Week4 linking the parts
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This document outlines the schedule and activities for a class focused on presentations. It includes: checking attendance and materials, reviewing language focus points from previous classes, practicing language focus through exercises, practicing mini-presentations in groups, preparing midterm speeches, and giving in-class mini-presentations. Students are asked to review introductions, differences between internal and external presentations, and language focus transition words. They complete exercises in pairs and prepare short mini-presentations to deliver to their group.
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This document provides guidance for students preparing for the Trinity GESE Grade 4 exam. It discusses the format and tasks of the Grade 4 exam, including an introduction, the language required, selecting a topic, planning the topic points, practicing the topic, and the conversation portion. Students are advised to choose a personal topic they are interested in and can discuss using the required language functions, grammar, lexis, and phonology of Grade 4. They should organize their topic into 4 main discussion points. Sample topic points and questions are provided to help students link their discussion to the required language. Students are told not to write out a script but rather create a mind map to flexibly discuss their topic with the examiner in the 10 minute exam
Teaching101: Teri Balser's workshop at NCBS, Bangalore
Prof. Teri Balser (Curtin University, Perth) talks about what it takes to be an effective teacher in the classroom
Teaching language-skills
This document discusses various approaches to integrating language skills and teaching language skills. It discusses content-based instruction, theme-based instruction, experiential teaching, the episode hypothesis, and task-based teaching as models for integrating skills. It then provides details on teaching listening, speaking, reading, writing, grammar, vocabulary and conversation. For each skill, it discusses relevant research, types of classroom performance, principles for designing techniques, and examples of techniques.
2015 ICELT The art of language learning is old school acquistion at the core
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.
There is much innovative creativity as digital literacy multiplies. The paper will therefore be grounded in a survey of popular language learning applications but will argue that most language applications are really old school at the core. Delivery differs but the process of what happens in our brain when we learn new languages has been known for decades. New capabilities abound, but in essence how language learning aps work is the same as how an effective teacher helps learners acquire another language. Analysis will show how language learning applications use fundamental ideas known to any teaching today or in the last fifty years.
RWL - Literacy Strategies
This document provides an overview of a presentation on academic vocabulary instruction. It discusses the importance of vocabulary instruction, outlines six components and steps for effective instruction, and provides strategies like the Frayer model, concept circles, dice games and list-group-label. The presentation aims to help educators understand research on vocabulary, differentiate between general and academic words, and implement best practices for teaching vocabulary to increase student comprehension and achievement.
the principles of teaching speaking
This document discusses teaching speaking skills in a second language classroom. It begins by outlining the objectives and reasons for teaching speaking, such as its importance for language learning and students' evaluations of their progress. It then defines speaking and describes its features. Next, it defines teaching speaking and the rationale for using communicative approaches and collaborative learning. Some examples of communicative activities are then provided, such as discussions, role-plays, simulations and storytelling. Guidelines for teachers on conducting speaking activities are also outlined.
Writing lessonplans
This document discusses planning effective English as a foreign language (EFL) lessons. It begins with two group activities asking teachers to reflect on what cartoons and their own lesson planning can convey. It then explains the Presentation-Practice-Production (PPP) model of lesson planning and identifies what is missing from this model. The document notes that effective lessons have five parts: preparation, presentation, practice, evaluation, and expansion. It directs readers to watch a video about lesson planning skills and answer questions. Finally, it lists lesson planning steps and resources for additional support.
teaching-language-skills-tefl-ppt.pptx
The document discusses various methods for teaching language skills by integrating the four skills of speaking, listening, reading and writing. It provides examples of different models for integrated skills approaches, including content-based instruction, theme-based instruction, experiential teaching, the episode hypothesis, and task-based teaching. It also discusses strategies for teaching specific skills like listening, speaking and reading, highlighting techniques, principles, and types of classroom activities for each.
F cazabeau M3 U4 A2 PBL
The document outlines a project-based learning lesson for 8th grade French students preparing for a field trip to France. Students will choose topics they want to learn and design their own lesson plans to teach their classmates. They will research their topic, create a lesson document with explanations, vocabulary, media, and a written piece. Lessons will be peer-reviewed, teacher-reviewed, and presented. Assessments will evaluate the process, products, and learning. Potential challenges include time management and ensuring teachability, but opportunities exist for student engagement, learning how to teach and learn, and an improvement cycle through ongoing feedback.
Presentacion ana 0508 part b
This document discusses input and output skills in language learning. It argues that input skills, like understanding written words, should precede output skills like speaking. Output exists if certain conditions are present, like learners being involved and there being a purpose to communicate. Various speaking activities are proposed, like role plays and games, to help students practice pronunciation, grammar and vocabulary. Writing is also important for learning and should not be left behind. Setting up writing activities involves pre-activities to engage students, clear instructions, the writing task, and presentation of results. Assessing writing requires avoiding common errors like lack of context or purpose.
