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.
Speakout Upper Intermediate 2nd Ed Unit1 day2rsasknic
This document contains vocabulary, feelings and personality, and great experiences exercises from an English learning textbook. It reviews vocabulary like fascinating, frightened, happy, and disgusted. It includes a personality quiz about emotions like frustration, fascination, embarrassment, disappointment, and amusement. Finally, it discusses a program about the top 50 things to do before you die, with activities like watching the northern lights, visiting Machu Picchu, and swimming with dolphins.
Socratic seminars are structured discussions that emphasize core skills like communication, evidence, reasoning, and critical thinking. They involve students sitting in a circle to discuss open-ended questions about a text without raising hands. The teacher facilitates the discussion by paraphrasing, following up, and encouraging participation from all students. Students reflect individually and as a group on their discussion and set goals for improvement. Socratic seminars take practice but can promote significant growth in students' analytical and discussion skills.
1. The document provides discussion questions about describing oneself as practical, types of problems one is good or bad at solving, and what superpower one would want.
2. It also reviews comparatives and superlatives and includes a blank exercise to fill in rules about their forms.
3. Further discussion questions are provided about funny TV shows, which campus is more fun, large meals, interesting people known, and whether a longer or more exciting life is preferred.
This document contains sample discussion questions and content about conditionals, reality TV shows, and inventions. It includes:
- Questions about impulse purchases, impressive products/services, and business/product ideas.
- A review of conditional structures like if/when, likely future outcomes, and unreal/unlikely situations.
- Sample discussion prompts using conditionals about noise, homework, plans, grades, living anywhere, and changing one thing.
- Questions about the BBC game show "Genius" and opinions on reality TV and game shows.
The document provides sample responses for the IELTS Speaking Test Part Two. It includes topics like people, objects, places, habits, experiences that examinees may have to discuss. For each topic, it lists questions examiners may ask and points the examinee should mention in their response, including describing something in 3-4 minutes using sentences in the past and present tense.
This document provides discussion questions about personal qualities, entrepreneurs, and the differences between forgetting and leaving something. For personal qualities, it asks the reader to identify their top three qualities and which family member is most easygoing. Regarding entrepreneurs, it asks which qualities are important for success and defines an entrepreneur. It also includes a survey about entrepreneurial qualities. Finally, it distinguishes between forgetting and leaving something, providing examples of using each word in different contexts.
The document discusses procrastination and attention problems. It explains that procrastination is voluntarily delaying important tasks despite knowing you will be worse off for the delay. Some signs of a procrastinator are feeling overwhelmed easily and lacking focus. The document also discusses that paying attention requires conscious effort, and if the brain is distracted or on autopilot, it is difficult to form new memories. Improving attention and minimizing distractions can help improve memory.
Types of questions and requests in different contextshabibpak
The document discusses different types of questions and requests in various contexts. It covers closed and open questions, as well as leading, loaded, recall, process and rhetorical questions. It also discusses funnelling techniques, potential responses to questions, and ways to make requests, offers and respond to offers politely using common phrases.
The document provides guidance for a "Who Am I?" project where students will introduce themselves to the class through a 3-5 minute presentation. It outlines five areas that students must address in their presentation: personal facts, interests as a student, qualities of pride, skills as an English student, and interests beyond school. Students are instructed to prepare responses for all five areas and to include at least some pictures or visuals in their presentation. They are also told to dress in a way that represents themselves for their presentation.
This document provides grammar rules and examples for talking about habits in the past and present. It discusses using phrases like "used to", "would", "always", and "regularly" followed by a verb to describe habits that have changed or are ongoing. It then provides discussion questions asking about the speaker's past habits, weekly routines, typical weekends, annoying habits of others, thoughts on factors of happiness, and preferences among factors of life satisfaction.
Before reading Harry Potter and the Philosopher's Stone students look at the video JK Rowlings Ten Rules for Success. Visit my blog for a more indepth look at the activity http://thecanswedian.edublogs.org/2017/09/05/harry-potter-and-the-philosophers-stone-pre-reading-activity-jk-rowling-advice-for-success/#.WdzZMFt-rIU
This document provides a review and practice for comparatives and superlatives. It reviews the rules for forming comparatives and superlatives based on the number of syllables in an adjective. It also discusses using quantifier words like "very", "quite", or "slightly" to indicate differences. The document includes discussion questions and a practice activity involving question tags.
