The role of language practice
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Many students admit they know grammar rules but when speaking they can't help making errors. We stop making errors when language use becomes automatic, that is when we stop thinking about how to say something, but rather what to say. Although reaching this level is a long process, regular effective practice might speed it up. In this seminar we are going to try some grammar activities and discuss what makes them effective.
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Многие учителя сталкиваются с проблемой выбора дополнительного материала для уроков. Учебники не всегда предлагают интересные, содержательные и приближённые к реальной жизни задания и, кроме того, быстро надоедают. В этом случае на помощь приходят Интернет, газеты и журналы, постеры, песни, фильмы и другие материалы на иностранном языке, содержащие аутентичные (неадаптированные) тексты. Они привлекают и учителей, и учеников любого возраста. Именно тому, как максимально эффективно использовать аутентичные материалы на уроке, какие задания и упражнения давать, чтобы эти материалы «работали», посвящён этот семинар. Вас ждут творческие идеи, которые будут полезны для преподавания как взрослым, так и школьникам.
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Elizabeth raper resume builder (1)
Elizabeth Raper has over 14 years of experience teaching ESL both abroad and in the United States. She holds a Master's degree in Reading Specialization and a Bachelor's degree in English Literature. As an organized and adept ESL teacher, she is skilled at developing curriculum and incorporating new teaching methods to enhance students' reading and writing skills.
TKT exam presentation Olga Connolly BKC-IH Moscow
The document provides information about the Teaching Knowledge Test (TKT), an internationally recognized certification program for teachers of English as a foreign language offered by Cambridge Assessment English. It details the different TKT modules that assess knowledge in areas like teaching young learners or content and language integrated learning. Statistics from 2014 show over 500 candidates took the core TKT modules that year. The TKT is intended for both practicing and pre-service teachers and can help teachers advance professionally. Institutions like schools and language schools accept the TKT as proof of teaching abilities and knowledge.
20130711 eso lpresentation
This document provides guidance on differentiated instruction and assessment for English Language Learners (ELLs). It recommends creating a supportive learning environment for ELLs, differentiating instruction through visuals, vocabulary, and graphic organizers. Teachers should encourage flexible grouping, value student diversity, and develop alternative assessments like using visuals, demonstrations, and allowing additional time for ELLs. The document offers specific assessment strategies for beginning, intermediate, and secondary ELL students.
Teacher Collaboration
The document summarizes teacher collaboration at Queens High School for Language Studies. It discusses intra-department and cross-department collaboration including intervisitation where teachers observe each other's classrooms. During intervisitation, teachers take low-inference notes focused on evidence of student learning and use a debrief protocol to provide constructive feedback. Cross-department meetings aim to align standards, curriculum, and expectations across subjects. Intra-department collaboration includes analyzing student data and test preparation. Setting norms and assigning roles helps make collaboration more effective.
Teacher Training and Technology of Today
This document discusses teacher training and the role of technology. It covers topics like pedagogy, teacher development, teacher education strategies and processes. Key terms discussed include second language acquisition, English language communication skills, and teachers of English to speakers of other languages. The document raises questions about the nature and documentation of teachers' knowledge and how teacher education can influence it. It argues that technology provides opportunities for urgent, multi-generational, flexible and ongoing teacher training through online courses and classroom learning technologies.
Time is of the essence: Making the most of what you've got
This presentation considered the motivation for redeveloping an EAP course and provided an overview of the development of the course, which was influenced by the concept of Backward Design. In line with the theme of the conference the relationship between materials and teacher motivation was also considered.
R2 d2 model
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OPEP 2015
The Overseas Professional Experience Program (OPEP) in the School of Education at the University of Western Sydney.
Thinking about Online Student Engagement
Various thoughts on the how and why of online student engagement. Presentation given to RMIT Online October 2017
Teacher Collaboration
Team teaching, flexible use of space, flexible grouping of students, ongoing communication and feedback is critical for the success of collaboration. When it is working well, students and teachers benefit.
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Making the most of free online tools and technologies for language learning &...
Making the most of free online tools and technologies for language learning &...
Using student-centred assessment to inspire learners and evidence their learning
Using student-centred assessment to inspire learners and evidence their learning
Time is of the essence: Making the most of what you've got
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Working with reading texts
It is difficult to imagine a lesson without a text, either written or audio. We extensively use dialogues, articles, stories, poems and many other forms of text. The most common tasks for reading or listening remain comprehension questions, which become familiar to students, yet a bit boring too. In this seminar we are going to look at the text from a different angle and explore various approaches of working with this valuable lesson material.
Learner Autonomy
This presentation was given on Methodology Day on 21 February 2014 by Alina Brooks.
"Perhaps the most often-quoted proverb among teachers is "you can lead a horse to water, but you can't make him drink". However, perhaps our duty as a teacher is not just to "give" material to the students, but also to teach them to learn? By developing the students' learning skills and strategies and by giving them options we empower and motivate the students."
21st century skills. Some ideas about teaching english today and tomorrow.
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Games and activiites for young learners
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This presentation was given on Methodology Day on 18 April 2014 by Tatiana Polovinkina.
"A Chinese proverb says, “When the winds of change blow, some people build walls and others build windmills”. Yes, there have been more updates to one of the most popular exams but there is no need to panic; in fact, there are all the reasons to be enthusiastic and embrace this change. In our session we will
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* outline the new structure of the exam, focusing on the papers that have undergone the biggest change
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21st century skills. Some ideas about teaching english today and tomorrow.
