The document discusses three main issues facing MFL teachers: lack of time, lack of self-belief, and lack of standing compared to other subjects. For the issue of lack of time, it provides numerous ideas for classroom activities that can help make the most of limited time, such as using word games, images, dictations, and technology tools. For lack of self-belief, it emphasizes the importance of giving students opportunities to communicate authentically in the language and express themselves creatively. Regarding lack of standing, it suggests making lessons more skills-based like other subjects, incorporating debates and higher-order thinking tasks, and focusing on real-world content to increase the perceived value of learning languages.
The document discusses digital literacy and the library's efforts to promote it. It defines digital literacy, considers related terms, and notes the importance of embedding digital skills within core research principles. It outlines brainstorming sessions, approaches for different school levels, and case studies on using Kindles and podcasts. Challenges of skills sessions for sixth formers are also examined, along with the importance of staff expertise and concluding remarks on the library's approach to digital literacy.
Berkhamsted Schools Group Development Plan Update 2015Mark S. Steed
A presentation updating Berkhamsted School parents on the school's strategy and development planning. Given by The Principal, Mark Steed, on Wednesday 25th March 2015.
The document summarizes an ICT open day presentation at Berkhamsted School. It describes that the school has over 1500 students spread across 3 sites, and discusses the challenges this poses for ICT. It provides details on the school's annual ICT budget of £420,000 and outlines their ICT strategy which is set by a committee and aims to enhance teaching, learning, administration and community engagement through strategic ICT projects like improving network infrastructure, introducing iPads and online learning platforms.
Sixth Form Pathways: A Levels, IB and BTEC - Advantages and DisadvantagesMark S. Steed
A presentation outlining the differences between A Levels, IB and BTEC, with advantages and disadvantages.
The presentation was given at the Education and Childcare Show in Dubai on Friday 20th January 2017
Heads of Department and School Development PlanningMark S. Steed
An INSET for Heads of Department at Berkhamsted School, England, on how to write a Departmental Development and the role of HoDs in School Development Planning.
Led by Mark S. Steed, Principal of Berkhamsted School
1. The document discusses how to use the SOLO taxonomy to design effective learning experiences and assessments.
2. The SOLO taxonomy focuses on assessing levels of understanding rather than content, and can be used formatively to provide useful feedback and identify clear next steps for students.
3. Using the SOLO taxonomy, teachers can thoughtfully design learning intentions, success criteria, differentiated lessons, and feedback that helps students make meaningful progress in their learning.
The Future of Schooling - A View from the MiddleMark S. Steed
A presentation on what schools might look like in the future. The presentation argues that there is an increasing gap between the demand for learning and the supply of schooling and that this gap will be filled by the For-Profit Education Sector employing technology in the classroom. The talk considers the impact of Virtual Reality Conferencing in the context of classrooms.
The presentation was given at the Digital by design Digital by Default – ISC Digital Strategy Group Conference 2016 - at Microsoft in Reading on Thursday 1st December 2016
FDEI Jun Webinar: Engaging Families to Focus on Intervention Strategiesmilfamln
Young children with disabilities have better outcomes when their families are actively involved in supporting their child’s learning. This session will help Early Interventionists, private therapy providers, and other professionals working with young children with disabilities think about their interactions with the child's family and how those interactions strengthen a family’s ability to support their child’s learning.
In this 90 minute session participants will:
Learn about strategies to increase parent participation in their child’s Early Intervention home visits and/or therapy sessions
Explore possible strategies that can be used to engage a deployed parent in home visits and/or therapy sessions
Observe through video, professionals working with a parent to enhance the parent’s use of effective intervention strategies
Explore the use of tools and strategies that promote reflection on practices being used to engage families
TLA Berkhamsted - Anatomy of an outstanding lessonDavid Didau
This document summarizes key aspects of planning and delivering an outstanding lesson, according to David Didau. It discusses 5 planning questions teachers should consider, including relating the current lesson to the previous one and ensuring students have a meaningful activity to start with. During lessons, teachers should explain learning objectives, observe students, question effectively, check understanding, and take risks. Planning should focus on learning rather than just activities. The document advocates for modeling, practice, assessment, and reflection in a "learning loop." It also notes that failing is part of learning and teachers should have high expectations.
Colonel Sanders was 65 years old and broke when he decided to travel across the United States promoting his chicken recipe that friends enjoyed in order to generate income. He received over 1,000 rejections from restaurant owners he pitched his idea to, but persisted and eventually found success with his eleventh yes, leading to the creation of Kentucky Fried Chicken which changed global eating habits. The story demonstrates that with an idea, action, planning and persistence, one can achieve success regardless of age or lack of capital.