This document contains instructions and prompts for several speaking test parts from an FCE practice test. It provides scenarios and questions for test takers to discuss in pairs or groups, with topics ranging from concentration, achievements, volunteer work, difficult situations, work experience, and planning fundraising events. For each discussion, they are given time to review the prompts before speaking about the topics and questions provided.
The document discusses several topics related to learning English as a second language. It begins by outlining the four language skills of listening, speaking, reading and writing and the percentage of time typically spent on each. It then discusses the global prominence and growth of information available in English. The rest of the document provides guidance for learners on developing effective strategies for learning English, including not being afraid to make mistakes, practicing speaking with others, setting goals and learning from errors. It concludes by presenting opinions of Pakistanis on learning English and having readers identify which ones they agree with.
This document provides a summary of 9 multiple choice questions about effective communication. For each question, the document provides the correct answer choice and a brief explanation. The overall content covers best practices for formal letters, job interviews, public speaking, listening, note taking, proofreading, and responding during interviews. The key lessons are that emoticons should be avoided in formal letters, maintaining eye contact and asking open questions makes a good impression in interviews, and it's important to listen actively, take relevant notes, check work for errors, and allow the interviewer to finish speaking before answering.
The document provides advice on how to improve answers in IELTS Speaking Part 3 by adding more detail. It recommends explaining why you hold an opinion, providing alternatives or opposing views, and giving examples. A sample question and longer, more developed response is given as an example. The document also discusses the importance of preparation, practice, and focusing on expressing ideas rather than worrying about grammar.
This document contains sample questions, activities, and instructions for teaching English grammar concepts related to expressing past habits and states that have changed. Some key points:
- It provides examples of using phrases like "used to" and "would" to talk about past habits or states that no longer exist (e.g. "I used to read books every day").
- Students are instructed to ask follow-up questions to elicit more details from responses.
- An activity involves students discussing and reaching agreement on hypothetical business ideas, giving each other feedback.
- Grammatical structures covered include using "did...use to" in questions and expressions like "I didn't use to get along with my sisters."
This document is a reflection by Sarena Gerard on a school project about amputations. Some key points:
1) The project required researching amputations, their causes and impacts. This gave Sarena a new appreciation for fully functioning limbs.
2) Gathering useful information was challenging due to the large amount of irrelevant sources. The group used the CRAAP test to evaluate sources.
3) Time management was difficult with other commitments, though the group worked hard to complete the project on time and to a high standard.
This document provides guidance to a student on exploring their ambitions, abilities, likes/dislikes, and how English skills can help achieve future goals. It includes activities where the student identifies their abilities/skills, matches abilities to potential skills, considers likes/dislikes and how these shape their future. The student is prompted to think about how improving English could open opportunities and how to practice English in different contexts. Examples of rural innovations are also provided, and the student is asked to consider innovations they could create. The document encourages the student to interview others about their aspirations and ambitions.
K-1 Parent Workshop: How to Help with ReadingLauren Johnson
1) The document provides guidance for parents on how to help their children with reading at home. It discusses establishing a positive environment, reading with children daily, talking about books, and asking questions to check comprehension.
2) Specific guidance is given for supporting beginning readers, including doing picture walks before reading and prompting children to use context clues if they get stuck on a word.
3) The document emphasizes building reading confidence with easy books and re-reading, while also discussing sight words, phonics, and assessing reading level.
This document discusses ways for teachers to challenge students and encourage progress through questioning techniques. It provides examples of open-ended questions teachers can pose to students at the start of lessons to stimulate thinking on different levels of challenge. It also offers strategies for questioning students during lessons, such as planning questions in advance and using techniques like posing, pausing, bouncing and pouncing. The document emphasizes making questions an important part of the classroom by modeling questioning, providing opportunities for students to practice, and responding positively to student answers rather than just saying if they are right or wrong.
