This document discusses using Shakespeare's works and new technologies in an English for Academic Purposes classroom. It provides context about the course and syllabus, which covers literature, literary criticism, and academic writing. It then gives examples of activities using Henry V and Othello, such as having students watch film clips and discuss adaptations. The document advocates integrating technologies like YouTube, podcasts, and online discussions to extend classroom learning. It acknowledges technologies have limitations but can engage students if used accessibly and to match learning objectives.
E-learning Examples from LSE LanguagesMatt Lingard
A short presentation given at a Staff Development session at Imperial College on Tuesday 3rd March 2009 - Developments in e-Learning at Imperial: The Department of Humanities
E-learning Examples from LSE LanguagesMatt Lingard
A short presentation given at a Staff Development session at Imperial College on Tuesday 3rd March 2009 - Developments in e-Learning at Imperial: The Department of Humanities
Creating and adapting teaching materials for sharing workshop 11_march2013_up...SarahG_SS
My (introductory) half of a workshop aimed at postgraduate students interested in creating and adapting teaching materials for sharing. This presentation was to introduce the concept of open education and OERs. (Please note: I have provided links to the two videos, not embedded them, please watch them via the links.)
Framework and methods for integrating gender in REDD(+) - Delia Catacutan (IC...IIED
Presentation on Framework and methods for integrating gender in REDD(+) by Delia Catacutan (ICRAF) for a workshop on Gender and Environmental Change held by IIED in London, UK on 17-18 March 2014. For more info: http://iied.org/gender
Adapting published materials can help teacher develop their methodology. Besides, the presentation gives more details on materials for General English.
Jenny Bixby and Joe McVeigh present tips and procedures for designing reading activities for ESL/EFL students. Download the accompanying Word handout at www.joemcveigh.org/resources
Choose ONE question from the supplied list of topics (see below) a.docxmccormicknadine86
Choose ONE question from the supplied list of topics (see below) and write a 1,200 word essay in response to that question. Your essay might discuss, analyse, argue, expose or apply a problem or idea in the text, or it might take a combination of these approaches. The type of essay that you write will partly depend on the question you choose, so choose wisely.
Your essay will focus primarily on ONE text from the course.
You should come up with a title for your essay.
Use a minimum of TWO academic sources from beyond the course to support your discussion or case. (You may refer to more than two but be careful not to overload your essay with too many sources.)
You may briefly refer to other set course texts in passing but you cannot write on such texts at length.
This is a formal piece of work which needs to comply with the conventions of academic orthography (including correct spelling, capitalisation, punctuation, paragraphing, quotations and citation).
Your essay must use Chicago, MLA or APA referencing.
You have a 10% leeway on the word count with this assignment. (Your essay can be up to 10% under or 10% over.) The word count excludes the information supplied in footnotes and/or in the bibliography or list of works cited and should be noted at the end of the essay.
You may include carefully chosen images or diagrams if these assist you in developing your essay’s case.
Formatting:
Your essay needs to be typed in a plain, 12-point font (Times New Roman, Garamond, Bell MT, Arial or Calibri) with 1.5 or double spacing. Pages should be numbered and the word count should be noted at the end of the essay.
Evaluation criteria:
The following criteria will be used in grading your submission:
· Is the essay written in a formal register?
· Does it make correct and consistent use of orthographic conventions such as spelling, punctuation and capitalisation?
· Is it correctly formatted?
· Does it meet the overall word count (plus or minus 10%)?
· Does it respond directly to the essay question?
· Does it demonstrate thoughtful understanding of this question?
· Are the ideas clearly-expressed and well-organised and well-developed?
· Is there a visible thesis which is linked to a line of discussion or argument running through your essay?
· Does the essay cite the required number of sources in appropriate ways?
Learning objectives:
This essay task is designed to develop and test your ability:
· To write a well-structured essay in lucid English prose
· To identify and engage with academic sources from beyond the course reading list
· To reference all cited work and present coursework according to the specifications of an assignment
It supports the following course outcomes:
· to grasp the purpose of a text, its audience and the case it makes
· to read and respond to academic and non-academic texts that deal with a range of topics
· to understand the effects produced by different types of grammatical and stylistic expression within your own writing and t ...
Creating and adapting teaching materials for sharing workshop 11_march2013_up...SarahG_SS
My (introductory) half of a workshop aimed at postgraduate students interested in creating and adapting teaching materials for sharing. This presentation was to introduce the concept of open education and OERs. (Please note: I have provided links to the two videos, not embedded them, please watch them via the links.)
Framework and methods for integrating gender in REDD(+) - Delia Catacutan (IC...IIED
Presentation on Framework and methods for integrating gender in REDD(+) by Delia Catacutan (ICRAF) for a workshop on Gender and Environmental Change held by IIED in London, UK on 17-18 March 2014. For more info: http://iied.org/gender
Adapting published materials can help teacher develop their methodology. Besides, the presentation gives more details on materials for General English.
Jenny Bixby and Joe McVeigh present tips and procedures for designing reading activities for ESL/EFL students. Download the accompanying Word handout at www.joemcveigh.org/resources
Choose ONE question from the supplied list of topics (see below) a.docxmccormicknadine86
Choose ONE question from the supplied list of topics (see below) and write a 1,200 word essay in response to that question. Your essay might discuss, analyse, argue, expose or apply a problem or idea in the text, or it might take a combination of these approaches. The type of essay that you write will partly depend on the question you choose, so choose wisely.
