вторник, 10 марта 2015 г.
суббота, 30 марта 2013 г.
Конференция IATEFL в Ливерпуле, 8 – 12 апреля, 2013
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Если вы не можете приехать на конференцию в Ливерпуль, смотрите ее онлайн!
Многие презентации будут транслироваться в режиме реального времени.
Мы приглашаем всех преподавателей присоединиться к конференции IATEFL в Ливерпуле онлайн!
Если вы заинтересовались -дополнительная информация на сайте: http://iatefl.britishcouncil.org/2013/
Для участия в конкурсе
Соберите группу преподавателей для просмотра презентаций в реальном времени. Вы можете выбрать любую презентацию, которая вам интересна. Расписание трансляций доступно на сайте: http://iatefl.britishcouncil.org/2013/live-feed-schedule
Посмотрите трансляцию, и обсудите ее с коллегами.
Опишите ваш опыт, включая информацию о том, какую сессию вы посмотрели, сколько участвовало преподавателей, какие вопросы вы обсуждали после просмотра, и ваши общие впечатления о полученном опыте. Лимит – 250 слов. Приложите фотографию с просмотра.
Все, кто прислал описания получат промо приз от Британского Совета.
Победитель получит iPad mini!
Критерии оценки:
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Качество содержания |
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Обсуждаемые вопросы |
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Количество участников |
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Креативность фотографии |
The contest is open only for the teachers in Russia.
В конкурсе могут принимать участия только преподаватели из Российской Федерации. Присылая нам описание, вы соглашаетесь на то, что ваше описание, фотография, ваше имя и название учреждения, в котором вы работаете могут быть размещены на сайте Британского Совета.
суббота, 16 февраля 2013 г.
English Teachers' Blogathon
EFL teachers from 15 countries of the world have been taking part in the
competetion called "Blogathon 2013" since the 4th of February. Blogathon has
been organized by the British Council and will last till the 4th of
March. An individual blog for each teacher participant has been opened
on the British Council site and the the teachers are sharing their
experience in teaching English, writing comments to each others' entries. The
winner of the Blogathon competetion will take part in the English
teachers' conference in Liverpool later this year.
Here are some of my blog entries:
Line 1- one noun;
Line 2-two adjectives that describe the noun in Line 1;
Line 3- three –ing verbs that are associated with the noun in line 2;
Line 4-four nouns: two of the first are associated with the noun in line 1, the other two-with the noun in line 7;
Line 5- three –ing verbs that are associated with the noun in line 7;
Line 6-two adjectives that describe the noun in line 7;
Line 7- one noun that is the opposite of the noun in line 1.
Sample:
River
long clean
swimming sailing fishing
boat fish fox tree
walking hunting resting
green dark
Forest
The Ss like this activity that can be arranged at the beginning, at the end of the lesson. I think that having students write diamond poems is a great way to get them to learn and practice their different parts of speech, because it will be necessary for students to demonstrate that they know the difference between nouns, adjectives, and verbs. Looking forward to your thoughts!
Some typical questions about forms: What word goes in this space? How many words are there in the sentence? How do you spell that? Is that a verb? Problems and puzzles: Put these words in the right order. Fill in the spaces. Change this into the past simple tense. Write this sentence again, with exactly the same meaning, but only using seven words. Reflecting of use: Write down some of the sentences you heard. Why did you use that tense? Which of those two sentences is correct? Sentence analysis: Mark all the prepositions. Mark the main stress in the sentence. How many auxiliary verbs are there? Cross out any unnecessary words. I design exercises that guide learners to certain conclusions as well.
Card 1 Complete these sentences in the past simple or present perfect with the verb in brackets.
1. Last week I _________ (go) to London.
2.Yesterday I _________ (play) tennis with my friend .
3.I _________ (see) Ann in the street last night.
4.I ___________ (be) to England twice before.
Card 2 Past simple and present perfect Complete these sentences in the past simple or present perfect. Use the verb in brackets.
1. Last week he _________ (go) to London.
2.Yesterday we _________ (play) tennis with my friend .
3.She _________ (see) Ann in the street last night.
4.They___________ (be) to England twice before.
Now SS write questions to ask your mates:
Did you____________________?
Have you _____________________ ?
I want the Ss to draw conclusions about the basics of designing a simple exercise. Each pupil receives a copy of the two exercises and compares them to find the differences between the two. Having found the differences, the class then discusses the reasons for the changes.So I let the learners discover the answers for themselves.
Red Hat thinking focuses on feelings, hunches, gut instinct, and intuition.