The process of lesson development
This document provides an overview of the lesson development process. It discusses determining language structures and functions, types of lesson plans, and using questioning strategies. The key steps in lesson development are to formulate objectives, determine how to teach the content using strategies and materials, and evaluate whether students are learning with assignments. Language functions are specific uses of language like apologizing or explaining, while structures refer to grammar elements. Lesson plans can vary in detail from skeletal to detailed formats. Questioning can be used to develop lessons through five stages of language acquisition from pre-production to advanced fluency. Developing lessons should integrate multiple intelligences and learning styles.
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Public Speaking & Presentation - Week4 Linking The Parts
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Reading finalreview
The document contains questions that could be used for a PowerPoint Jeopardy game covering topics about American people, geography, history, institutions, and theory. There are 50 questions total organized into 5 categories with point values ranging from 10 to 50 points. The questions cover a wide range of topics testing factual knowledge about American demographics, sports, families in the 1980s, the economy, geography, agriculture, history, government, and more.
Reading week12
This document summarizes a class on American history and geography. It includes an attendance list, a review of American geography, and an introduction to a history frame activity. For the geography review, it lists facts about the US such as having 48 conterminous states, describing regions like the coastal plains, and reviewing largest cities and industries. It then introduces a history frame activity where students will work in pairs to create a frame summarizing a section of American history, such as colonial America, before presenting to the class.
Reading week10
- The document summarizes a class on American geography that included a review of American families, leisure/sports trends, and views of college students. It also covered changes in the music/economy and had students complete a KWL chart on American geography.
- The class then covered important geographic facts about the US, including details on the 50 states, coastlines, mountain ranges, rivers, climate, natural resources, transportation methods, main industries by region, and agriculture.
Reading week9
This document provides information about American culture in the 1980s-1990s based on a class reading. It includes statistics on increasing single parent households, changing family expenditures, and declining dog but rising cat ownership. A survey found swimming and walking were the most popular participation sports for men and women respectively. The document also outlines college students' views on issues and debates around objectionable music. Finally, it contrasts the economic growth of the 1980s with rising debt, inequality, and poverty.
Reading week5
The document outlines the schedule for a class on British geography and history. It includes an attendance check, presentations, a review of reading strategies and the Cornell Note Taking System. Students will work in groups to identify key time periods in British history and take Cornell notes on two sections, then create a class timeline of important events.
Reading week4
This document provides an overview of a class on British geography. It includes a review of reading strategies, a discussion of physical features like mountains and rivers, and human geographic topics such as urbanization, immigration trends, and new town development. The class involves exercises on these topics and teaches the Cornell note-taking method to help students organize information from the lecture.
Reading week3
- The document outlines the topics and activities covered in a class about British and American culture.
- It introduces 6 reading strategies - predict, clarify, visualize, ask questions, make connections, summarize - and provides examples of how to apply each one.
- The class will include think-pair-share and small group activities where students practice applying the reading strategies to different texts about topics like leisure/sport and young people in Britain.
Advpres week3
Today's English public speaking class covered several topics related to structuring and delivering presentations. The class included partner and small group discussions, listening exercises to practice comprehension, and learning formal and informal expressions for presentations. Students also learned the WISE formula for introducing topics - Welcome the audience, Introduce yourself, Say the topic, Explain the relevance - and practiced structuring presentations by ordering sentences in a logical flow and filling in transition words.
Reading british & american culture syllabus thurs.2014
This syllabus outlines a course on British and American culture that will be taught on Thursdays. Students will learn reading strategies and explore various aspects of the two cultures through a textbook, newspaper articles, and a novel. Assessment will include tests, presentations, a news portfolio, book club participation, and professionalism. The course aims to improve students' reading comprehension, knowledge of British and American culture, and English proficiency.
Reading british & american culture syllabus wed.2014
This course syllabus outlines a reading course focused on British and American culture. Students will learn reading strategies and discover aspects of the two cultures through a textbook, newspaper articles, and a novel. Assessment is based on professionalism, participation in a book club, a news portfolio, article discussions, a midterm exam, and a final exam. The course will cover topics like the British and American people, geography, history, and institutions through in-class presentations and independent study days.
Syllabus2014
This advanced English public speaking course focuses on self-discovery through creative presentations. Students will build confidence and proficiency by transforming written work into dynamic oral presentations. The course aims to help students speak with energy, adapt writing for oral presentations, and present information clearly. Students will be assessed through prep sheets, quizzes, in-class and longer presentations. Professionalism is expected as students engage fully with course material.