This document discusses various questioning strategies and techniques for the classroom. It provides tips on using questions to engage students, check learning, scaffold understanding, and promote a culture of learning. Some highlighted strategies include targeted questioning, hands up vs no hands up approaches, building on peers' responses, student-generated questions, learning objectives as questions, Socratic questioning techniques, and using questions to structure class discussions and written feedback. The document emphasizes using questions to challenge students' thinking and promote higher-order analysis.
This document discusses staff training at camps and residential programs. It begins by asking questions about defining staff training, who needs to be trained, and leadership styles. It then discusses goals and objectives related to knowledge, attitudes, and behaviors. The document includes an assessment of cognitive styles and ways to facilitate workshops using different teaching methods. It emphasizes the importance of time management, scheduling, and incorporating different learning styles and voices into training. Finally, it discusses the types of content that should be covered in staff training, including programming skills, creating connections with campers, logistics, and continuing development during the summer season.
Help! My classroom is like a barn (LEA Convocation 2013)Drew Gerdes
This document is a presentation about teaching in early childhood education. It discusses how teaching can feel like working in a barn with all the noises, smells, and unpredictability. However, it emphasizes that teaching is important for cultivating the future and that teachers play a key role in children's lives. It provides advice on classroom set up, behavior management, the importance of play, and using inexpensive materials. The overall message is that teachers should focus on building relationships, think creatively, and put children's learning and development first.
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.
The document provides guidance for teachers on adapting their teaching practices and materials. It discusses using entry points, brain-based activities, cooperative learning, thinking routines, speaking frames, textbook supplementation, and more. The goal is to make lessons more engaging for students and promote classroom English.
The document summarizes the ULearn 2009 conference held in Christchurch, New Zealand from October 8-10. Over the three days, there were various keynote speakers and breakout sessions focused on innovative teaching practices for the 21st century. Topics included using technology like laptops and Google Earth in creative ways, co-constructing rubrics with students, developing 21st century skills like problem-solving, and emphasizing self-reflection and play-based learning.
Engaging Boys in Writing through Role Play: Following their Lead.Julia Crawshaw
The aim of this action research is to find ways to improve boys writing in the role play area within an Early Years classroom (3-7 years). Following the children’s interest’s enabled us to respond creatively to their fascinations and enabled them to engage in play in a meaningful way.
This document provides an overview and instructions for an early childhood education course. It includes:
1. Directions for an entrance activity using iPads and introducing oneself to classmates.
2. An outline of course topics like guiding child behavior, enhancing self-esteem in children, and community resources.
3. An explanation of assignments like reading notes, reflective blog posts, and an online child development activity to be completed before the next class.
This document provides an overview of a parent workshop on organizational and reading skills. It includes an agenda with presentations on various topics like organizational skills, homework help, and reading strategies. Tips are provided on how to organize school materials like lockers and binders. Questions from parents on reading challenges are also addressed with strategies to help build reading skills.
Download this free beginner's guide to learning and mastering the basics of Chinese.
The pdf guide is more than 60 pages of vocabulary, grammar and lessons grouped around 20 basic questions & answers that you will want to master as a beginner. You can print it out to go through on your own or participate live at: http://studymorechinese.com/
The document provides guidance for teaching speaking skills at The Speaking Gym. It discusses establishing an engaging topic, preparing students, setting a clear task, and providing feedback. It also addresses common student challenges like lack of fluency or opinions. Tips are given for managing conversations, including participating, engaging with students, modeling conversations, and guiding students to more challenging areas. Sample activities and exercises from English coursebooks are presented.
This document contains feedback from two students regarding a course on American politics taught by Professor J. Schaefer in the fall of 2006. Both students found the lectures interesting and felt the assignments, including papers and debates, added value. One student enjoyed the guest speakers. While finding the textbook dry, both felt the professor did not show bias. One suggested adding pop quizzes to ensure students do the readings. Overall, both thought it was a good course that made the material engaging.
Dialogue, Reflection and Feedback are Three Simple Words ETAI 2010
The document provides examples and suggestions for teachers to obtain feedback from students on their teaching. It discusses three main ways for teachers to get feedback: 1) Having students identify the three most important things they learned from a lesson; 2) Using instant questionnaires with statements for students to rate; and 3) Doing "show of hands" polls during class to get immediate feedback. The document emphasizes that while feedback may make teachers uncomfortable, it is important for improving teaching and strengthening the student-teacher relationship. It also provides sample feedback forms and pages for teachers to use with students.
