This document provides a lesson plan for teaching English to Year 2 pupils in Norway primarily through the use of picture books. The plan includes 4 lessons that focus on learning vocabulary through activities like Simon Says, reading picture books, using digital apps, and roleplaying. Key aspects of the plan are learning English through exposure and play, choosing books with repeated vocabulary, and assessing learning through informal methods like "ticket out the door." The goal is to help young learners develop early English skills in a supportive way.
Fun ways to Teach English for Very Young LearnersHertiki Marsaid
Games play a central role in English lesson. They can be used to give practice in all language skills and be used to practice many types of communication. Games also encourage, entertain, teach and promote fluency. However, as teachers, we have to be aware in choosing the games for our students. Well-chosen games are helpful as they give children a break and at the same time allow them to practice language skills. To make games work in class, the teachers must have the rules, instructions, time management, praises and rewards. These are the following games that can be used to teach English for very young learners: Passing Activity, Shooting Letters, Do What I Say and Not What I Do, Find Someone Who, Miming, Memory, Snowball, Running Dictation, Blindfold, BINGO, Whispering, Guess Who, Find the Difference, Fishing, Hopscotch, Paper Airplanes, Listen-Color, Chopstick, Role-Play, and Musical Chair. All in all, games make the young learners become more active and they are willing to participate during the English lesson.
Lessons from the ♥ of Borneo - TFM Sarawak Regional Event (2015)Jarod Yong
These were the slides I used in the "Lessons from the ♥ of Borneo" workshop during the Teach For Malaysia Sarawak Regional Event 2 on 16 May 2015.
Roughly 30 teachers were involved with the 90 minute workshop.
The slides contain information about my school, concepts, pedagogies & activities focused on engaging low performing students, as well as my experiences/programmes carried out in my remote school.
Read about the workshop here: http://www.jarodyong.com/2015/05/lessons-from-the-heart-of-borneo.html
Fun ways to Teach English for Very Young LearnersHertiki Marsaid
Games play a central role in English lesson. They can be used to give practice in all language skills and be used to practice many types of communication. Games also encourage, entertain, teach and promote fluency. However, as teachers, we have to be aware in choosing the games for our students. Well-chosen games are helpful as they give children a break and at the same time allow them to practice language skills. To make games work in class, the teachers must have the rules, instructions, time management, praises and rewards. These are the following games that can be used to teach English for very young learners: Passing Activity, Shooting Letters, Do What I Say and Not What I Do, Find Someone Who, Miming, Memory, Snowball, Running Dictation, Blindfold, BINGO, Whispering, Guess Who, Find the Difference, Fishing, Hopscotch, Paper Airplanes, Listen-Color, Chopstick, Role-Play, and Musical Chair. All in all, games make the young learners become more active and they are willing to participate during the English lesson.
Lessons from the ♥ of Borneo - TFM Sarawak Regional Event (2015)Jarod Yong
These were the slides I used in the "Lessons from the ♥ of Borneo" workshop during the Teach For Malaysia Sarawak Regional Event 2 on 16 May 2015.
Roughly 30 teachers were involved with the 90 minute workshop.
The slides contain information about my school, concepts, pedagogies & activities focused on engaging low performing students, as well as my experiences/programmes carried out in my remote school.
Read about the workshop here: http://www.jarodyong.com/2015/05/lessons-from-the-heart-of-borneo.html
Teacher Development Workshops and SeminarsLarry Lynch
English as a foreign language teacher training workshops and seminars for EFL teachers at the Santiago de Cali University in Cali, Colombia topics of interest in ELT
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. TOPIC QUESTION
• How can I teach my pupils in Year two English by using
only English in the classroom?
3. THE IMPORTANCE OF TEACHING YEAR 1 - 4
• There are almost a quarter of a million pupils in Year 1 – 4 in Norway today, so
how well they are taught English is a matter of considerable importance (Munden
& Myhre).
• Norwegian pupils do not learn enough English in Year 1, and many teachers do
not speak enough English during the English lessons (Vulchanova, 2015).
• Children learn languages more easily the younger they are.
• Learning by exposure – imitate and try the language out.
• English is best taught in small doses of five to ten minutes in the early years
(Munden & Myhre).
4. EARLY START
12 PRINCIPLES FOR LANGUAGE LEARNING
• Teaching English through English
• English now and then
• Show what words mean
• Learning by doing
• Learning by playing
• Languages in chunks
• Repetitions and routines
• The learning spiral
• Transparency
• English here and there
• Motivation matters
• Smiles and praises
Munden & Myhre, 2015
5. CHOICE OF BOOK
• Correct language level
• Transparent words
• Colourful illustrations as a visual back-
up
• Repeated language patterns
• The book uses a small number of
frequently repeated words
• Introduces key story words on the first
page
• Large font
• Includes a digital resource
Munden & Myhre, 2015
Taylor, G & Ruttle, K.,
2016
6. COMPETENCE AIMS AND LEARNING OBJECTIVES
Competence aims
Language learning:
• use digital resources in experiencing the
language
Oral communication
• listen to and understand words and
expressions in English nursery rhymes, word
games, songs, fairy tales and stories
Culture, society and literature
• express own experiences from English nursery
rhymes, word games, songs, fairy tales and
stories
Learning objectives
• I can say and write a «I can …» sentence
• I can listen (and interact) to a book my teacher
reads
• I can say and write a «It is …» sentence
• I can act and say lines in a roleplay
LK06, 2017
7. LESSON PLAN – YEAR 2
FOUR 20- 30 MIN. LESSONS (60 MIN. CROSS-CURRICULAR)
Lesson Activity Why? Time Learning objective
1. Simon says - Total
Physical Response
Learning by playing and
doing.