Creative teachers + Creative students = Better LearningVicky Saumell
This document discusses the relationship between creative teachers and creative students in learning. It contains quotes from language teachers that define creativity in the classroom as recombining known elements in new ways, going beyond just language to create things, and being willing to experiment outside one's comfort zone. Examples are given of creative language practice routines written by students. The document advocates for exposing students to creative types of language and allowing open-ended tasks and choice to encourage creativity. It concludes with the author's contact information.
This document provides an overview of the scope and features of a School Management System created by Eximius Infotech Pvt. Ltd. The system aims to optimize and manage all key processes within a school, including student registration, library management, timetables, transportation, fees collection, attendance tracking, communication tools, human resources, and financial accounting. It consists of several comprehensive modules that cover areas like student information, courses/syllabus management, inventory, canteen operations, and more. The system is designed to be fully web-based with role-based access and customized dashboards for different user types like administrators, teachers, students and parents.
The document presents 10 puzzles with clues and solutions about unusual events that require creative explanations. The puzzles include a man dying from a lion attack during a photo, a mail courier visiting foreign embassies and thus foreign soil, and a woman giving birth and dying in a locked car. The solutions provide logical explanations for events that seem impossible or unexplained at first glance.
This document provides instructions for several team-building activities that can be used for icebreakers:
- Two Truths and a Lie involves each person sharing two true facts and one lie about themselves for the group to guess which is the lie.
- Speed Dating has pairs discuss topics for 30 seconds before switching partners.
- Beach Ball Game passes a beach ball around with questions written on it that each person must answer when their thumb lands on it.
- Several other activities like the Picnic Name Game, True That Double True, and Silent Line-Up are also described to learn more about each other through games.
This document provides information about minutes lost during lessons due to late pupil arrival and other factors. It notes that the teacher's lesson started at 10:30 but pupils arrived at 10:34, wasting 4 minutes. Further minutes are lost to the first learning task and throughout the term and school year, totaling up to 540 minutes or 9 missed lessons over the course of an academic year. The document advocates for not losing any minutes of lesson time.
This document discusses using comics to teach writing skills to students. It begins by providing examples of comprehension and inference questions about "The Walking Dead" comic to get students engaged with the material. It then outlines various writing activities that incorporate comics, including grammar-focused, process-focused, and creative writing exercises. For example, students could write about preparing for a zombie apocalypse using modal verbs. The document concludes by offering low-cost ways to acquire comics for classroom use, such as through libraries, newspapers, or free online comics.
A pupil volunteers to teach part of the lesson to their peers. This provides an opportunity for the pupil to consolidate and demonstrate their understanding, while also engaging their classmates. It encourages active participation from learners and helps evaluate how well the key ideas have been understood.
The document discusses ways to improve plenaries or proofs of progress (POPs) at the end of lessons. It notes that often plenaries were the weakest part of lessons, with insufficient time and little student participation. Effective POPs consolidate learning, have students reflect on and articulate what they learned, and provide evidence of understanding linked to learning objectives. A variety of short POP activities are described, such as linking words, concept cartoons, and traffic light cards, that check understanding and allow students to demonstrate their progress.
This document outlines the requirements for a group speech assessment. Students must work in groups of up to 4 people to write and present an interview between a media presenter and characters from the novel "The Outsiders". Each student must speak for at least 1 minute. The presentation will be assessed on the use of oral techniques, voice, language, and coherence. The document provides guidance on roles, content, language techniques, and delivery skills to include in the presentation.
This document provides guidance for a role play activity and discussion on issues for language learners to consider. The role play has one student interviewing another about the benefits of individual, small group, or larger language classes. They should discuss personal experiences and open-ended questions. For the discussion, students will consider statements about pronunciation goals, correcting mistakes, learning abroad, and colloquial vocabulary in panels, ensuring all contribute and using expressions to involve each other.
The document provides information about Internal Assessments (IA) and External Assessments (EA) for the IB Theory of Knowledge course. An IA is a presentation by 1-5 students on a Problem of Knowledge taught to an audience. It is assessed based on identification of a knowledge issue, treatment of issues, knower's perspective, and connections. An EA is a 1600 word essay on a prescribed topic, graded externally and based on understanding issues, knower's perspective, analysis quality, and organization. The document outlines calendars and expectations for developing IA and EA projects over the course of a semester, including research methods, outlining, peer reviews, and presentations.
