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45+ Quick & Easy Kids Crafts that ANYONE Can Make! Songs | LearnEnglish Kids. How to teach children English using illustrated storybooks. What makes illustrated storybooks such a good resource for teaching young learners of English? The British Council’s Gail Ellis, co-author of a storytelling handbook for primary English language teachers, explains.

Listen to an interview with Gail in our podcast and register for her webinar taking place on Thursday, 2 October. Illustrated storybooks provide an ideal resource for helping children learn English. This is because children love listening to stories. Storybooks present language in familiar and memorable contexts, and high quality illustrations help children understand as they match what they hear to what they see. In this way, children develop their visual literacy and appreciation of art. Why use storybooks in the classroom? Teachers can use storybooks to complement an English language course or as the main teaching resource. Storybooks can meet a variety of learner needs Selecting the right storybook What to consider when reading a story aloud Discovering new storybooks.

I’m Going Back – On the same page. I’m a big fan of All at C, probably the first blog with high quality teaching resources that I started following. Their superb lessons based on the John Lewis ad of the year are a classic in my classroom, so when I watched Heathrow’s Christmas advert a few days ago the first thing I did was to check their site. Call it premature seasonal impatience, but I also couldn’t help but start sketching my own activity as I look forward to further inspiration. Heathrow’s ad is about an ageing teddy bear couple, Mr. and Mrs. Bair, who arrive at the airport and start their journey through it before reuniting with their family.

I’m Going Back.pdf Watch the beginning of the video first until 0:12 and do the first three scenes with the students in order to introduce the characters and the context, and for the students to get familiar with the procedure. Finally, the students make predictions about the end of the video orally and then watch it. Images from, Public Domain. Like this:

Classic Activities Revisited: The Alibi Game | Anglo Centres TEFL, People Teaching People. Level: Pre-intermediate upward. Time: 50-60 minutes. Language Focus: Past Simple and Past Continuous questions. The Alibi Game has become a classic role-play for practicing Past Simple and Past Continuous question forming. Although this task is extremely popular and well-known we find there are still plenty of teachers out there who have not heard of it. Thus, we have decided to offer our own version of this engaging and fun-to-do activity. 1- Set the Scene: You can start by pre-teaching the word Alibi (perhaps through a game of Hangman). 2- Instruct: Tell the class the three suspects are going to go outside the classroom and prepare their stories. 3- Planning the role-play: Send the three suspects out and encourage them to work out the details of their stories. 4- The Game: When both suspects and police officers are ready, send suspects in one at a time. 6- Feedback: Once the game is over comment on how well students performed.

Kahoot! - Login. TeachingEnglish Jukebox. TeachingEnglish | British Council | BBC. Short videos about assessment - Engage in Assessment - University of Reading. Accessibility navigation University Of Reading Engage in Assessment Short videos about assessment Why is assessment important? Assessment design Peer and self-assessment Tips for peer assessment (1:34 minutes) Assessing group work Assessing large numbers of students A tip for assessing large numbers of students (1:48 minutes) Using technology Different ways to assess your students Promoting and measuring student engagement A method for promoting and measuring first-year engagement with modules (4:34 minutes) Things to do now Request or suggest a resource Contact us Page navigation See also Footer navigation © University of Reading Search Form A-Z lists Our website uses cookies.

If you continue to use our site with cookies enabled then we will assume that you are happy for us to set and use cookies. Assessment: Lower Stakes, Raise Retention. Assessment is a hot-button issue in today's K-12 education landscape, especially when one places the word "standardized" in front. But not all tests and exams need raise hackles or blood pressure. Indeed, there is a certain kind of exam that has been shown to increase learning in the classroom without undue dread: low-stakes assessment. Retrieval-Enhanced Learning Henry Roediger III, professor of psychology at Washington University in St. New York Times science writer Benedict Carey, in his book How We Learn (2014), explains why this kind of low-stakes testing, as Roediger puts it, "serves students best" -- answering questions aids in retention. Pooja Agarwal, a postdoctoral fellow at WUStL who oversees such retrieval-enhanced learning (researchers began by calling their studies "test-enhanced learning" but found that word too incendiary for teachers) at a school district in Illinois, points to another positive outcome: 8 Low-Stakes Suggestions 1. 3. 4. 5. 6. 7. 8.