Learning chunks:
I can …….
20 minutes I can say and write a «I can …»
sentence
Ticket out the door To asses learning 10 minutes
2. Read the book Listen, interact and learn
new words
15 minutes I can listen (and interact) to a book
my teacher reads
Ipad – Storybook app Read, listen and speak 15 minutes
3. Simon says - Total
Physical Response
Learning by playing and
doing.
Learning chunks: It is …….
20 minutes I can say and write a «It is …»
sentence
Ticket out the door To assess learning 10 minutes
4. Retelling of the book Repeated learning 10 minutes I can act and say lines in a roleplay
Introduction and
Roleplay
Learning by doing 20 minutes
A main focus on learning by playing and doing (Munden & Myhre, 2015, p. 32)
8. VOCABULARY LISTS AND CHUNKS
Nouns
• Bear
• Bed
• Chair
• Porridge
Verbs
• Walk
• Eat
• Sleep
• Sit
Adjectives
• Hot
• Cold
• Soft
• Hard
• Broken
Chunks
• I can ….
• It is ………
9. SIMON SAYS - TPR
Total physical response
• Learning by doing
• Listening, looking, reading, speaking,
moving and doing.
• Preteaching
• Learning new vocabulary
• Repetition
• Language input in the «silent period»
• Instruction language
Munden & Myhre, 201
10. READING THE STORY
• Preteaching
• Introducing the book
• Talk about the books cover (predict)
• Reading the story
• Learn the story by heart
• Bring objects
• Use TPR/signs
• Repeat and point
• Ask questions
• Count
• Can you find the … Munden & Myhre, 201
11. DIGITAL SKILLS
Ipad
• App – Read it yourself
• Listen
• Read
• Record
• Explore
• Differentiate
(Itunes, 2017)
12. ROLEPLAY
• The story is known to the pupils and
is adaptable
• Encourage my pupils to play, explore
and experiment with the English
language
• Develop listening skills and creativity
• Ensure involvement
• Each group will get props and cards
with lines from the play
Munden & Myhre,
2015
13. TICKET OUT THE DOOR
Assessment
• Test your pupils in a non-test
situation
• Write sentences:
• «I can …»
• «It is …»
• Differentiate by letting your pupils
copy sentences from the blackboard
or simply saying the sentence aloud
A checklist when assessing your pupils
• Is the lesson coherent?
• Do the pupils know what they are
supposed to learn?
• Are the pupils active?
• Are they attentive and involved?
• Is the mood supportive and positive?
• Did they learn something new?
• Differentiate
• Round up in a coherent way
Munden,
2014
14. BIBLIOGRAPHY
• Holdhus Sjursen, LR. (2015). Engelsklærere kan for lite engelsk. Forskning.no. Retrieved from:28.05.17
http://forskning.no/sprak-pedagogiske-fag-skole-og-utdanning/2015/02/engelsklaerere-kan-lite-
engelsk
• Itunes. (2014, 13.11). Read it Yourself with Ladybird: Interactive reading practice for beginner readers.
Retrieved from: 28.05.17 https://itunes.apple.com/gb/app/read-it-yourself-ladybird-interactive-
reading-practice/id658289382?mt=8
• LK06: (2017) English Subject Curriculum: ENG1-03: Basic skills. Retrieved from: 26.05.2017
https://www.udir.no/kl06/ENG1-03/Hele/Grunnleggende_ferdigheter?lplang=eng
• LK06: (2017) English Subject Curriculum: ENG1-03: Competence aims after year 7. Retrieved from:
26.05.2017 https://www.udir.no/kl06/ENG1-03/Hele/Kompetansemaal/competence-aims-after-year-
2?lplang=eng
• Munden, J. (2014). Engelsk på mellomtrinnet: A teacher’s guide. Oslo: Gyldendal.
• Munden, J & Myhre, A. (2015). Twinkle Twinkle. Oslo: cappelen Damm Akademiske.
• Taylor, G & Ruttle, K (2016). Goldilocks and the three bears. London: Ladybirds Books Ltd
Editor's Notes
Picture books are fun and motivational. They can lead to extensive reading. Books that might seem childish in Norwegian is not so in English. The story is also familiar to my pupils.
The aims and learning objectives include four of the basic skills: digital, oral, reading and writing.
My main focus will be on oral activity.
Should number 2 and 3 switch places? Shorter lessons because it is recommended from Munden and Myhre. English in smaller portions. The remaining time of the original 60 minute lesson can be used to make props for the roleplay. We can bowls of paper mache, ears and tail, and paint/ draw scenery. I as a teacher can continue speaking English while my pupils work with arts and craft. Shapes, colours, verbs, nouns and prepositions. For home work they can retell the story to someone at home and rehearse lines. Hand out the whole plan. No one will be forced to say lines in the play. We must respect the silent period (Minden and Myhre).
I have compiled a list of words to use while teaching. I also have a pupil that is hearing impaired so I will use signs on a daily basis. This will be helpful for the rest of the class. The words and chunks will be posted on the English wall.
Alternative post-reading activities: Workstations: Make illustrations, Learning vocabulary, Match words with pictures, Say the words in different voices, Guided reading, Board race
Read the book in a small group of 10-11 pupils.
The pupils will use headphones and work/explore on their own.
We will ned props like: bowls, wodden spon, chairs, beds and costumes.