Finalreviewanswers
The document contains a list of disconnected words and phrases related to various topics including human resources, international markets, ethics, leadership, and competition. It also includes some grammatical terms and structures like conditionals, tenses, clauses, and example job interview questions. The overall content and meaning is difficult to discern due to the fragmented and random nature of the information provided.
Week13 competition
This document provides a summary of the final chapter of a business English class. It includes reviews of ethics and leadership vocabulary, grammar tenses, and case study examples. Exercises are included to review competition vocabulary, a comparison of McDonald's and Starbucks strategies, and language usage. The homework assignment is to create a one page review sheet summarizing one unit from the Cultures~Competition course and exchange them in a study group for participation points.
Final review
This document appears to be a PowerPoint presentation with multiple choice questions and short answer questions about various topics including: cultures, resources, markets, ethics/leadership, competition, job interviews, resumes, negotiations, storytelling, idioms, and the passive voice. The questions cover vocabulary, grammar, common expressions and scenarios assessed in different formats including fill-in-the-blank, matching, and short discussions.
Week 12 ethics.leadership
This document contains the notes from a Business English class. It includes:
- An attendance/homework check and review of international markets topics like open vs protected markets.
- A vocabulary activity identifying honest and dishonest words.
- A language review activity using past tenses to tell a story.
- Exercises about leadership styles and defining vs non-defining clauses.
- An assignment to prepare a short presentation using "useful language" and complete vocabulary and grammar homework.
Week 12 putting it all together
This document provides an overview and agenda for a public speaking and presentation class. The class will include a review of asking questions politely and avoiding answers. It will focus on language aspects like tempo, volume and articulation. Examples will be shown from Oprah Winfrey and Steve Jobs presentations. A golden checklist for presentations will be reviewed. Students will then have a turn practicing an introductory presentation with advice for new students, focusing on strong delivery skills.
Week 11 international markets
This document provides an overview and review of key topics relating to international markets and trade. It begins with a fill-in-the-blank exercise about proper resume content. Next, it reviews common verbs followed by infinitives and items not typically included on American resumes. Five tips for job interviews are also listed. The document then introduces vocabulary relating to open and protected markets. Steps for successful negotiation are reviewed along with example conditional sentences. Finally, homework involving vocabulary, grammar, and skills exercises from the document is assigned.
Week 10 employment
This document provides an overview of the topics and activities covered in a week 10 business English class about human resources. The class included reviewing vocabulary, resumes, interviews, and a case study. Students practiced resume writing, discussed sample resumes, acted out job interviews, and reviewed grammar rules around gerunds and infinitives. The homework assignment was posted on Facebook.
Week9 culture
1) The class covered vocabulary, reading, language review, skills and games, and midterms.
2) Students practiced vocabulary exercises in pairs and discussed answers. The language review covered advice, obligation, and necessity.
3) Students completed reading and language exercises in pairs and presented to other pairs. They also played a skills game from the textbook. Homework was assigned.
Midterm reviewanswers
1) The document discusses various marketing and advertising strategies and terms including brand awareness, product placement, market segments, and describing trends.
2) It provides monetary amounts and examples of how companies spend on different advertising tactics like billboards in city centers or on motorways.
3) Key terms are defined such as brand image, product launch, and market segment, with examples given of how each applies to different companies and products.
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Week4 linking the parts
- 2. Today’s Class • attendance and prep sheet check • review • language focus • language focus practice • presentation practice BREAK • mini-presentations • midterm speeches • in-class presentation
- 3. Team up! It’s review time! Question #1 Do you remember the language focus points “introducing yourself and your talk?” Shout out as many as you can now! Remember the headings: - Greeting, name, position - Title, subject - Purpose, objective - Length - Outline, main parts - Questions - Reference to the audience
- 4. Review Question #2 What is the difference between an internal presentation and an external presentation? Question #3 What are the 4 main points that should be included in an introduction? Attention Getter – story, quote, question, unusual statement, shocking statistic, humor, prop Credibility Specific Purpose Thesis
- 5. Talk / Say / Speak / Discuss
- 6. Language Focus - take out your prep sheets and lets review - in pairs, complete exercise 1 on page 20 ANSWERS: e)3 f)4 g)7 h)1 i)5 j)2 k)6
- 7. Language Focus Practice In PAIRS, go through exercise 3 on page 21 ANSWERS: d)by the way e)for example/in particular f)firstly, secondly g)however h)for example/in particular i)similarly j)but k)in fact/actually l)as a result m)however
- 8. Presentation Practice • Prepare a mini-presentation, something along the lines of page 22 • You can use one of these, or make up a relevant topic for your group • Try to get everybody in your group to participate in the presentation • Don’t forget to HAVE FUN!
- 9. Midterm Speeches • Did you choose a topic? • Open your books to page 18 • Create a mind map for your midterm speech OR outline http://www.slideshare.net/practic alenglish/feedback-5989774