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Videos can be an effective tool for teaching and learning English (or, for that matter, any academic subject) if used strategically and not as a "babysitting" device. My colleague Katie Hull Sypnieski and I wrote a previous post for Edutopia titled Eight Ways To Use Videos With English-Language Learners that shares instructional strategies for many kinds of clips. Here are a few of my favorite videos to use with those exercises. Video Playlist: Resources for English-Language Learners Watch the player below to see the whole playlist, or view it on YouTube. Mr. More Resources on How to Teach ELLs With Video For more sources of good videos designed for English-language development, and for ideas on how to use them, visit these websites: The Best Popular Movies/TV Shows For ESL/EFL (& How To Use Them) is an exhaustive collection that I've developed. Related:  PedagogyGood sites 2

Eight Ways to Use Video With English-Language Learners This blog was co-authored by Katie Hull Sypnieski. This post is excerpted from their new book, The ESL/ELL Teacher's Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels. "I like the way you use videos with us -- you get us moving, talking, writing and speaking. We can think of far worse things a student might say to us, and John's comment demonstrates our perspective on using video with English-Language Learners (and, for that matter, with all students) -- research and our experience show that it can be a very effective learning tool, but it has to be used as an active one. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 1. "Critical Pedagogy" is the term often used to describe a teaching approach whose most well-known practitioner was Brazilian educator Paulo Freire. Describe what you see: Who is doing what? 2. 3. 4. 5. 6. 7. 8.

La Mansion del Ingles. Curso de Ingles Gratis. Gramática inglesa Where Do English Language Learners Fit Into the Ed Tech Revolution? English Language Learners are a growing yet underserved segment of the U.S. student population, and teaching these diverse learners presents teachers with a host of unique and very complex challenges. ELL teachers regularly employ a variety of specialized and unique teaching strategies and best practices aimed at helping their students acquire English and thrive academically. Yet when ELL teachers look to the ed-tech world for novel solutions that specifically address their students’ needs, they often come up empty-handed. As the ed-tech scene has exploded in recent years, most teachers can find apps, tools and resources for nearly every grade level, subject area and skill imaginable. This raises an important question: Why? Despite the lack of dedicated tech tools for ELLs, some teachers have taken to repurposing various apps and other digital resources in creative and useful ways that help their students acquire the language. The Complexities of Teaching ELLs Ed Tech’s Role Newsela

Universal Design for Learning: An Introduction Universal Design for Learning aims to make modifications in three broad areas that together deliver a programme that will best meet the needs of all learners. In each area the barriers to success are identified and where possible removed or minimised. UDL identifies three essential Neural Networks that combine to produce effective learning, each network as a corresponding place in the learning process. Present information and content in different waysDifferentiate the ways that students can express what they knowStimulate interest and motivation for learning Universal Design for Learning is about identifying the needs of all learners and then planning to deliberately meet these needs. Is UDL just making things easier, too easy? No. In some cases the barrier to learning may be that the intended task was too easy for the student. How can I learn more? CAST is the ideal starting point for an exploration of UDL and for resources to guide the development of programmes.

IELTS listening guide Understanding IELTS listening Easy to harder The questions start off easy with listening to in a social context (like checking in at a hotel) and get slowly harder until you get to an academic lecture One people and two people speaking Note also that you must listen to both one and two people speaking - this can make it harder It is important that you spell all the answers correctly - any wrongly spelled answers are marked as wrong Time to read the questions first You are given time before each section to read the questions You should use this time to think about what you are going to listen to and think what the answers might be Time at the end to fill out the answer sheet You are given 10 minutes at the end of the test to fill out your newer sheet - use this time to make sure your answers are correctly spelled and grammatically correct

Online & Blended Learning: Language Learnin... | Teachability The portability of a tablet makes it easy to learn on the go. Students using their own personal device or spending time with an iPad in school can benefit from the many educational apps available in the Apple App Store. Children learning a new language can access tons of apps that support language acquisition. These apps combine visuals, audio cues, colorful images and games to grab the attention of students and help them understand the meaning of new words. Kids’ Vocab - Mindsnacks This app is engaging and addictive, with tons of games to help students master the English language. Duolingo With Duolingo students can choose between a handful of different languages including Spanish, French and German. Rosetta Stone You might already be familiar with Rosetta Stone’s language learning program. Knowji The Knowji folks have a handful of different apps that help students learn another language. What are your favorite language learning apps?

20-Time In Education Inspire. Create. Innovate. previous writing and grammar lessons on My English Teacher .net and MyEnglishTeacher.net Tenses The Present Perfect and The Difference Between The Present Perfect and The Simple Past The Present Perfect Progressive and The Difference Between the Present Perfect and the Present Perfect Progressive The Past Perfect Tense The Past Perfect Progressive Are "Will" and "Be Going To" The Same? The Future Perfect and Writing New Year's Resolutions The Future Perfect Progressive Describing and Descriptions Making Your Writing More Interesting, Part I: Adding Adverbs to Your Writing Adjective Clauses and Adjectives Using When and Where in Adjective Clauses Using Whose in Adjective Clauses Adjectives and the Order of Adjectives Before the Noun Punctuation Marks Using Semicolons (;) Using Commas and Rules for Commas (,) What Is a "Colon" (:) in English grammar? Using Quotation Marks (" ") Dashes (-) Apostrophes (') Phrases and Special Words Common Phrases and Change/Same Direction Phrases Showing Unexpected Results and Different Words for Unexpected Results Correct Word Usage Gerunds and Infinitives, Part I

LatinAmArt My goal was to create an engaging activity for my elementary Spanish students. Part of any good World Language curriculum includes activities about the cultures of the Spanish-speaking world. Another: the geography of the Spanish-speaking world. STEP 1: A simple "artists of Latin America" search gave me names of artists. STEP 2: Using Jigsaw Planet I created jigsaw puzzles of the artworks. STEP 3: Using Thinglink, I uploaded a map of Latin America and attached links to the jigsaw puzzles in the countries where the artist lives/creates. STEP 4: Tackk allows users to embed the URL of Thinglink so I embedded the Thinglink with the map of Latin America and links to jigsaw puzzles. STEP 5: I always give my Tackks a customized title so students, their families, my colleagues and my Professional Learning Community can more easily find them. STEP 6: Tackk allows users to send messages directly the Tackk creators. STEP 7: Sharing is caring, right?!? 1. 2. 3. 4.

The Thinker Builder: Step In, Step Out: A Strategy for Thinking Deeply About Text You're sitting at your guided reading table, your little group gathered around you, wide-eyed. Or are you the one who's wide-eyed? Sure, you know what you're doing, but maybe right now you're thinking your lesson plan doesn't fit the book like you thought it would. Or that maybe your lesson plan is just lame. Or maybe you don't have a lesson plan and are winging it (oh, come on, we've all been there). "Boy, I could really use a mini-lesson right now," you think. Here's something to try: I call it the "Step In - Step Out" strategy. Step In! Asking students to "step in" to the story means that students enter the world of the story to analyze the choices the CHARACTERS make. Why did this character make this choice? Step Out! Asking students to "step out" of the story means that students look at the story as a piece of writing, and analyze the choices the AUTHOR makes. Why did the author decide to write this part? Let's get back to your lesson. "Let's go back to when Sue Ellen went to the park.

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