Embedding and Retrieval. Make It Count: Providing Feedback as Formative Assessment. Providing students with feedback on written work can, at times, feel like a burden. Dozens (perhaps even hundreds) of papers clutter your desk, and commenting on each is nearly impossible. Still, we know, both from our experiences and from research, that feedback is essential. John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, believes that feedback must be timely, relevant, and action-oriented. The good news, according to Hattie, is that "students want feedback just for them, just in time, and just helping nudge forward. " To that end, he encourages us to "worry more about how students are receiving your feedback . . . than increasing how much you give. " So how can we provide this kind of feedback -- the kind that students actually listen to, understand, and use -- in a timely manner?

Feedback as Formative Assessment Feedback in Action The tools available for providing feedback continue to multiply. Evaluating speaking. For example, speakers need to pronounce individual sounds clearly, understand the functions of language, and follow the conventions of turn-taking. The second part of this article looks at whether these different elements can be evaluated formally, and what ways there are to do this. In the third part of this article we will look at how these competencies can be evaluated, with specific discussion of the IELTS speaking test. What speakers do Phonological features of speech Following the rules of language Paralinguistic devices Communicative functions Social meaning Conclusion What speakers do Speaking is a complex act with many different elements interacting to produce effective communication. In order to evaluate this skill accurately, we need to identify and isolate each of these elements.

Phonological features of speech Speakers need to be able to produce the phonological features of speech well enough to be understood, and understand them when they hear them. Testing and assessment. It was all made worse by the fact that the chemistry teacher read the results to the whole class, from first to last place. My humiliation was complete. Students can have very negative reactions towards tests and it's no surprise when they too may have had experiences like this. Why testing doesn't work Reasons for testing Making testing more productive Learning from tests Alternatives to testing Conclusions Why testing doesn't work There are many arguments against using tests as a form of assessment: Some students become so nervous that they can't perform and don't give a true account of their knowledge or ability Other students can do well with last-minute cramming despite not having worked throughout the course Once the test has finished, students can just forget all that they had learned Students become focused on passing tests rather than learning to improve their language skills.

"Were the instructions clear? " Richard Frost, British Council, Turkey. Goullier Outils EN. International language standards explained. Giving Student Feedback: 20 Tips To Do It Right - InformED. Approaches to process writing. What is process writing? Why should teachers be interested in a process approach to writing? The changing roles of teacher and students What stages are there in a process approach to writing? Classroom activities The importance of feedback Writing as communication Potential problems Further reading What is process writing? Why should teachers be interested in a process approach to writing? Research also shows that feedback is more useful between drafts, not when it is done at the end of the task after the students hand in their composition to be marked.

The changing roles of teacher and students The teacher needs to move away from being a marker to a reader, responding to the content of student writing more than the form. What stages are there in a process approach to writing? Pre-writing The teacher needs to stimulate students' creativity, to get them thinking how to approach a writing topic. Evaluating, structuring and editing Now the writing is adapted to a readership.

Focusing ideas. Code of professional conduct 08 09 2013 Final. 4.12 writing assessment criteria. Manuela Perteghella | The Creative Literary Studio. Literary translation is here understood to be a highly creative and artistic practice, through which texts are read and imagined, created and made. With the following notes, I want to zoom in on the process of translation as ‘text making’, exploring what it means to translate creatively, and ultimately offering new ways of understanding the unique, multivocal and privileged relationship between translating and translated writer, between the translator-writer-maker and the text. Note number 1. Translation as a literary genre Translation is a literary practice, which makes texts.

