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Course planning

Course planning
Pre-service teacher training courses typically focus on the detailed planning of a 40 minute or 60 minute lesson and don’t focus attention on how to go about planning a much longer scheme of work. This is also an important area to consider though, because most teachers are involved in teaching courses, which may typically last anywhere between 30 and 120 hours. The aim of this article is to share some of the conclusions of a recent project I was part of, with the hope that it might enable other teachers to plan a little faster too! Why do we plan our lessons? I think that most teachers plan lessons in order to feel more confident in the class itself. If we know what we’re trying to achieve in the lesson, we are freed up to spend more time with the learners rather than worrying about our next step. When it comes to planning a whole scheme of work, it is important to ensure there is a balance of different skills work over the course. Why, What and How? What about the ‘How’? Keeping it fresh

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Katherine Bilsborough: Lesson plans – less is more You can travel without a list of course but you will avoid a few problems if you spend a bit of time planning – not a whole week though. That would be silly. A few minutes should be enough. Pre-empting problems will bring peace of mind and when it comes to teaching, this is a major defence against burnout and work stress. New teachers who have had training will have been evaluated and assessed on their lesson plans. Lexical notebooks or vocabulary cards? As far as vocabulary learning is concerned, it is important to record new language in a way that is memorable and manageable. To this effect, I have always encouraged my students to keep a lexical notebook to record new lexis which comes up in class. Lexical notebooksA lexical notebook is different from a vocabulary notebook where you merely write new words in alphabetical order alongside their L1 translations. The idea behind a lexical notebook is to organize new lexis in a way that would closely resemble the way it occurs in the real language.

Artist Flash Cards - Famous Painters Artist Flash Cards List of Painters: Sandro Botticelli – The Birth of Venus, Mary Cassatt – Breakfast in Bed, Paul Cezanne – Still Life with a Curtain, Salvador Dali – The Persistance of Memory, Leonardo da Vinci – Mona Lisa, Jan van Eyck – Portrait of Giovanni Arnolfini and His Wife, Paul Gauguin – The Yellow Christ, Vincent van Gogh – The Starry Night, Keith Haring – Mother Holding Baby, Frida Kahlo – Las Dos Fridas, Wassily Kandinsky – Farbstudie Quadrate, Gustav Klimt – The Kiss, Roy Lichtenstein – Girl With Hair Ribbon, Henri Matisse – Open Window, Collioure, Claude Monet – Poppies, Edvard Munch – The Scream, Georgia O’Keeffe – Red Cannas, Pablo Picasso – Three Musicians, Jackson Pollock – Convergence, Pierre Auguste Renoire – The Luncheon of the Boating Party, Rembrandt van Rijn – Storm on the Sea of Galilee, Diego Rivera – The Flower Seller, Mark Rothko – Violet, Green and Red, Henri de Toulouse-Lautrec – Moulin Rouge, Andy Warhol – Campbell’s Soup 1.

Plenary by Joy Egbert Engagement principles and practice in classroom learning, language and technology A still-common issue with technology use in language learning is an overly-strong focus on the digital tools and a relatively weak emphasis on actual learning. This technocentric approach may arise, in part, from a lack of clear theoretical grounding for classroom technology use. Is an internet connection really necessary in the classroom? There is a lot to say when it comes to technology in ELT and we all know that the discussion will never end as to whether use technology in the classroom or leave it and stick to our own traditional methods. (Keep in mind that 20 years later, what we have now as ‘high tech’ will be considered ‘traditional’ and the discussion will still be there!) The solution is as easy as ‘we still have a lot of easy-to-use, internet-free tools and resources, don’t we?’ Here is a list of the main things I have been using for the last year while training Malaysian language teachers with the British Council where we have had to deal with poor connectivity:

Realia In this tip I’d like to offer a few suggestions for activities using realia and to consider why we may want to bring things into the class. Why use realia in class? The main advantage of using real objects into the classroom is to make the learning experience more memorable for the learner. To give a couple of simple examples, if you are going to teach vocabulary of fruit and vegetables it can be much more affective for students if they can touch, smell and see the objects at the same time as hearing the new word.

free printable flashcards, matching worksheets, printable bingo cards, printable games, activities, handouts and more There are 100+ sets of that I used to design curriculums for children ages 3-9 and 6-10. However, I use most of them up through to high school students and many with adults. See the left-hand menu for the current list of sets available. READ ME FIRST: These cards are excellent image quality and as such some of the files are quite large (1mb~4mb.)

English for kids online and printable materials to help esl kids learn and practise english vocabulary This section contains both online and printable activities that introduce young learners to basic English vocabulary grouped into 36 thematic topics, reflecting kids' interests. Each topic-unit contains materials to learn, practise and revise new vocabulary. Digital Learning Futures TPACK Model Description from the project Resources and references provided by the teaching Teachers to the Future (TTF) project. The Technological Pedagogical Content Knowledge (TPACK) conceptual framework espoused by Mishra and Koehler (2006), underpins much of the national directions for describing use of ICT in learning and for profesisonal work.

10 Tips For Teaching Large Classes Teaching large classes can be daunting if you’ve never stood in front of that many students before. Ideally, ESL class sizes are fairly small. Discipline is easier, and you can devote more resources and time to giving each student the attention that they need. Things don’t always work out like that, though. In many schools, where resources are limited, you may find yourself staring at a sea of 20 or more faces. Methodology: teaching large classes By Lindsay Clandfield & Adrian Tennant Tips and suggestions for teaching large classes. I haven't found any material on onestopenglish that I can use in a big English classroom. I have to teach at least 148 students in one class but I have no idea what materials should be used. Viqi Ardaniah