This document discusses strategies for effective post-16 teaching. It suggests that strategies used successfully with KS4 students can also engage post-16 learners. An Ofsted report found that weaker post-16 teaching relies too heavily on teacher talk and lacks checks for student understanding. Successful post-16 teaching engages students through enthusiasm, high expectations, feedback to support improvement, teaching strategies tailored to individual needs, and developing independence. Effective lessons involve preparation, linking content, active student participation, and assessment to inform further lessons. The document encourages reflection on applying these strategies individually, within departments, and across the whole school.
This document provides a list of creative ideas for 6th form language students, including ideas for essays, online exercises, videos, podcasts, interviews, dictations, and other interactive activities. It also includes recommendations for educational websites and blogs as well as contact information for the author.
Este documento describe la cocina al vacío, un método de cocción en el que los alimentos se envasan en bolsas y se elimina el aire para cocinarlos a baja temperatura. Explica los tipos de vacío, los pasos del proceso de cocina al vacío, las condiciones necesarias y los tiempos y temperaturas de cocción. Concluye que este método mantiene mejor las texturas y sabores de los alimentos y permite una mejor conservación.
The document provides information about the AS Level Biology course that will be offered at Welling School. Students are assigned two tasks over the summer break to help prepare them for the course. Task 1 involves purchasing the core textbook, while Task 2 requires students to define terms related to blood clotting and describe the blood clotting process and its role in cardiovascular disease. The course structure is also outlined, covering three units that will be assessed through written exams involving different question types and practical skills.
El documento presenta los menús de varios restaurantes, incluyendo opciones de entrada, plato principal y postre, así como bebidas. Se enumeran artículos como sopa, ensalada, pasta, pescado, carne y postres como helado, torta y fruta. También incluye precios para cada elemento del menú.
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 outlines the procedures and expectations for a French class. The purpose of the class is to learn French language and culture. Students are expected to speak French in class, be respectful of others, come prepared, and turn work in on time. Consequences are outlined for both positive and negative behaviors. The class will sign a contract agreeing to follow these expectations.
This document provides 7 ideas for enhancing classroom talk in language lessons. It suggests focusing on teacher talk through using consistent language. It also recommends making the most of incidental talk between students and teachers. Other ideas include teaching phonics, question words, key language structures, and spontaneous speaking tasks. Finally, it advises creating contexts for language use and having students reflect on their progress in the target language.
You say mince and I say mINce - The need for the OVERT teaching of Phonics in...Suzanne Bewell
A 45 slide Preso from the SSAT languages conference 2009 at the Belfry in Birmingham.
A strategy for the OVERT teaching of the sound-spelling link in French inc pupil pod casts and egs from my own classroom practice.
This document outlines four strategies for professionalizing Spanish skills: 1) Build vocabulary by finding lists for your industry and making lists of unfamiliar words, 2) Practice speaking with Spanish-speaking colleagues, online partners, or yourself out loud, 3) Read real Spanish from blogs, social media, movies and TV to engage with language structure, and 4) Get a coach to stay organized, motivated and engaged in improving Spanish skills.
The document provides an agenda for a Spanish language lesson that includes reviewing verb conjugations, discussing strategies for learning Spanish, and brainstorming about the importance and benefits of language learning. The lesson plans to review estar verb conjugations, discuss ways to manage frustration with Spanish, and get students' ideas about why it's important to learn the same language and how communication works through shared language.
This document provides an agenda for a Spanish class, including:
1. Reviewing questions from the previous week.
2. Student presentations of a project on mate tea.
3. An introduction to phrasal verbs.
4. An assignment to research mate tea and write a paragraph answering questions about it in Spanish.
This document provides an agenda for a Spanish class, including:
1. Reviewing grammar and vocabulary from week 19
2. Discussing missing work or activities in Powerspeak
3. Discussing a Life Long Learner Plan and having students follow an example
4. An activity where students share answers to questions about an image
5. Reminding students that a project is due by February 20th
6. Practicing comparisons
It also provides texts and images for students to analyze, discusses the artist Carmen Lomas Garza, has students present projects, and provides a practice activity using conditional verbs.
Caderno do Aluno Inglês 2 ano vol 2 2014-2017Diogo Santos
Here are some tips for dealing with stereotypes:
Dear Assistant,
I have a friend who always makes jokes about people from other countries. He thinks it's funny but I don't like it. What should I do?
Caderno doaluno 2014_2017_vol2_baixa_lc_lem_ingles_em_2sGerson de Oliveira
This extract discusses the overuse of stereotypes in movies. The movie director acknowledges that stereotypes are generalized images that may not represent the truth. They are commonly used in films as a quick way to establish a character trait based on attributes like gender, ethnicity or age. Some of the most common stereotypes seen in movies portray black people as great athletes, foreigners as villains, Italians as loud, and teens as uncivil. While some say positive stereotypes exist, like Asians being very intelligent, the director notes stereotypes in children's movies can still be problematic when they pigeonhole an entire nationality in a certain role.