And translators, in the words of writer Michèle Roberts, are ‘truly writers, truly makers’ (Roberts 2001, p. xv). I want to argue further that literary translation is not literary just because it engages with and makes literary texts, but rather as translator and academic Clive Scott has clearly put it, ‘it encourages us to explore and initiate new forms, to create new spaces’ (2000, p. xi). Note number 4. Free guides. Nonfiction Literacy and Current Events. Educational Leadership:How to Differentiate Instruction:Reconcilable Differences? Standards-Based Teaching and Differentiation. Learning to learn / Learning to learn / Media gallery / Curriculum stories. I think the essence of learning to learn, for me, is a deep-seated attitude to your own mind, in a way. It’s having believed and become interested in the expandability of your own capacities. Often in everyday language we either have a very crude language or we have a belief that you’re just kind of born, you know, ‘I’m lousy at Maths’ or ‘I can’t draw’ or ‘I’m good at French’ or all that way of speaking implies fixity.

Like, you know I’m just lucky or unlucky with the amount of mental ability and different kinds of mental abilities that they gave me. But what’s now come to be called, I would prefer this terminology, what’s come to be called the emerging science of learnable intelligence, that’s David Perkins phrase, is really showing that there may be fixed limits, there may be some limits for each us which are different about how much we can expand our mental capacity and skillfulness. But those limits are set broadly. 2990. Natcomm. The differences between English and other languages. TeachingEnglish | British Council | BBC. Actions 1. 37 Ways to Help Kids Learn to Love Reading. Posted 03/26/2015 9:46AM | Last Commented 12/29/2015 4:56AM “A reader lives a thousand lives before he dies, said Jojen. The man who never reads lives only one.” ― George R.R. Martin, A Dance with Dragons These are powerful words, and they speak to the power of reading to open doors to empathy, adventure, and learning.

That's why we put together a presentation of some of our favorite ways to help kids learn to love reading, gathered from the contributions of Edutopia's educators and parents. As we compiled this presentation, we noticed four major themes: Choice: Children are more likely to read when their interests are taken into account and they have control of how and what to read.Availability: Opportunities to read should be plentiful and books (and other reading material) available in all the places children visit.Safety & Support: Safe, comfortable reading spaces encourage visitors. You'll find all 37 tips in the presentation below.

Innovating pedagogy 2015. Funds of knowledge. North Carolina classroom demographics are changing at a rapid pace. In the last four years 57 percent of the public school growth has been attributed to Latino students (Kasarda & Johnson, 2006). These Latino students are often immigrants or are born to immigrant parents who have grown up in another country and have very different experiences than their American counterparts.

In order to provide the best possible education for all the students in a classroom teaching practices must reflect an authentic sense of caring for a child in a way that recognizes the importance of knowing about Latino students’ funds of knowledge. Such practice would provide teachers with the tools necessary to better understand and build upon the strengths of their students. For many teachers in North Carolina, who have in the past not worked with students from backgrounds different from their own, this requires a concerted effort. In this unit we will help to answer the following questions: Funds of knowledge.

17. Jostrans home. Leung article. Home > Issue01 > Leung article Assessing Parallel Texts in Legal Translation Matthew Leung, City University of Hong Kong Sarcevic in New Approach to Legal Translation (1997: 71) writes, in connection with parallel legal texts, "While lawyers cannot expect translators to produce parallel texts which are equal in meaning, they do expect them to produce parallel texts which are equal in legal effect. Thus the translator's main task is to produce a text that will lead to the same legal effects in practice". This paper explores the implications of such an approach to the assessment of the 'success' of a piece of legal translation and bilingual legal drafting to (a) general translation theory, and (b) legal translation assessment practice in the academic context.