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Сегодня очень много говорится о необходимости и преимуществах использования информационных технологий, в частности интернета, при обучении языку и подготовке к экзаменам. Но многие ли из нас действительно могут похвастаться уменем эффективно использовать эти новые ресурсы? Как выбрать необходимые материалы из потока информации? Как адаптировать их для нужд конкретных студентов? Какие материалы доступны и как найти то, что нам нужно не потратив массу времени и сил? Во время презентации мы постараемся ответить на эти вопросы и рассмотрим конкретые практические решения для успешного использования интернета при подготовке к экзаменам.
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This document provides tips and strategies for using formative assessments in a differentiated classroom. It discusses using formative assessments to check for understanding during instruction rather than just evaluating learning after the fact. Some specific strategies mentioned include turn-and-talk activities, exit tickets, and questioning techniques to actively engage all students, not just a select few. The document emphasizes the importance of giving students opportunities to explain and apply their learning within short time frames aligned with age-appropriate attention spans in order to facilitate long-term retention of information.
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The document discusses the differences between online and face-to-face faculty development. It notes that last year the institution certified 71 new digital professors through over 350 courses taken by more than 1,000 faculty, with about 70% of courses taught online. The document advocates for online faculty development because it allows faculty to experience learning as students do, model effective online teaching practices, create asynchronous communities of practice, and develop and test products for use in their own classes.
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This document outlines an agenda for a two-hour blended redesign workshop. It introduces participants to the concept of blended learning and guides them through a five-step process to redesign one of their courses to a blended format. In the workshop, participants will learn about blended learning approaches, reflect on their instructional design, and begin redesigning a course. They will identify learning technologies, apply practices for designing blended courses in Blackboard, and communicate their new blended course design in a syllabus. The goal is to help participants feel more comfortable redesigning their courses in a blended format through a guided process.
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digital literacy, English language teaching, Aps for language learning
The Art of language learning applications are old school acquisition at the core
Learning a language through thousands of differing applications can now be done anywhere, anytime, whether you are on or off line. With language learning aps we can compare newly learnt language with recordings of those who speak it every day and be rated for accuracy. We can match pictures to words which suits visual learners or socialise with other learners. Learners can swap language learning across languages in on-line communities, often for free. The language learning itself in the aps system is usually organised in colourful digestible chunks, moving from simple to complex.
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Workshop 2011.
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PGCAP cohort 2: week 6 - assessing and feeding back
This document provides an overview of assessment approaches and feedback techniques discussed in a professional development course. It includes:
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The role of language practice
- 1. The Role of Language Practice Olga Goncharova CELTA, DELTA, COLT, Cambridge Examiner CELTA Trainer, IHC YLT Trainer, TKT: Trainer (3 Modules, Practical, TKT: YL) © BKC-IH Moscow Teacher Training Centre 2012
- 2. Fluency vs Accuracy • Accuracy is … • Fluency is … … an ability to speak idiomatically and accurately, without undue pausing, without an intrusive accent, and in a manner appropriate to the context. Fluency is an ability to • Select utterances appropriately (knowing what to say, to whom and when) • Produce these utterances (rapidly and smoothly, without much hesitation) © BKC-IH Moscow Teacher Training Centre 2012
- 3. Types of practice • Mechanical • Contextualised • Communicative © BKC-IH Moscow Teacher Training Centre 2012
- 4. © BKC-IH Moscow Teacher Training Centre 2012
- 5. What they have in common • A specific grammatical feature is isolated for focused attention (target language) • Learners produce sentences with the target language • Learners repeat the target language • Expectancy that learners will produce the target language correctly. Therefore, practice activities are “success oriented” • Learners receive feedback on accuracy, either immediate or delayed © BKC-IH Moscow Teacher Training Centre 2012
- 6. The Habit Loop Routine Cue click Reward © BKC-IH Moscow Teacher Training Centre 2012
- 7. Criteria for Creative Automatisation genuinely communicative, i.e. task related, not just for the sake of saying smth psychologically authentic, natural formulaic (short, memorizable, multi-situational) focused (one or few functions) inherently repetitive © BKC-IH Moscow Teacher Training Centre 2012
- 8. Examples of situations where repetition is authentic • Calling an appliance store to practise the structure “something needs V-ing” • A party in a redecorated apartment to practise I've had the walls painted • Speed dating to practise I like/ I don’t like • “Lost umbrella” to practise What does it look like? • “You look different” to practise I’ve had my hair dyed • Thanksgiving to practice Thank you for V-ing © BKC-IH Moscow Teacher Training Centre 2012
- 9. I’ve never … live be eat drink have learn work see I’m getting/ feeling …. © BKC-IH Moscow Teacher Training Centre 2012
- 10. © BKC-IH Moscow Teacher Training Centre 2012
- 11. Examples of activities to promote creative automatisation • Jazz chants/ creating chants (I’ve never…) • When I am 64. (Will you still…?) • When I am an old woman I shall wear purple. (future forms) • Pictures on the wall (he’s going to … They might have..) • Class photo (prepositions of place) • What’s my job? (Do you have to…?) • What kind of animal am I? (Do you have..? Can you..?) © BKC-IH Moscow Teacher Training Centre 2012
- 12. Acknowledgement • Grammar teaching – Practice or Consciousness Raising? by Rod Ellis • Addressing the grammar gap in task work by J.C.Richards • An A-Z of EFL by S.Thornbury • Teaching grammar in Second Language Classroom by H.Nassaji & S.Fotos • The Power of Habit by Ch.Duhigg © BKC-IH Moscow Teacher Training Centre 2012
- 13. Thank you! © BKC-IH Moscow Teacher Training Centre 2012
- 14. BKC-IH Teacher Training Centre E-mail: t-training@bkc.ru Tel: (495) 2340314 www.bkc.ru