This document provides an overview of an online Spanish class, including:
1. A review of grammar and vocabulary from the previous week, as well as a reminder of how to contact the teacher.
2. An explanation of using two-verb sentences in Spanish and examples of forming sentences using subject pronouns and verbs.
3. An activity analyzing an image and answering comprehension questions in Spanish about the image.
4. An assignment to choose and record a reading of a short story in Spanish from a website to submit for a grade.
PROYECTO INGLES III Claudia Jazmin Sanchez Campos
Estudiante del CBTis 194 Ciudad Ayala
Present simple video https://youtu.be/Ho1LBlGTMok
Present progressive https://youtu.be/xDTjqpOAs8g
How much/ how many video https://youtu.be/cz6TjdYQ0uE
A nice place to live. Video https://youtu.be/tAQ1S5q4lJc
Countries and nationalities video https://youtu.be/GZbtP_KghCY
Possessive adjectives video https://youtu.be/8jb2eSZQ8D8
Singular and plural video https://youtu.be/7XRy0fvM2ec
Auxiliar can/can´t video https://youtu.be/foGmYTE2HtU
Chris Fuller is a Spanish teacher from North Devon who is giving a presentation on creativity and innovation in language lessons. He discusses several games and activities teachers can use, such as pass the parcel with vocabulary words, stand up/sit down races to practice verbs, and using flip cameras to practice speaking. He also suggests project ideas like creating a Spanish version of Monopoly or Trivial Pursuit. The goal is to make lessons fun for both students and teachers while practicing the target language.
By attending the course, teachers will:
- Learn about online tools to help with language learning
- Get information on recent e-learning developments
- Have a chance to share and discuss strategies for using online tools to improve attainment in foreign languages
The document then provides over 30 ideas for online tools and websites that can be used in the foreign language classroom for activities like interactive games, videos, quizzes and more.
The document summarizes an elementary school Spanish teacher's action research project on building students' confidence in speaking Spanish through the use of "I can" statements. The teacher surveyed 120 3rd grade students on what they believed they could do in Spanish related to classroom units. She then interviewed 30 students to compare what they said they could do versus what they could actually demonstrate. Over half of students reported being able to complete tasks without help, but the interviews showed they overestimated their abilities or underestimated in some areas. The teacher analyzed the results to look for patterns between students' beliefs and actual skills.
This summary provides an overview of the Spanish II Honors course description and expectations:
The Spanish II Honors course further develops proficiency in reading, writing, listening, and speaking Spanish. Students will use Spanish at all times and demonstrate excellent work habits. Class activities will provide opportunities to refine grammar, expand vocabulary, explore Spanish culture, and make cultural comparisons. Upon completion, students will be able to respond appropriately in a variety of situations. The teacher is from Venezuela and has 19 years of teaching experience at the school, speaking 4 languages and writing Spanish textbooks. Students will need technology daily and use online translation is not allowed. Culture and language will be intertwined through research and discussion. Students will write weekly and read texts
This document is a student's English textbook for 7th grade basic education in Chile. It contains sections on reading, language skills, and cultural content about Chile. The textbook belongs to the named student and is provided for free by the Ministry of Education to be used personally at school and home throughout the year. If the student changes schools, they must bring the book with them and store it at home after the school year ends.
NAPS 2016 Jimmy Mello - Speak in 90 Days: Speaking, Fluency and ProficiencyLangFest
This document provides advice for learning to speak a new language within 90 days. It emphasizes that becoming fluent will not happen in this timeframe, and the learner will make mistakes. It encourages setting realistic expectations and not giving up when facing obstacles. It also stresses the importance of motivation, adapting one's daily routine to immerse in the target language as much as possible through various mediums, and using spare time effectively with flashcards, phrasebooks and repeated listening practice.
This document provides instructions for an assignment to design online teaching activities for students. It asks the teacher to create two sets of activities for weeks 3 and 4 to continue working on describing people. The activities should include visual aids, audiovisual materials, and synchronous lessons. For content, the focus should remain on physical description, teaching adjectives like strong, tall, short, fat, and slim. The task should be done in pairs to exchange experiences and perspectives.
This document discusses motivations for language learning and provides ideas for making language classes engaging. It lists challenges, fun, communication, learning new things, feeling successful, and being part of a community as motivating factors. It also provides classroom techniques like having students draw pictures from categories in the target language and give opinions on each other's drawings to facilitate communication practice.
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!
Exeter pgce voting with their feet, why vote mfl slideshareChris Fuller
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.
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.
This document discusses ways that information and communication technologies (ICT) can be used in education. It provides examples of blogging, podcasting, making videos, and using social media like Twitter to engage students in creative projects. The document emphasizes allowing student creativity, using technology as a tool, and focusing on producing lasting work to share with others. Safety considerations are mentioned for blogging and sharing student work online.