Your essay will focus primarily on ONE text from the course.
You should come up with a title for your essay.
Use a minimum of TWO academic sources from beyond the course to support your discussion or case. (You may refer to more than two but be careful not to overload your essay with too many sources.)
You may briefly refer to other set course texts in passing but you cannot write on such texts at length.
This is a formal piece of work which needs to comply with the conventions of academic orthography (including correct spelling, capitalisation, punctuation, paragraphing, quotations and citation).
Your essay must use Chicago, MLA or APA referencing.
You have a 10% leeway on the word count with this assignment. (Your essay can be up to 10% under or 10% over.) The word count excludes the information supplied in footnotes and/or in the bibliography or list of works cited and should be noted at the end of the essay.
You may include carefully chosen images or diagrams if these assist you in developing your essay’s case.
Formatting:
Your essay needs to be typed in a plain, 12-point font (Times New Roman, Garamond, Bell MT, Arial or Calibri) with 1.5 or double spacing. Pages should be numbered and the word count should be noted at the end of the essay.
Evaluation criteria:
The following criteria will be used in grading your submission:
· Is the essay written in a formal register?
· Does it make correct and consistent use of orthographic conventions such as spelling, punctuation and capitalisation?
· Is it correctly formatted?
· Does it meet the overall word count (plus or minus 10%)?
· Does it respond directly to the essay question?
· Does it demonstrate thoughtful understanding of this question?
· Are the ideas clearly-expressed and well-organised and well-developed?
· Is there a visible thesis which is linked to a line of discussion or argument running through your essay?
· Does the essay cite the required number of sources in appropriate ways?
Learning objectives:
This essay task is designed to develop and test your ability:
· To write a well-structured essay in lucid English prose
· To identify and engage with academic sources from beyond the course reading list
· To reference all cited work and present coursework according to the specifications of an assignment
It supports the following course outcomes:
· to grasp the purpose of a text, its audience and the case it makes
· to read and respond to academic and non-academic texts that deal with a range of topics
· to understand the effects produced by different types of grammatical and stylistic expression within your own writing and t ...
Ang Wee Jin_MEL924_Assignment 3_Teaching Poetry Moves.pptxXavierHarker1
In the spirit of World Literature, Poetry Moves (ed. Esther Vincent et.al) functions effectively as an anthology of poems depicting Southeast Asian writers and their real struggles with Postcoloniality and other aspects/challenges of life surmounting them. We focus especially on three poems dealing with language and identity, namely from Sujata Bhatt, Esther Vincent and Carol Ann Duffy.
eMargin Presentation given to Skills Funding AgencyRDUES
Presentation on the eMargin collaborative text annotation tool given to the Skills Funding Agency. Also contains description of AHRC Knowledge Transfer Fellowship project, working with A Level English Language students.
For Writing Project sites with invitational summer institutes participating in the E-Anthology, it is especially helpful if new teacher-consultants become familiar with the appearance and functionality of the forum before they post in it. Once familiar with the possibilities found in the forum, teacher-consultants can then select those aspects of the forum that interest them.
This is an introduction to the Postgraduate Certificate in Teaching English for Academic Purposes - a distance learning programme developed by the English Teaching Unit and the School of Education at the University of Leicester.
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter 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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
1. Will & the Web
Shakespeare and the Internet
Chris Lima, Open University
IATEFL 2013
2. Overview
Context and syllabus
Using literature and new technologies
Activities: Henry V
Activities: Othello
Extending classroom discussions
Questions
Links and bibliography
3. My Context
English for Academic Purposes
Undergraduate
Erasmus / Study Abroad Programme
B2 / C1
Two free-standing terms
Two-hour session once a week
Ten-week terms
Two academic essays
Credit bearing modules
4. The syllabus
Language – literature – literary criticism
Four skills (reading +)
Academic writing
Four genres
Text - Performance
Independent learning
5. ‘It is meat and drink to me’
As You Like It
Make technology part of your everyday teaching
Make it part of your lesson
Make it match your objectives
Make it simple
Make it engaging
Make it accessible
Make it feasible
Make it part of the homework
6. ‘It’s all one to me’ Troilus and Cressida
YouTube
Podcasts
Google images
Shakespearean websites
E-texts
Blogs
Social media
Discussion forums
Online glossary
Concordances
Scholarly databases
VLE
Apps
7. What calls your attention?
Message Setting
Language Acting
Clothes
Colours
Music
11. Find out
What are the main Circle at least 10
messages in both key words that are
speeches? used in both texts.
How similar is the Underline at least 5
language they expressions or
use? phrases that have
similar meaning in
both texts.
12. What would you do if
one of your best friends
told you that your
boyfriend/girlfriend is
cheating on you?
14. Discuss
Isit easier to understand the dialogue
after you watched it performed?
Why do you think Branagh has adapted
the text?
How do the changes affect your
understanding of the scene?
15.
16.
17.
18.
19.
20. ‘Too much of a good thing’
As You Like It
The Works
Playing (with) Shakespeare
Academic sources
Resources for teachers & students
Online Reading Group
21.
22. ‘All that glitters is not gold’
The Merchant of Venice
Technology can be unreliable
Technology does not replace reading
Technology does not replace the theatre
Technology does not replace thinking
Technology does not teach for you