Yellow Hat thinking focuses on values and benefits. Why something may work.
Black Hat thinking focuses on difficulties, potential problems. Why something may not work.
Green Hat thinking focuses on creativity: possibilities, alternatives, solutions, new ideas.
Blue Hat thinking focuses on manage the thinking process, focus, next steps, action plans.
You may learn more about this method here http://www.marketingteacher.com/lesson-store/lesson-six-thinking-hats.html. Good luck:)))
The first step in any successful pronunciation lesson is to give students the opportunity to imitate. Most often, you will be the model that your students will copy, but you can also use other sources - a recording, audio, video or the internet for variety.
The second step: Explanation. you should explain to them the biological process of making that sound. This doesn’t have to be as intimidating as it may seem. Reviewing the parts of the mouth can help your students clearly understand how to make appropriate English sounds.
The third step:Practice. Now it's the time to practice the use of that sound or sound pattern. You can use minimal pairs to highlight one sound or phoneme that you are teaching. If you want to add a little fun to pronunciation class, try tongue twisters. You can also teach the natural rhythm of English through songs and poetry. Try reading a limerick with your class, or have them write their own.
I believe your students'll succeed perfect pronunciation! Good luck:)
Here are some of my blog entries:
Learning Technologies: exciting . . . efficient . . . useful . . . Great!!!
Submitted by natali9 on 6 February, 2013 - 00:38
Everyone! I'm glad to meet all participants of the Blogathon 2013. My
name is Natalia from Russia. I compete in this wonderful event for the
first time. My students are at the age of 7-17. They are different, but
they focus their attention on learning English. Of course, it's really
fascinating, isn't it? Using modern technologies I provide my students
with effective learning opportunity to acquire extensive knowledge on
English. And I know I’m not alone in my research.
I think it is worth taking a look at the purposes in teaching English
in order to organise the lessons more efficient and amazing.
1. Syllabus integration: how are modern technologies used throughout the
syllabus?
2. Lesson integration: how are modern technologies used at the stages of
the lesson? Is it related to lesson planning?
I want to focus your attention on the resourses that you, colleagues,
could use to find interesting information on different topics.
I want to share my experience in teaching English.
Looking forward to your thoughts and ideas!
I wish you good luck!
Creating a wiki!
Submitted by natali9 on 6 February, 2013 - 18:58
Creating a Wiki!
I’d like to tell you about creating a wiki. The most exciting feature of
a wiki is collaborative writing. When creating a wiki we will need to
have as many group pages as there are learners in our class (although we
can pair them or put them in groups of three if you wish). We’ll need a
writing task for participants to complete as well.
Here is the example of wiki: https://nataliaclass.wikispaces.com/
Learners can:
edit any page,
create new pages,
participate in process of creation and collaboration (topics, projects,
fairy tales, story, diary etc.),
write from their own points of view,
create links to new pages and invite partners to share what they know
about a subject new to the wiki,
can part take in discussions on a wiki,
must follow behaviour rules.
The most important fact is that we can edit everything any time. Wikis
can have not only educational purpose but entertaining as well, so
that's not boring. And teachers can create collaborative writing that
increases the effectiveness of the work. Collaborative work
(groups/pairs/individuals) can motivate students to learn English more
efficiently.
I recommend you links to set up Wikis:
http://www.wikispaces.com
http://www.pbwiki.com
Learning strategies: game is a fascinating activity in teaching process, isn’t it?
Submitted by natali9 on 9 February, 2013 - 16:06
My purpose of teaching is to make my lessons more interesting and
amazing for children. I want them to learn English with enthusiasm and
entertainment. In my opinion game is a fascinating activity because Ss
are fond of playing, acting out dialogues and creating magic stories or
poems.
One of the favourite games is a diamond game. The diamond game is a
shape poem that requires little knowledge of poetry. The diamond poem
comes with its own formula that examines two concepts that are opposites
of each other. There are only seven lines in this poem.
The rules are:
Line 1- one noun;
Line 2-two adjectives that describe the noun in Line 1;
Line 3- three –ing verbs that are associated with the noun in line 2;
Line 4-four nouns: two of the first are associated with the noun in line 1, the other two-with the noun in line 7;
Line 5- three –ing verbs that are associated with the noun in line 7;
Line 6-two adjectives that describe the noun in line 7;
Line 7- one noun that is the opposite of the noun in line 1.
