Article: Planning CLIL lessons
By John Clegg To overcome the language barrier, CLIL teachers need to plan their lessons to include language support as well as content teaching. John Clegg explores the strategies that can be applied. Teaching in L1 If you teach a subject in the first language (L1) of your learners – or in a language in which they are fluent – there are some things which you normally feel you can count on. a) Basic language ability Most teachers feel they can count on their learners being able to use the language of learning; in other words that they can talk without struggling with vocabulary and syntax; that they can listen with reasonable understanding to people talking at some length about a topic; and that can read and write at least at a minimally skilled level. If you teach your subject in a second language (L2), you know that you normally can’t count on these things. b) Academic language proficiency The truth is that schools don’t often teach these skills explicitly. Teaching in L2
A few weeks ago, I was reading a post on Ceri’s blog and stumbled across a picture of some Cuisenaire rods. I made a quick comment on the post, and Ceri asked me if I would like to write a joint post on how we use them. Ceri is a respected ELT writer and inspirational teacher and it’s an honour to be able to blog with her for a newbie like me. It’s the first attempt at cross-posting and blogging together for either of us: hope you like the results! Ceri’s story I bought my box of cuisenaire rods in 1989 when I was doing my induction to the Dip TEFLA (as it was known then) at IH Hastings. Recently I dusted them off and used them in class. Inspired by her enthusiastic response , I took them into my adult class the next day. In the second lesson I introduced them to the rods for language practice using an activity I’d seen modelled back in that lesson in Hastings. After this, everyone of us made a figure and we explained how to make it and the other classmates tried to find out .” Hi Ceri!
Английский язык : список лучших ресурсов по изучению Английского Языка
2 Great Web Tools for Classroom Management
March 23, 2014 Classroom management can sometimes be a daunting task particularly to new teachers.Though there is no ready made recipe or silver bullet to solve all problems related to classroom management, experience and practice remain essential assets for gaining more insights into what works and what does not work in a classroom setting. Technology too can give a hand with classroom management and there are several web tools designed specifically to assist teachers in managing their classrooms. I have already talked about some of these web tools in an earlier post here in Educational Technology and Mobile Learning. Today, however, I am sharing with you another two web tools which I deem very important for a better management of your class and student behaviours. 1- Class Dojo ClassDojo is a classroom tool that helps teachers improve behavior in their classrooms quickly and easily. Key features ClassDojo provides to its users include: Watch this video to learn more about Class Charts .
A framework for planning a listening skills lesson
In this article I intend to outline a framework that can be used to design a listening lesson that will develop your students' listening skills and look at some of the issues involved. The basic frameworkPre-listeningWhile listeningPost-listeningApplying the framework to a songSome conclusions The basic framework The basic framework on which you can construct a listening lesson can be divided into three main stages. Pre-listening, during which we help our students prepare to listen.While listening, during which we help to focus their attention on the listening text and guide the development of their understanding of it.Post-listening, during which we help our students integrate what they have learnt from the text into their existing knowledge. Pre-listening There are certain goals that should be achieved before students attempt to listen to any text. These are motivation, contextualisation, and preparation. Post-listening There are two common forms that post-listening tasks can take.
Classroom Activities for 1:1 & BYOT | Talk Tech With Me
In February, our district will begin state testing. Once testing begins, there will be at least one grade level in at least one school in our district testing every single school day until May. This big span of time marks the third round of testing this year. We are not alone. Toss that around in your head for a minute or two. I’ll spare you my soap box about too much testing and where the focus has gone in education; you likely feel the same way (if you’ve got some time, or you’re just as passionate as I am about these issues, I do suggest you head on over to Nancy Chewning’s blog response to TIME Magazine’s Rotten Apples article that was featured in the Washington Post). Teachers are working so hard not to teach to the test, while at the same time making sure students are as prepared as possible for the tests- the scores of which will directly impact their own livelihoods. Take the following example. We learn through experience. So what do you think? Tech To You Later! Like this:
English 4 Kids: Английский для детей | Английский для детей. Обучающие материалы: игры, видео, аудио, стишки, раздаточные материалы
Motivation for learning araştırma sonuçları
English-Portuguese Glossary about Vegetables
alfalfa sprouts (Medicago sativa) - alfafa arracacha (Arracacia xanthorriza) - mandioquinha, b atata-baroa arrowroot (Maranta arundinacea) - araruta artichoke (Cynara scolymus L.) - alcachofra arugula, rucola (Eruca sativa L.) - rúcula asparagus (Asparagus officinalis L.) - aspargo aubergine (eggplant in the US) (Solanum melongena) - beringela barley (Hordeum vulgare L.) - cevada basil (Ocimum basilicum L.) - manjericão bay leaf (Laurus nobilis L.) - louro bean sprouts (Vigna radiata L.) ou (Phaseolus aureus Roxb.) - broto de feijão beet, beetroot (Beta vulgaris L.) - beterraba bell pepper, sweet pepper (Capsicum annuum L. var. annuum) - pimentão amarelo, pimentão vermelho black beans (Phaseolus vulgaris L.) - feijão-preto broad beans, fava beans (Vicia faba L.) - favas broadleaf wild leek, wild leek, leek, elephant garlic (Allium ampeloprasum L.) - alho-porró, alho-poró, alho-porro broccoli (Brassica oleracea L. var. italica Plenck ) - brócolis cabbage (Brassica oleracea L. var. capitata) - repolho
Myths in Education, or How Bad Teaching Is Encouraged | Moments, Snippets, Spirals
“Opinions don’t affect facts. But facts should affect opinions, and do, if you are rational.” (Ricky Gervais) I thought I would not have to blog about these fads again but it seems they have the strange ability to be reborn every single year and surface in professional development courses as well as in tweets, blog posts, and conversations within the education community. The reasons are different, ranging from ignorance to vested interests, but the effect is the same: poorer teaching. And no, you are not a bad teacher because you used them but you are a less effective one. Let’s see these monsters in their entire splendor: The Cone of Learning / The Learning PyramidLearning StylesRight-Left BrainBrain GymBrain-Based LearningMultiple Intelligences The Learning Pyramid – a complete bogus Where does it originate? Where did the percentages come from? References: The Learning Pyramid Deception, Institute for Learning Professionals Will Talheimer, PhD – People Remember 10%, 20%…Oh, Really? I know.