The preceding quotation would suggest that a judge is in the position of the ultimate judge of the quality of the parallel legal texts. 1. 2. Here then are where the functional approaches come in. 3. 4. 5. 6. Bibliography. The Invisible Subtitler - A Documentary (SDH Subtitles included) Articles. HLT Magazine (September 2001) - Short Article 8. HLT wishes to thank the authors and MET for permission to republish this article.

If you take the view that learning a language is like learning any other subject (history, maths, molecular biology...), and that it is best learned when it has been pre-assembled into bite-sized units (e.g. grammar mcnuggets), then a coursebook seems as good a way as any of delivering the goods. Moreover, if you view language as essentially "out there" – an entity external to the learners and their concerns, interests, desires, and needs – then, again, it probably doesn't matter a lot that the texts in coursebooks are necessarily pre-selected and pre-masticated by the absentee coursebook writer. And if you take the view that the teacher is a purveyor of socially sanctioned norms as to how the language should be organised and used, and that the teacher gains authority by proprietary knowledge of these norms, then a mass-produced coursebook seems a neat way of embodying that authority. 3 Swan, M. 1990.

Обучение 3-4 летних собственных детей (все сообщения темы) - Преподавание английского языка. English Lessons with Alex (engVid AlexESLvid) EnglishLessons4U - Learn English with Ronnie! [engVid] English Lessons with Adam - Learn English with Adam [engVid] Johnny Grammar's Grammar Movies. TeachingEnglish | British Council | BBC. Phonemic chart. Vocabulary activities. My one-to-one student just wants to chat | Recipes for the EFL Classroom. One-to-one Methodology: Ten activities. Teaching English One-on-One: Tips and Tricks for a Perfect Lesson. Worksheets Level 1 | Macmillan English. 21 Ways to Check for Student Understanding - InformED. English teachers, are you asking the right questions?

10 Must Have Items for Teaching Young Learners - ELT Connect. Spinning the Wheel: an Engaging and Productive Speaking Activity. Wheel Decide. English Language Teaching Materials. BBC Learning English | Pronunciation Tips. 3. Integration of Blooms' Taxonomy and Multiple Intelligence in English Classroom --- Rao - The ELT Practitioner. Gardner. Checking comprehension. Netspeak – Search for Words. BBC Learning English - Learning English. Onestopenglish: Number one for English language teachers. Resources for teachers.

TeachingEnglish | British Council | BBC. Forvo: база произношений. Все слова мира, произнесённые носителями. F004 ELT Creativity FINAL v2 WEB. Learn Useful Expressions in English | International House Bristol. Free Online Technology ICT Lessons. Using video in ELT - Jamie Keddie. Nik Peachey - Managing the digital classroom. Nik's Learning Technology Blog.

Mark Oliver: Text chat in the classroom. 25 ideas for using WhatsApp with English language students | Oxford University Press. Carol Read: The secret of working with children. TeachingEnglish | British Council | BBC. Interview with Rod Bolitho Q9: Is there still a role for translation in ELT classroom? Silvana Richardson - Successful Teacher Education: a call for principled glocalisation. From Andragogy to Heutagogy. LearnEnglish | British Council. Lizzie Pinard - Course books in the language classroom: friend or foe? Vicky Saumell - Coursebooks as guides. Engaging Reading Activities with iPads & Other Mobile Devices.

Creating Audio Tasks and Projects with Learners. Create Easy Infographics, Reports, Presentations | Piktochart. ESL Games and Game Board. 1000+ images about Kids' Classroom Games for Learning on Pinterest | Classroom games, English language learning and Game. Level Up! Engaging Students by Having Them Create a Digital Game. Graphicorganizers. Let Them Do it Their Way – Philly Teacher.

Popplet. Bringing Your Textbook to Life: 15+ Tips & Resources. 10 Ways to Adapt a Coursebook Into your Classroom – American TESOL Institute. Beautiful Word Clouds. What the Wordle - a perfect vocabulary game. 52 Interesting Ways to use Wordle in the Classroom - Google Slides. 40 Interesting Ways To Use Word Clouds For Learning.