Sample:
River
long clean
swimming sailing fishing
boat fish fox tree
walking hunting resting
green dark
Forest
The Ss like this activity that can be arranged at the beginning, at the end of the lesson. I think that having students write diamond poems is a great way to get them to learn and practice their different parts of speech, because it will be necessary for students to demonstrate that they know the difference between nouns, adjectives, and verbs. Looking forward to your thoughts!
Learning strategies: teaching Grammar - "Guided Discovery"
Submitted by natali9 on 10 February, 2013 - 18:28
The meaning “guided discovery” (T. helps the learner to tell himself)
normally refers to tasks which draw language learners towards finding
out about the language through discovery. Rather than being told the
answer they have to find out for themselves. This discovery is not a
question of the teacher, but rather a matter of leading the Ss to the
answer by providing the necessary clues.
As a teacher (or a mentor) I select appropriate tasks. Then I
offer good instructions, questions, necessary help, feedback. I manage
and structure the lesson so that all the students are involved and draw
the most possible from this activity.
Some typical questions about forms: What word goes in this space? How many words are there in the sentence? How do you spell that? Is that a verb? Problems and puzzles: Put these words in the right order. Fill in the spaces. Change this into the past simple tense. Write this sentence again, with exactly the same meaning, but only using seven words. Reflecting of use: Write down some of the sentences you heard. Why did you use that tense? Which of those two sentences is correct? Sentence analysis: Mark all the prepositions. Mark the main stress in the sentence. How many auxiliary verbs are there? Cross out any unnecessary words. I design exercises that guide learners to certain conclusions as well.
Card 1 Complete these sentences in the past simple or present perfect with the verb in brackets.
1. Last week I _________ (go) to London.
2.Yesterday I _________ (play) tennis with my friend .
3.I _________ (see) Ann in the street last night.
4.I ___________ (be) to England twice before.
Card 2 Past simple and present perfect Complete these sentences in the past simple or present perfect. Use the verb in brackets.
1. Last week he _________ (go) to London.
2.Yesterday we _________ (play) tennis with my friend .
3.She _________ (see) Ann in the street last night.
4.They___________ (be) to England twice before.
Now SS write questions to ask your mates:
Did you____________________?
Have you _____________________ ?
I want the Ss to draw conclusions about the basics of designing a simple exercise. Each pupil receives a copy of the two exercises and compares them to find the differences between the two. Having found the differences, the class then discusses the reasons for the changes.So I let the learners discover the answers for themselves.
The Six Thinking Hats in English Teaching Lesson
Submitted by natali9 on 12 February, 2013 - 17:25
Do you want to know more about your pupils? What colour do they like?
So, let's play a colour-game. The six thinking hats is a method
for doing one sort of thinking at a time. It's a metaphor. You ask SS
about their favourite colours and give each of them a red (blue, yellow,
green, black or white) hat. Then you explain what type of thinking
each colour represents.
White Hat thinking focuses on data, facts, information known or needed.
Red Hat thinking focuses on feelings, hunches, gut instinct, and intuition.
Yellow Hat thinking focuses on values and benefits. Why something may work.
Black Hat thinking focuses on difficulties, potential problems. Why something may not work.
Green Hat thinking focuses on creativity: possibilities, alternatives, solutions, new ideas.
Blue Hat thinking focuses on manage the thinking process, focus, next steps, action plans.
You may learn more about this method here http://www.marketingteacher.com/lesson-store/lesson-six-thinking-hats.html. Good luck:)))
Learning strategies: Pronunciation- 3 Essential points.
Submitted by natali9 on 13 February, 2013 - 22:42
What we need to have a successful pronunciation lesson?
I'm sure there are 3 steps in every pronunciation lesson, and you see success:)
The first step in any successful pronunciation lesson is to give students the opportunity to imitate. Most often, you will be the model that your students will copy, but you can also use other sources - a recording, audio, video or the internet for variety.
The second step: Explanation. you should explain to them the biological process of making that sound. This doesn’t have to be as intimidating as it may seem. Reviewing the parts of the mouth can help your students clearly understand how to make appropriate English sounds.
The third step:Practice. Now it's the time to practice the use of that sound or sound pattern. You can use minimal pairs to highlight one sound or phoneme that you are teaching. If you want to add a little fun to pronunciation class, try tongue twisters. You can also teach the natural rhythm of English through songs and poetry. Try reading a limerick with your class, or have them write their own.
I believe your students'll succeed perfect pronunciation! Good luck:)
суббота, 2 февраля 2013 г.
