The document outlines a study plan that includes practicing active reading skills, completing English application forms, and doing extra tests. It also provides materials for speaking and listening practice activities focused on classroom vocabulary, filling out forms, and using possessive adjectives. The plan involves working with a partner to learn new words, answer questions, and complete listening exercises.
IELTS Speaking Part 2 - Storytelling TipsIELTSBackup
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The second in a four part series on Classroom Management for trainees and novice English teachers. Check out other videos and a 'Grammar for language teachers' course at elt-training.com
IELTS Speaking Part 2 - Storytelling TipsIELTSBackup
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
The second in a four part series on Classroom Management for trainees and novice English teachers. Check out other videos and a 'Grammar for language teachers' course at elt-training.com
10 tips to improve the way you speak englishPraseed Nair
CAN I NEUTRALISE MY ACCENT ?
Yes, you can. All you need to do is train yourself to speak English as comfortably and perfectly as you speak your mother tongue.
This presentation is about methodes of teaching english to young learners provided with detailed description and activities and general background of Writing as a process.
New Headway Intermediate - Unit 9 relationships .. ..
New Headway Intermediate Unit 9 relationships
New Headway Intermediate UNIDAD 9 Relationships
TEMAS: Modal verbs 2- probability, Character adjectives, So do I ! Neither do!.
10 tips to improve the way you speak englishPraseed Nair
CAN I NEUTRALISE MY ACCENT ?
Yes, you can. All you need to do is train yourself to speak English as comfortably and perfectly as you speak your mother tongue.
This presentation is about methodes of teaching english to young learners provided with detailed description and activities and general background of Writing as a process.
New Headway Intermediate - Unit 9 relationships .. ..
New Headway Intermediate Unit 9 relationships
New Headway Intermediate UNIDAD 9 Relationships
TEMAS: Modal verbs 2- probability, Character adjectives, So do I ! Neither do!.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Planning to do
• Active skills for reading unit 2.2
• EFE Completing an application form
• KET extra A school trip T4 P8
• EFE p.11 – Completing an application form
• Succeed KET T6 P4 Talking about homework.
• KET extra test 2 part 4 – Holiday English course
• KET extra test 4 part 2 – school subjects
4. Things you can learn
•What things can you learn to do?
•Play a game with your partner.
•Student A – say something you can learn to do
•Student B – say something you can learn to do
•Continue like this until you do no know any more words.
15. Writing using adverbs
• Choose four adverbs.
• Write a sentence to practice using them.
• I will give you feedback after.
• Read your sentence but don’t say the adverb.
• Can you partner guess the adverb?
16. When do we use capital letters?
•With your partner make a list.
•Your first name is one e.g.
Steve
•How many can you think of?
17.
18.
19.
20. School trip booking form
•Read the letter and the note about a school
trip
•Fill in the School Trip Booking form.
•The information will come from both things.
21. School trip booking form
•Read both texts.
•Look for the information needed
•Decide which information is the answer
•Write your answers in
26. • Lesson plan
• Classroom items tennis (10 mins)
• Things in the picture what’s number? How do you spell it?
• What’s this? What’s that? Speaking game (10 mins)
• Classroom vocabulary – (15 mins)
• Listening practice – completing the application form (10 mins)
• Completing questions practice – (10 mins)
• Asking questions to your partner (5 mins)
• Possessive adjectives presentation / activities (15 mins)
• What’s his real name? Practice making questions (15 mins)
27. Things in the classroom tennis
•What things can you see in here?
•Play a game with your partner.
•Student A – say something you can see
•Student B – say something you can see
•Continue like this until you do no know any more words.
28. • Stapler
• Laptop
• Chair
• Clock
• Table
• Window
• Students
• Hand gel
• Whiteboard
• Pen
• Mobile phone
• Door
• Pictures
• Divider
• Stapler
• Words
• Teacher
• Speaker
• Jacket
• Paper
• Exercises
29.
30.
31.
32.
33.
34. When do you fill a form in?
•With your partner make a list of when you
complete a form.
•What places do you complete a form in?
•What information do you usually need to give?
•When did you last fill in a form?
43. Dudley College Listening activities
•The first time your listen, just listen and
read the script.
•The second and third times you listen,
complete the missing words.
•Write exactly what you hear.
44. Man: Dudley College.
Woman: Oh hello. Could you tell me about your 1. holiday English courses,
please?
Man: Yes, they're in our college in Oxford.
Woman: It's for my friend's daughter. She's fifteen and comes from
2.Poland.
Man: Fine. Our holiday courses are for teenagers. We take students from the
age of thirteen but most are a little older.
Woman: Oh good. How 3. long is the course?
Man: It begins on the eleventh of July and finishes on the twenty-ninth.
45. Woman: That's three 4. weeks, isn't it? Do the students live in
the college?
Man: Not on these courses. We put the teenagers with English
families in their homes. Our teachers think it's better. That
way, they speak more English and learn about English life.
Woman: Good idea! How much does the course 5. cost?
Man: It's six hundred and ninety pounds. That's for
everything.
Woman: And 6. where exactly is the college?
46. Man: It's in Farley Street.
Woman: How do you 7. spell that?
Man: That's F-A-R-L-E-Y.
Woman: Thanks. Could you send me a 8. booking form?
Man: Certainly. What's your name ...?
47. HOLIDAY ENGLISH COURSE
Place: ______________________
Students must be: _________________years old or more
Starting date: ______________ July.
Students stay with: English ________________.
Price of course: £___________________
College in: ___________________ Street
Oxford
13
11th
family
690
Farley
52. Is the girl taking these subjects?
Subject Yes No
Art
Computer club
Japanese
Piano
Science
Spanish
Swimming
Tennis
53. Which day is she studying which subject?
Subject Monday Tuesday Wednesday Thursday Friday Saturday
Art
Computer
club
Japanese
Piano
Science
Spanish
Swimming
Tennis
54. Father: Which extra subjects are you taking this term, Jane?
Jane: Well, Dad, it's more or less the same as last term, but on Monday I'm starting a new
Japanese class.
Father: Oh yes, I remember now. I hope you're still doing tennis practice after school on Tuesdays.
Jane: I've got to do extra science that day because of the science test next month, but the tennis
teacher says I must practise with her on Wednesdays.
Father: Good. So when are you doing art and Spanish?
Jane: I had to choose between art and Spanish on Thursday. I've decided to do Spanish because I
don't like the art teacher.
Father: So Friday is still free? You can have piano lessons at home again.
Jane: I can't. I've got computer club then and I have to spend Saturday morning at the pool
because, now it's summer, swimming has started again. I like that - it's much better than tennis.
Father: I hope you'll have time for all your homework!
60. Talking about school
• What’s your name? / How do you spell it?
• Where do you live?
• When do you go to school?
• What do you study?
• What time are your classes?
• Do you like your classes?
• Who is your teacher?
