Authentic sources for listenings and readings.
Teaching Exam Classes. Teacher (educational) Development – An Invitation « Authentic Teaching. What is the purpose of being educated? What’s the point of education? Why do we need a curriculum? Why do we let other people decide what we will study/learn? How often should we change, innovate, abandon, adopt, adapt, etc our educational practices? And based on what? These are maybe unanswerable questions, but for me, questions of this nature should be in the core of anything that leans towards . If you agree with the latter attitude, you’re finished with this piece and would probably be better off here . If you consider thinking/reflecting/discussing/arguing/positioning oneself about questions like the ones above as important as anything else a teacher should be able to do, I invite you to join me in an effort to gather and produce some material that can be used in teacher education.
I’m thinking about short texts, videos, and follow-up questions or tasks, pretty much like an ordinary worksheet or lesson idea that a teacher trainer/developer/educator can use in a session. Like this: The clothes shop. A practical guide to creating learning podcasts: part 3 – editing and distributing your podcast. In </i>*} Post-production It could be that, when you listen to your podcast recording, it sounds great and you’re happy to release it as is. Perhaps you recorded it in a studio and the engineer has supplied you with a perfect master. Even if not, sometimes a ‘rough and ready’ approach is all that’s required and the priority is to get your podcast out as quickly as possible.
Use a tool like Audacity to edit your audio First priority is to delete unwanted ‘takes’, cut out any silences and remove any obvious mistakes. You might like to consider editing in a short piece of music at the beginning and end of your podcast, just like you’d hear on a radio programme. If the audio volume levels in your recording vary too widely, you can either select the offending pieces and raise or lower the volumes, or apply a ‘compression’ effect. If your podcast is lengthy, i.e. more than ten minutes, you might consider chopping it up at this point into a number of shorter ‘episodes’. Distribution Blog Twitter. CLT - Communicative language teaching. Trafalgar 14 Barcelona 08010 Spain | Tel +34 93 268 45 11 | Fax +34 93 268 0239 | training@bcn.ihes.com Abstract Two stories I was observing teaching practice on a pre-service course where the students were a mixed bag of nationalities, including Japanese and Armenians.
The teacher had set an intermediate class a text on earthquakes. In another class of beginners, the trainee teacher was teaching comparative adjectives. These experiences are by no means rare - nor perhaps surprising, given the pressure trainees are often under to "perform" (more on this later). A discrepancy The failure of self-styled "communicative" teachers to provide their learners with opportunities for authentic language use is well documented.
In spite of trendy jargon in textbooks and teacher's manuals, very little is actually communicated in the L2 classroom. Grammar rules, OK? The following comment appeared in a trainee's diary at the outset of a pre-service course at our centre in Spain. I. 1. 2. 3. 4. 5. II. A. Learning Technologies for Business English Teachers.
Teaching with Technology. On Game-Based Learning. A Listing of Instructional Strategies and Methods. Education. Learning and Complex Systems. What I’ve been struggling to say and do. ESL Literature. Tools for teaching Business English. Games for Learning English. On Assessment in TEFL. E-Learning Tools for Education. On Teaching Skills. On Teaching Unplugged. Teachers. ESL Videos, Webinars and Podcasts. Task-Based Learning.