The E-merging Forum – 3
Объединяет учителей английского языка.Дата: 28 февраля – 2 марта 2013
Место: гостиница «Измайлово Вега» Москва, Россия
Участие: бесплатно для зарегистрированных участников
Язык форума: английский
Британский Совет в России рад сообщить, что третий «E-merging Forum» пройдет в Москве с 28 февраля по 2 марта 2013 года.
E-merging forum - это крупное ежегодное международное мероприятие, которое объединяет преподавателей английского языка для обсуждения ключевых вопросов и передового опыта в преподавании английского языка в следующих содержательных областях:
- Информационные технологии;
- Раннее обучение английскому языку;
- Профессиональное развитие педагогов;
- Английский и литература.
воскресенье, 13 января 2013 г.
Congratulation!
Happy New Year!
I wish you the best year you’ve ever had,
and that each New Year
will be better than the last.
May you realize your fondest dreams
and take time to recognize and enjoy
each and every blessing.
And many more!
среда, 7 ноября 2012 г.
Create your speaking characters
Character Style:
Select a character from one of our many styles:
Classic, Animals, Oddballs and more!
Customization:
Change the look, clothing and accessories.
Voice:
Add your own voice via phone, microphone,
text to speech or upload a file.
Background:
Choose a background from our library or upload your own.
Click Publish to e-mail to a friend or get code to take your Viki avatar anywhere.
Select a character from one of our many styles:
Classic, Animals, Oddballs and more!
Customization:
Change the look, clothing and accessories.
Voice:
Add your own voice via phone, microphone,
text to speech or upload a file.
Background:
Choose a background from our library or upload your own.
Click Publish to e-mail to a friend or get code to take your Viki avatar anywhere.
How To Make Students Better Online Researchers
A cross-post from edudemic.com
I recently came across an article in Wired Magazine called “Why Kids Can’t Search“. I’m always interested in this particular topic, because it’s something I struggle with in my middle and high school classes constantly, and I know I’m not alone in my frustrations.
Getting kids to really focus on what exactly they are searching for, and then be able to further distill idea into a few key specific search terms is a skill that we must teach students, and we have to do it over and over again. We never question the vital importance of teaching literacy, but we have to be mindful that there are many kinds of “literacies”. An ever more important one that ALL teachers need to be aware of is digital literacy. I could go off in many directions on this, but for the purpose of this post I’m focusing strictly on the digital literacy of searching.
In the past, we spent a lot of time in schools teaching kids how to do library research, and how to use a variety reference materials like dictionaries, encyclopedias, microfiche, card catalogs, public records, anthologies, and other sources too numerous to recall. Many of these forms of reference are no longer used, as they (or incarnations much like them) are all now available to us on the internet.
However, when we made this switch to internet-based resources, we somehow left a gap in education and made no real focus on teaching kids how to find valid, credible, useful resources online. The result is our frequent frustration with a generation of kids who will still type in the word “Egypt” and grab the first search result that pops up on Google when studying anything remotely related to the topic.
As they get older, kids often employ the tactic of typing a question into the search bar – “How do I find out about mummies in Egypt?” This actually gives Google a little more to work with – namely the word “mummies”, but this additional boost is thwarted because the search is in the form of a question. Top results yield links to Answers.com, YahooAnswers, and other equally useless (academically speaking) results. Anyone – you, me, a 2nd grader, or a Kardashian, can post an answer on these sites. True the internet is becoming more semantic all the time, but we are far from there yet, and these kinds of searches are almost always a waste of time.
1. It begins as a critical thinking and language skill – narrowing their focus to a specific idea, and then selecting the few key terms and some alternatives that will help them.
2. Utilizing the various “search help” tools that many search engines offer – Google offers the ability for kids to narrow the search by time, type (images, news, dictionary, reading level), and also offers a nice advanced search tool. Some simple Boolean tools, such as +, “and”, and – are still extremely useful to know.
3. Critically sorting through the results – is the top result always the best? Often the answer is no. Google sorts its results based on the amount of hits a URL gets and sorts that way. It’s not so much academic as it is a popularity contest. Remember, Google can’t think (yet), so it’s still up to us to make the determination about what will be useful. Taking some time to teach kids about credible resources, scholastic research-based resources, and most importantly valid resources, is a worthwhile and necessary exercise. As an example, my students blog, usually about academic topics they are studying in school. If one of my students posts a movie of their re-enactment of Lincoln delivering the Gettysburg Address, their post will likely pop up in any given search about Lincoln and the Gettysburg Address. Are they a valid scholastic resource? Are they experts? ’nuff said.