Suzi Bewell Creativity and Phonics Presentation (York Uni ITTs Fri 29th May 2...Suzanne Bewell
The document discusses strategies for teaching French pronunciation to disengaged students. It notes that students struggle with spelling-sound connections in French. It advocates using a phonics approach, like Jolly Phonics, to explicitly teach the 36 main sounds of French and their spellings. It also suggests making lessons more active, student-centered, and incorporating technology and media. The goal is to help students better understand French pronunciation through a structured phonics program and more engaging teaching methods.
The document provides information about preparing for and taking the IELTS exam. It discusses the different parts of the exam including Listening, Reading, Writing and Speaking. It provides exam strategies and tips for each section. Sample questions, passages and tasks are presented to demonstrate the exam format. Key vocabulary and useful phrases for the exam are also defined.
1) The document outlines 10 speaking activities for an English language classroom including discussions, role plays, guessing games, and tongue twisters.
2) It also provides examples of accuracy-focused and fluency-focused classroom speaking activities as well as websites with additional resources like discussions questions, crossword puzzles, and rubrics for evaluating student speaking.
3) The activities aim to integrate skills like reading, writing, and listening while practicing grammar, vocabulary, and pronunciation.
1) The document outlines 10 speaking activities for an English language classroom including discussions, role plays, guessing games, and tongue twisters.
2) It also includes instructions for completing the activities in groups or pairs and evaluating student performance based on accuracy or fluency.
3) Resources for additional activities and rubrics for assessment are provided.
The document provides instructions for quickly moving through slides in a presentation by setting the slide transition time to zero seconds and turning off mouse click advancement. It also suggests pressing escape to randomly select a slide from the presentation. A list of additional resources for ideas about lesson plenaries is then provided.
Here are some key points to consider when adapting materials:
- Focus on meaning over form by using visuals, gestures, realia
- Simplify language but keep content meaningful
- Allow multiple entry points for different learners
- Build background knowledge before introducing new topics
- Scaffold tasks from easy to more difficult
- Encourage cooperative learning and peer support
- Check frequently for understanding and provide feedback
- Differentiate to meet a range of proficiency levels
- Make lessons relevant and connect to students' lives
- Assess using a variety of formats beyond tests
The core content can stay the same but how it's presented varies to suit different learners. The goal is to create an inclusive,
1. A visual product such as storyboards for an anti-smoking TV ad using minimal words.
2. A kinesthetic product such as a pantomime depicting the internal struggle of whether to smoke and making a decision with a rationale.
3. A written product such as a comic book parody using smoking superheroes/heroines to illustrate the risks of tobacco use. The options differentiate the assignment by having students demonstrate their learning through their preferred modality of visual, kinesthetic, or written expression.
view video at https://www.youtube.com/watch?v=lLOLbCTSpFQ or at www.elt-training.com
How to set up freer speaking activities to practise English and tips on making them successful.
This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.
This document discusses using effective and affective literature in English language teaching. It begins by asking questions about key concepts like what is real, authentic, effective and affective. It then discusses considerations for the Argentine context and possibilities for exploiting literature in exams. Various strategies are proposed for using literature, including keeping reading diaries, storytelling projects, drama activities and asking real questions in circle time. Websites with related resources are also listed.
The document provides guidance and activities for an English lesson focusing on listening, speaking, reading, and writing skills related to narratives and expressing opinions. The listening section includes activities where students listen to stories and dialogues and answer comprehension questions. The speaking section covers expressing agreement and disagreement and role playing dialogues. The reading section instructs students to read narrative texts. The writing section directs students to write their own narrative text.
This document provides guidance and suggestions for teaching speaking activities in a CLIL (Content and Language Integrated Learning) classroom. It discusses challenges teachers and learners face with speaking, such as students not using English or being disruptive. It then offers solutions like practicing fluency through information gap activities and accuracy through controlled drills. The document also provides tips for error correction, maximizing English use, and creating a supportive classroom climate.
Similar to Exeter pgce voting with their feet, why vote mfl slideshare (20)
Language world thoughful contexts, thoughtful learners webChris Fuller
This document provides guidance and ideas for teaching foreign languages more creatively and engagingly. It discusses potential topics to cover such as house and home, daily routine, and holidays. It offers suggestions for incorporating intercultural understanding, linguistic creativity, spontaneity, and skill development into lessons. Some example lessons are provided, such as one about the Chilean earthquake covering house and home. The document encourages generating vocabulary lists and using word mats in lessons. It discusses exploiting dual language texts and using videos to add cultural context. Homework ideas involve continuing online debates.
#Ililc 4 Thinking of the content and the outcomeChris Fuller
A presentation given at #ililc4 designed to encouraged teachers to rethink the content that they teach and then how to free their students to express themselves!