This document discusses alternative approaches to assessment that focus on feedback rather than marks. Traditional assessment involves pupils receiving criticism and a mark with little time for reflection. Alternative methods discussed include using success criteria to guide pupil reflection and progression, peer assessment based on shared criteria, thumb ratings of skills and knowledge, and the "two stars and a wish" approach where teachers or peers note two strengths and an area for improvement. The goal is to promote pupil reflection and understanding over simply correcting errors. Web tools like Edmodo and wikis can also provide feedback and support learning beyond the classroom. The key questions are determining what we want students to achieve and how to help them get there.
Satta Matka Dpboss Kalyan Matka Results Kalyan ChartMohit Tripathi
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
Kalyan Matka Kalyan Result Satta Matka Result Satta Matka Kalyan Satta Matka Kalyan Open Today Satta Matka Kalyan
Kalyan today kalyan trick kalyan trick today kalyan chart kalyan today free game kalyan today fix jodi kalyan today matka kalyan today open Kalyan jodi kalyan jodi trick today kalyan jodi trick kalyan jodi ajj ka.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
1. Work with a partner
1) Get a drink!
2) Write a list ON THE TABLECLOTH of the Spanish
words that you can understand + what you think the
English is next to it
e.g. violencia = violence
3) Can you spot any patterns- how do we change some
English words to make them Spanish (-ión / -dad /
-mente)?
4) Can you predict what the students will be learning
this term?
Welcome to the Route 39
Spanish parents evening!
3. Your Spanish challenge
• Create the details for a
Mexican character
• Decide whether you, as that
character, are going to risk your
life crossing into US + WHY
Your technology challenge
• Design the wall of crosses used
to mark the deaths of Mexicans
who have tried to cross into US
• Design a Día de los Muertos
mask
4. Create a mindmap
– what do we want Señor Fuller to teach
us to best complete the challenge?
INCLUDE
SKILLS
+
KNOWLEDGE
5. In this evening’s session you are going to...
1) find out that you already know lots of
Spanish words!
2) learn the key sounds you need to talk in
Spanish
3) learn how to support students’ learning
when they are not in the Spanish
classroom!
32. Felipe: Hola. ¿Qué tal?
Laura: Muy bien. ¿Y tú?
Felipe: Bien. ¿Cómo te llamas?
Laura: Me llamo Laura. ¿Y tú, cómo te llamas?
Felipe: Me llamo Felipe. ¡Hasta luego, Laura!
Laura: ¡Adiós, Felipe!
Discuss on your tables...
What can you work out from this conversation?
33. In pairs...
1. Use the handout to adapt your basic
conversation (on next slide). Be
dramatic!
2. Record it on your phone.
3. Send it to chris.fuller@route39.org.uk
Take care with:
-pronunciation
- accuracy
These will be uploaded to:
www.route39.typepad.com
34. Extended learning:
Leave 4 x “2 Stars and a Wish” comments on
other people’s videos at
www.route39.typepad.com
What can you constructively comment on?
• Accuracy of pronunciation
• Level of detail
• Creativity / commitment
35. Quiero = I want tomar = to have
Me gustaría = I would like
un vino blanco = a white wine un vino tinto = a red wine
una cerveza = a beer una limonada = a lemonade
un vaso de agua = a glass of water
Estoy de acuerdo
(I agree)
¿En serio?
Estás loco / loca
(You’re crazy)
¡Tienes que trabajar
mañana!
(You have to work
tomorrow!)¿Y tú...?
¿Qué quieres?
Yo también
(Me too)
Tengo que conducir
(I’ve got to drive)
36. Ways to help your learners!
1) Get a drink
2) Write a post-it with 1 idea to
share- how can I support my
learner’s day to day language
learning?
3) Post it on our sharing wall!
37. 1 person = writer AND cannot leave their chair
1 person is the runner and CANNOT write
You must try to recreate the poster outside the
room as accurately as possible
- you will lose 1 mark from 100 for every error
Jaffa cakes for…
the fastest pair to complete to a good standard
the most accurate pair
38. Creo que en el pasado era un poco más
perezoso, y quizás un poco más fastidioso.
39. Pero ahora soy bastante inteligente y muy
activo- aunque también soy un poco
chismoso a veces.
40. Me. Chris Fuller.
- Spanish (and French) teacher
- International educational consultant
- Curriculum development
- Specific training needs
- Conference organisation
- Projects to raise the profile
- Publishing (traditional and digital)
- Focused on shifting the balance of
workload in the MFL classroom
41. Ways to help your learners!
The blog
www.route39.typepad.com
42. Ways to help your learners!
The wiki
www.route39mfl.wikispaces.com
43. Ways to help your learners!
Coffee Break Spanish
Keep changing tables after every few minutes and when possible record snipets of conversation to discuss as a group. This can work well if you assign a few students each time as monitors, to circulate around the tables and provide feedback.