The document provides instructions and tasks for practicing active listening skills. It includes exercises where students work in pairs or groups to have conversations and give feedback on how well their partner demonstrates active listening through body language, eye contact, and verbal responses. Some exercises involve watching a video discussion and answering questions, sorting common responses into categories, coming up with responses to sample conversations, and matching questions to common topics of discussion. One task instructs one student to observe and analyze how well their partners engage in active listening during their conversation.
This document provides tips and techniques for parents to help their children with revision. It discusses what revision is, why it's important to encourage children to revise, and that parents should help with revision without doing the work for their child. It provides suggestions on creating a revision timetable, taking breaks, and using different learning styles and revision strategies. The document emphasizes making revision engaging, using a variety of methods, and praising children for their efforts.
This document discusses building a culture of learning and curiosity through makerspaces. It defines key characteristics of makers as curious, playful risk-takers who engage in persistent prototyping and sharing through a community. Makerspaces support personalized learning through challenges that encourage students to build, play with, and share their creations in an iterative process. When integrated with project based learning, makerspaces can help students engage in self-directed learning through questioning and collaboration.
The document discusses developing listening comprehension skills in language learning, noting that a more structured approach may be needed rather than assuming listening will develop naturally. It provides examples of questioning techniques and other interactive listening activities teachers can use to directly teach listening skills, such as having students detect false statements, substitution drills, and playing listening games. The document emphasizes the social aspect of listening and using the teacher's voice to engage students.
Similar to Developing engagement (and hopefully a bit of spontaneity) amongst boys (20)
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-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
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2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
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1. How does the meaning of the poem evolve as we progress through each stanza?
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Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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Here we are going to discuss how to store data in Odoo 17 Website.
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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.
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2. Thinking WHY boys
might not respond
1) We tell them what
we want them to say
You have 25 minutes to…
Create a vocab list of at least 20 words for yourself on
the topic of “health”- not just drugs!
Write the Spanish and the English
8. Thinking WHY boys
might not respond
3) No real audience for
work
Blogging
A very old image now but the message remains strong and true- the power of a blog to
motivate is immense. A global audience is a far stronger motivating power than that of an
audience of 1 in an exercise book. When was the last time a student took a book home to
excitedly show a parent what they did at school today?!
12. Thinking WHY boys
might not respond
5) No real audience for
work
Podcasting
Uses
1. Audio guides
2. Grammar explanations
3. Create own listening
exercises
4. Flipped grammar
5. Editing = learning
6. Learning anywhere
(why not set up a dept
iTunes account?!
13. Thinking WHY boys
might not respond
4) Redrafting
If you’re interested, watch
“Austin’s butterfly”
- Ron Berger
14. Thinking WHY boys
might not respond
5) Active
(not just on the tables)
Suggestions
• Class dominoes / build sentences from cards
• Classifying using ribbons bit.ly/MFLribbons
• Treasure hunt vocab searches
15. Thinking WHY boys
might not respond
6) We do too much
Suggestions
• Short, sharp instructions
• Visual support- from the moment they enter
• Fast-paced (but not TOO fast paced- need
for completion!)
• Uncluttered worksheets / tasks
16. Thinking WHY boys
might not respond
7) Positive discipline
Suggestions
• Praise for creative thoughts / suggestions
- not using it excessively (fakely)
• Positive roles within the classroom
17. Thinking WHY boys
might not respond
8) Female-gendered
content (how much of this would
boys want to talk about in English?!)
- school
- environment
- daily routine
- local area
- weather
- sports and leisure
- house and home
- food / healthy living
- family
- holidays
18. A few interesting articles
http://mflmeanderings.blogspot.co.uk/2013
/11/boys-in-mfl-classroom.html?m=1
(Jo Quatsch, MFL)
http://www.teachthemenglish.com/2010/02
/difference-between-boys-girls-in-languageclassroom-how-to-redress-the-balance/
(Adam Simpson, English)
19. Developing engagement
(for boys?!?!)
For more ideas
www.chrisfuller.typepad.com
To chat things over
@chrisfullerisms
To discuss and ask questions
Chrisfullerinspain@hotmail.com