Developing engagement (and hopefully a bit of spontaneity) amongst boysChris Fuller
A presentation given to help develop thinking about how we can help build greater levels of engagement amongst boys in MFL. And hopefully get them producing language a bit more spontaneously.
Developing engagement and real world learning in mflChris Fuller
This document provides suggestions for making language learning more engaging and relevant for students. It includes links and contact information for Chris Fuller to discuss ideas further or ask questions. Suggested topics include real-world units, an evolution game of rock paper scissors, and assigning inspiring work that challenges students.
My supposed 7 minute presentation from TM MFL Plymouth. However, I went on a bit... it's a subject I'm passionate about- handing over control to our students!
This document contains a collection of ideas and resources for teaching modern foreign languages. It includes suggestions for classroom activities to promote intercultural understanding, revision games, ways to incorporate technology like Skype and podcasting, and links to external websites with additional teaching materials. The document is intended as a springboard for ideas to keep language learning fun and engaging for students.
Creative technologies for creative contextsChris Fuller
This document discusses creativity in language teaching and provides many online resources for creative activities and tools. It explores what creativity means in education and how it can facilitate discussion, spontaneity, and learning beyond just vocabulary. Various websites and technologies are recommended for creative writing, videos, games, podcasting, mind mapping, blogging and more. The goal is to create contexts for authentic, engaged learning.
Creative technologies for creative contextsChris Fuller
This document discusses using creative technologies in creative contexts for language learning. It provides examples of using tools like YouTube, podcasts, games, mind maps, blogs, and more. It emphasizes finding real purposes for learning and supporting creative teaching through collaboration and sharing resources.
Thinking again about the I, the C and the TChris Fuller
This document discusses rethinking how ICT (Information and Communication Technology) is used in the classroom. It emphasizes that ICT should be used as a tool to support pedagogy and learning, not drive the curriculum, as technology changes rapidly but good teaching practices remain the same. Some ideas presented for using ICT creatively in the foreign language classroom include having students find words in a text, write titles and paragraphs, use word clouds to learn vocabulary, collaboratively map concepts, create stories and animations, and engage in blogging. When used appropriately, ICT has the potential to provide instant training, communication, and assessment to support student learning.
West of england Conference 2011 #BristallChris Fuller
This document provides suggestions for engaging language learners from key stage 3 through post-16 education. It emphasizes developing skills like debate, speculation and collaboration through activities like group discussions, character roles, podcasts and wikis. The goal is to encourage independent learning and better prepare students for exams by starting to build these skills earlier rather than waiting until post-16 education.
To GCSE- and beyond? Keynote, Brookfield Chris Fuller
A 45 minute keynote presentation designed to encourage delegates to not become blinded by the controlled assessment requirements of the GCSE but to keep focusing on the need to develop learners for post-16 as well.
Creative technologies for creative contextsChris Fuller
A presentation given for Neil Jones' Lead Practitioner Seminar at Canary Wharf, December 2010, designed to encourage an appropriate use of technology to facilitate creativity in language teaching.
Encouraging teachers to think about the way we're delivering content- do we have to stick with the old or can we add interest and cognitive challenge, focusing on structures rather than vocab!
This document discusses ways to promote spontaneity in language learning. It begins by noting that speaking is often the least developed skill for students. It then discusses creating a spontaneous environment through table layouts, performance opportunities, and props. It introduces the "Group Talk" model used at Wildern School, where students interact in small groups prompted by a stimulus. Examples of "Group Talk" cards and activities are provided to support opinion, debate, and spontaneous responses. Overall, the document focuses on practical strategies for teachers to develop students' confidence and ability to speak spontaneously in a foreign language.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
The Value of Time ~ A Story to Ponder On (Eng. & Chi.).pptxOH TEIK BIN
A PowerPoint presentation on the importance of time management based on a meaningful story to ponder on. The texts are in English and Chinese.
For the Video (texts in English and Chinese) with audio narration and explanation in English, please check out the Link:
https://www.youtube.com/watch?v=lUtjLnxEBKo
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Exeter pgce voting with their feet, why vote mfl slideshare
1. Voting with their feet
- why vote MFL?
www.chrisfuller.typepad.com
Chrisfullerinspain@hotmail.com
@chrisfullerisms
2. What are the issues
facing MFL teachers?
1) lack of time to DO anything
2) lack of self-belief
3) lack of standing: why choose languages
over Science / Maths?
3. Issue 1: lack of time
Starter
Who’s
doing the
work?
Nouns introduced Invariably
the
teacher
in this
Games for reinforcement
model!
Listening, Speaking, Reading,
Writing
Plenary
5. Issue 1: lack of time
SO DON’T WASTE A SECOND!
