communication, including eye contact, language barriers, how to's and more!
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
English teachers - training workshop
1. “Developing effective and
meaningful communicative tasks”
Teacher-training workshop
by
Carlos Barragán
Cristina Barón
Rodrigo Molina
Claudia Mosquera
Tatiana Olmos
Salvador Jiménez
Maria Isabel Romero
2. COMMUNICATIVE ACTIVITIES
• Communicative activities include any activity that
encourages and requires a learner to speak with
and listen to other learners, as well as with
people in the program and community.
• Communicative activities have real purposes:
Find information
Break down barriers
Talk about self
Learn about the culture.
3. Very Important!
• Even when a lesson is focused on developing reading
or writing skills, communicative activities should be
integrated into the lesson. Furthermore, research on
second language acquisition (SLA) suggests that
more learning takes place when students are
engaged in relevant tasks within a dynamic learning
environment rather than in traditional teacher-led
classes (Moss & Ross-Feldman, 2003)
4. TEACHER-TRAINING WORKSHOP
PREPARATION
1. Aspect to improve: IMPLEMENTATION OF
COMMUNICATIVE TASKS.
2. Target population: 25 state school teachers with
average English level of A2
3. Possible tasks to be carried out: Taking into account
that the average English level reached by this group of
teachers is A2, activities for beginners would be the
most suitable. Information gap, a survey or a game
would fit with teachers communicative skills.
4. Goal: Training teachers in the effective and
meaningful implementation of communicative tasks.
5. ACTIVITY PROCEDURES
1. Name of the activity: GETTING TO KNOW EACH
OTHER
2. Welcome and Introductions (10 minutes)
Trainers introduction, coalition members, and other
important guests. Brief explanation of the purpose
of the workshop. Ask participants to briefly introduce
themselves (including the grade they teach) and tell
of any experience they have had with communicative
tasks/activities.
6. 3. Activity introduction: (5 min.)Teachers will be told they are
going to participate in a communicative task which is the main
aspect to talk about during the workshop.
4. Activity implementation:
a. Warming-up (10 min)
AIMS Skills : speaking
Language: giving reasons, expressing likes and dislikes
Other: fun
LEVEL Elementary
ORGANIZATION Individual
PROCEDURE Step 1: Many pictures of food are put on the table. Each
student chooses two: one picture of something he likes, one
of something he dislikes
Step 2: each student shows the two pictures to the class and
explains why he likes or dislikes them
7. b. Vocabulary presentation: (10 min.)In groups of 5 people
teachers will participate in a concentration game containing
images of food and the word in English. These words will be
used during the survey activity.
c. Survey: (20 min.)
AIMS -Using vocabulary previously checked in the concentration
game.
-Asking for information and answer questions orally
-Classifying information
-Producing language in context
ORGANIZATION Trainees walk around the classroom
PROCEDURE Step 1: Trainees complete the chart by themselves.
Step 2: Trainees apply the survey to five people in the
classroom.
Step 3: Trainees compare their answers with others’. Then,
they join people with similar likes and dislikes.
8. Step 4: People in the group design a shopping list with the
food they need to prepare a recipe.
Step 5: Students report the class what people in the group
have in common and what they have different. They will also
explain why they chose that recipe.
Teachers will be given hand-outs with the survey and the
instructions. Instructions will also be given in oral way and the
activity will be modeled in order to check grammar, question
formation, ways to answer and instructions understanding.
9. SURVEY “OUR FAVORITE FOOD”
Dear trainee, in this format you will find a survey containing the vocabulary
reviewed about food.
1. Complete it with your own information.
2. Interview at least five(5) people and take notes of their answers.
3. Make groups with the two people you have similar likes and dislikes .
4. Make a shopping list with the necessary ingredients to prepare a recipe.
5. Report the class what people in your group have in common and the
reasons for choosing the recipe.
10. Suggested questions for the interview:
• What food in the chart do you like?
• What food in the chart don’t you like?
• What food do you have in your kitchen?
• What food do you need in your house?
• What food do you eat every day?
• What food do you eat sometimes?
• What food do you never eat?
11. ANALYSIS OF THE ACTIVITY PROCEDURE
(25 min.)
As our master’s aim is to implement self-directed learning, the
trainees will live the experience of being learners and they
will analyze the task from that position.
- How they felt
- What they found difficult
- What was easy
- What problems they had during the activity
- How effective communication was.
Then, they will be encouraged to take teacher’s position to
infer what the procedure for a communicative task is. In
groups of five people teachers will present their analysis.
12. COMMUNICATIVE TASKS PROCEDURE
(10 min.)
At the end of the workshop and after trainees presentations some important
aspects will be presented and compared with their ideas and opinions during
the analysis report. The main conclusions at the end of the workshop will be:
BEFORE THE LESSON DURING THE LESSON
Before the lesson the teacher must During the lesson teacher’s role is:
think of: -Create interest.
-A realistic situation. -Give planning time
-Goals -Model
-Motivation -Check for understanding.
-Grouping -Monitor (identify mistakes and
-Exchanges problems, encourage learners,
change pairings when necessary)
-Encourage learners to report the
result of the task and draw
conclusions.
Tait, Steven. (2001) Ingredients for successful communicative tasks. Retrieved
on April 15, 2012
13. COMMUNICATIVE ACTIVITY PROPOSAL
(30 min.)
Finally, after reflecting and analyzing the
communicative task used during the
workshop trainees will propose their
own activity for their particular learners.
Teachers will make groups of five people
taking into account the level they teach
in.
Each group will present the suggested
activities explaining the procedures they
would use in order to have an effective
and meaningful communicative task.
Conclusions will be drawn at the end of
the workshop.
14. REFERENCES
- Tait, Steven. (2001) Ingredients for successful
communicative tasks. Retrieved on April 15, 2012
- (n. g.) (n. d.) Elements of communicative activities