4. Sometimes, supply your kids with the internet resources you want them to use. If your focus is on finding the information within a given resource, maybe it’s not necessary to always pile on the extra step of searching for the resource – especially if this is still a skill they struggle with. You can go old school and write the links on the board, or the easier route of pasting or embedding the links into your class webpage. Either way, this practice actually sets a bar for students – they become more accustomed to the type, format, and quality of resource that is valid for academic research. Obviously, they need to learn and use search skills, but this “calibration” every once in awhile is actually a good thing for setting expectations.
I recently came across an article in Wired Magazine called “Why Kids Can’t Search“. I’m always interested in this particular topic, because it’s something I struggle with in my middle and high school classes constantly, and I know I’m not alone in my frustrations.
Getting kids to really focus on what exactly they are searching for, and then be able to further distill idea into a few key specific search terms is a skill that we must teach students, and we have to do it over and over again. We never question the vital importance of teaching literacy, but we have to be mindful that there are many kinds of “literacies”. An ever more important one that ALL teachers need to be aware of is digital literacy. I could go off in many directions on this, but for the purpose of this post I’m focusing strictly on the digital literacy of searching.
In the past, we spent a lot of time in schools teaching kids how to do library research, and how to use a variety reference materials like dictionaries, encyclopedias, microfiche, card catalogs, public records, anthologies, and other sources too numerous to recall. Many of these forms of reference are no longer used, as they (or incarnations much like them) are all now available to us on the internet.
However, when we made this switch to internet-based resources, we somehow left a gap in education and made no real focus on teaching kids how to find valid, credible, useful resources online. The result is our frequent frustration with a generation of kids who will still type in the word “Egypt” and grab the first search result that pops up on Google when studying anything remotely related to the topic.
As they get older, kids often employ the tactic of typing a question into the search bar – “How do I find out about mummies in Egypt?” This actually gives Google a little more to work with – namely the word “mummies”, but this additional boost is thwarted because the search is in the form of a question. Top results yield links to Answers.com, YahooAnswers, and other equally useless (academically speaking) results. Anyone – you, me, a 2nd grader, or a Kardashian, can post an answer on these sites. True the internet is becoming more semantic all the time, but we are far from there yet, and these kinds of searches are almost always a waste of time.
The real answer?
SPEND TIME teaching your kids the digital literacy skill of proper searching. It’s never too early for them to learn. Are they old enough to learn to use a dictionary or an encyclopedia? That’s the time! Here are the levels that need to be taught:1. It begins as a critical thinking and language skill – narrowing their focus to a specific idea, and then selecting the few key terms and some alternatives that will help them.
2. Utilizing the various “search help” tools that many search engines offer – Google offers the ability for kids to narrow the search by time, type (images, news, dictionary, reading level), and also offers a nice advanced search tool. Some simple Boolean tools, such as +, “and”, and – are still extremely useful to know.
3. Critically sorting through the results – is the top result always the best? Often the answer is no. Google sorts its results based on the amount of hits a URL gets and sorts that way. It’s not so much academic as it is a popularity contest. Remember, Google can’t think (yet), so it’s still up to us to make the determination about what will be useful. Taking some time to teach kids about credible resources, scholastic research-based resources, and most importantly valid resources, is a worthwhile and necessary exercise. As an example, my students blog, usually about academic topics they are studying in school. If one of my students posts a movie of their re-enactment of Lincoln delivering the Gettysburg Address, their post will likely pop up in any given search about Lincoln and the Gettysburg Address. Are they a valid scholastic resource? Are they experts? ’nuff said.
4. Sometimes, supply your kids with the internet resources you want them to use. If your focus is on finding the information within a given resource, maybe it’s not necessary to always pile on the extra step of searching for the resource – especially if this is still a skill they struggle with. You can go old school and write the links on the board, or the easier route of pasting or embedding the links into your class webpage. Either way, this practice actually sets a bar for students – they become more accustomed to the type, format, and quality of resource that is valid for academic research. Obviously, they need to learn and use search skills, but this “calibration” every once in awhile is actually a good thing for setting expectations.
Useful Links For Searchers
Here are some links that offer some resources for teachers trying to teach students the digital literacies involved with searching.- How to Spot a Fake Website
- Great Tech Expectations: What Should Elementary Students be Able to do and When?
- Boolify Project: An Educational Boolean Web Search Tool (very visual)
- Boolean Searching on the Internet
- Rockwell Schrock’s Boolean Machine
- Web Search Strategies in Plain English
- KidRex – a Kid Safe Search Engine
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