1) Tell a partner what you learned last lesson then
test each other
2) Phonics grid on board- can you say the sound+
think of the word it was used in (+ other examples)
3) Reorder the words on the board
4) work out how to extend the basic sentence to 9
words, 15 words then 25 words
6. Issue 1: lack of time
Hier
je suis
allée
à la plage
mais
malheureusement
c’était
assez...
7. Find... 5 known words
Issue 1: lack of time ... 5 words you can guess
...10 new words and
meanings
... share!
www.wordle.net Can you...
...write a title?
...write 1st paragraph?
...justify?
Sam Lunn’s 23 ways to use Wordle:
http://www.20minutos.es/noticia/
1033419/0/ http://bit.ly/z14Hl
8. Issue 1: lack of time
Reading images
Focus on recently
covered structures
-he has just...
- he is going to...
- he was...
Is there a
right answer?
http://www.20minutos.es/noticia/744307/0/informe/crisis/racismo/
19. “Even in the strongest departments, students
had too few opportunities to use their
languages to communicate in a realistic
manner” (page 23)
OFSTED,
Modern languages,
Achievement and challenge 2007-2010
20. Issue 2: lack of self-belief
PHONICS!!!!
www.rachelhawkes.com
www.doonceandshare.wikispaces.com
21. Issue 2: lack of self-belief
Facilitating self-expression-
you’ve got the language, now use it!
see www.linksintolanguages.ac.uk/linkedup
33. How do year 7s start in MFL?
What messages do we give about
what our subject is?
34. Your challenge:
Talk for 1 minute with 3 partners on the
theme of “My daily routine”
You can challenge each other for...
-hesitation
- deviation
- repetition
Did you have enough to talk about? Could you manage to talk
for 4 to 6 minutes?
35. Where’s the world understanding?
A standard year 7 French SoW
Transferrable skills? Confidence? Worth?
Topic Structure
1 Age, pencil case to have
2 School adjectives, present tense, there is
3 Family possessives, to be
4 At home more present tense
5 Free time Irregular verbs, simple future
6 Local area Justifying, recaps
36. A standard year 7 Geography SoW
Topic Skill?
1 Global divisions
2 Using OS maps
3 Housing investigation in local area
4 What is the UK?
5 Moving goods and people
6 British scenery and protecting it
7 Shopping: past, present, future
8 Climate and personal choices
37. Government ministries have huge advertising budgets,
dealing with the issues in the country- huge scope for ICU
38. Issue 1: lack of time
Videos for listening
/ generating responses
Creative writing
/ speaking springboards
http://bit.ly/kQQ9db
Content introducers
http://bit.ly/jzFtAY
See www.mfljones.wordpress.com for
some great ideas
44. ¡(No) me gusta! ¿Qué piensas?
¡Yo también!
¡Yo tampoco! X
¿Por qué? ¿Por qué?
¡Sí, es verdad!
¡No, no es verdad!X
Porque... Porque...
Pienso que... porque Prefiero.. porque
..es mejor que..
..es peor que..
..es más..que..
Sí, tienes razón
No, no tienes razón
..es menos..que.
X
¡Ni hablar! ¡Qué va!
(no) estoy de acuerdo ¿Qué piensas?
Gracias @ Greg Horton
45. Issue 3: lack of standing
Taxonomy of tasks
•What would you predict / infer from...?
• do you agree that...?
• place the following in order of priority?
• classify...
• translate
• memorise
• recall
Where do most of your MFL tasks fit?
46. Issue 3: lack of standing
Encouraging
thought and reflection
48. Sort through the cards
+ build up the case for
each argument.
•¿España?
•¿El extranjero?
Your answer must be based on the information
given. FIND YOUR EVIDENCE! Write down your
conclusions in full in English.
with thanks to Neil Jones
53. Issue 1: lack of time
Managing Impulsivity penser
• Take your time réflechir
• Think before you act Examiner
• Remain calm and thoughtful considerer
Listening to others écouter
• Consider someone else’s point examiner
of view considerer
• Consider all the options évaluer
Thinking flexibly considerer
• Look at it another way réflechir
• Is your way the “right” way? adapter
évaluer
Thinking about thinking considerer with thanks to
• What are you thinking discuter Helena Butterfield
• What are you doing? évaluer www.langwitch.net
54. Issue 1: lack of time
Who did the work?
Bob
Ian
Marie
Christine
idea with thanks to
Rachel Hawkes
55. With a partner discuss...
1) have you seen any examples of these in
school?
2) what 3 things do you think you could use
IMMEDIATELY
3) what 2 things would you like to strive to
incorporate in your teaching?