Today we had two interesting sessions on teaching reading and teaching grammar. We exchanged ideas 💡 and learned from each other. It was amazing to see how resourceful the teachers are 👍.
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One practical takeaway from today's session.
Gap fill exercises are very common in many coursebooks. You can turn this boring exercise into a fun-filled activity in the following way:
🔹 Before doing the activity, write the words that should be used on separate pieces of paper and put them in the far end of the classroom.
🔹 Divide the class into groups of 3 or 4 ( depending on your class size)
🔹 Tell the groups to choose one member. That member goes to the far end of the classroom, reads the words, comes back and tells what words s/he saw.
🔹 The other group members listen and fill in the blanks.
Why do I like this activity? Firstly, you can do this with almost any grammar or vocabulary gap fill exercises. Secondly, grammar is integrated with reading and listening. And thirdly, students work collaboratively.
https://t.me/eltresources
Gap fill exercises are very common in many coursebooks. You can turn this boring exercise into a fun-filled activity in the following way:
🔹 Before doing the activity, write the words that should be used on separate pieces of paper and put them in the far end of the classroom.
🔹 Divide the class into groups of 3 or 4 ( depending on your class size)
🔹 Tell the groups to choose one member. That member goes to the far end of the classroom, reads the words, comes back and tells what words s/he saw.
🔹 The other group members listen and fill in the blanks.
Why do I like this activity? Firstly, you can do this with almost any grammar or vocabulary gap fill exercises. Secondly, grammar is integrated with reading and listening. And thirdly, students work collaboratively.
https://t.me/eltresources
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Thank you for dropping in 🤗. Here, you'll find real solutions to your teaching problems: tips, ideas, interactive PowerPoint games, exclusive lesson plans and fun classroom activities. For questions contact @resourceful_teacher
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Friday sessions at Man Met were full of hot discussions and lively interaction. The first session was led by Richard Silburn, Director of Language Center. It was about effective lesson planning. We couldn't stop talking about the importance of lesson planning and whether we can tell if a teacher is prepared or unprepared for the class 🧑🏫👨🏻🏫.
The second session, Teaching Lexis, was also engaging. Tim Leigh explained what it means to "know" a word. So I understood that vocabulary knowledge is made up of the following elements:
💡Concept (meaning)
💡Form (how to write the word in letters and in phonological form)
💡Frame (what part of speech this word is)
💡Connotation (positive, negative, neutral)
💡Situation (formal, informal, etc.)
💡Semantic relations (lexical sets, synonyms, etc.)
💡Collocations (phrases, expressions, etc.)
https://t.me/eltresources
The second session, Teaching Lexis, was also engaging. Tim Leigh explained what it means to "know" a word. So I understood that vocabulary knowledge is made up of the following elements:
💡Concept (meaning)
💡Form (how to write the word in letters and in phonological form)
💡Frame (what part of speech this word is)
💡Connotation (positive, negative, neutral)
💡Situation (formal, informal, etc.)
💡Semantic relations (lexical sets, synonyms, etc.)
💡Collocations (phrases, expressions, etc.)
https://t.me/eltresources
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We had a whale of a time at sessions by Dr Marcus Bridle, Course Coordinator and EAP Tutor. Learner motivation, needs analysis, learning styles were all familiar concepts, but this time we looked at them from a different perspective. I discovered something surprising 🤩😇. I'll tell about it a it later 😉. As for now, I would like you to try out a questionnaire and find out your learning style. Follow this link 👉 The VARK Questionnaire and tick the boxes. You can choose more than one answer for each question. Click "OK" at the end and you will get the result. Write in the comments what your learning style is, OK?
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Hello everyone! Let's continue the discussion about learning styles. Thank you for all your responses, appreciate it greatly. But, I'd like you to do one more thing 😉. Think about these questions 👇
Do you think the results are valid? Do they really show what kind of learner you are?
Having answered the questions, watch the video below. It will reveal "the biggest myth in education" 🤓.
P.S. The video is from my favourite YouTube channel called Veritasium
https://t.me/eltresources
Do you think the results are valid? Do they really show what kind of learner you are?
Having answered the questions, watch the video below. It will reveal "the biggest myth in education" 🤓.
P.S. The video is from my favourite YouTube channel called Veritasium
https://t.me/eltresources
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Most of our lessons were in the form of discussion and sharing ideas. Here are some practical things shared by our brilliant colleagues at "Teaching IELTS" session.
Diana: Put students into groups. Cut the speaking/writing band descriptors table into pieces. Ask students to read the descriptors and match them to the score.
This activity will help analyze the assessment criteria for speaking/writing in greater detail. Your students will be able to understand the difference between band score 5 and 7, for example.
Sultan: Students work in pairs. Partners will need to sit facing each other, one with a blank sheet of paper and the other with a text for Writing Task 1 held so that their partner can’t see it. The student with the text dictates to their partner what to draw.
The activity is good because:
📌 It involves many skills.
📌 It is collaborative.
📌 It is a great way to review the sentence structure and vocabulary for Writing Task 1.
Zuhra: Students conduct a survey in the class asking each other questions. (I'll put an example of a survey below). Set a time limit. When the time runs out, students go back to their seats and draw a bar chart showing the results of the survey. You can ask them to write a description of the chart using vocabulary for Writing Task 1.
Marcus: "Just a minute". Write 6 topics on the board or ask your students to offer them. For example, 1. Food, 2. Sport, 3. Technology, etc. Divide the class into groups. Give each group a dice 🎲. One member from a group throws the dice and identifies the topic, e.g. if they throw 2, the topic is "Sport". Then one of the students starts talking on the topic, but there are some rules:
🎲 No hesitation
🎲 No repetition
🎲 No deviation (the speaker must stay on topic)
Tell the students that they have only one minute to talk. Whenever the speaker breaks one of the rules somebody from the group should interrupt him saying "Stop!" and continue to talk. The last person to talk is the winner 🏆.
This activity is great for developing fluency. You can adapt it for lower levels by asking them to say words or phrases.
https://t.me/eltresources
Diana: Put students into groups. Cut the speaking/writing band descriptors table into pieces. Ask students to read the descriptors and match them to the score.
This activity will help analyze the assessment criteria for speaking/writing in greater detail. Your students will be able to understand the difference between band score 5 and 7, for example.
Sultan: Students work in pairs. Partners will need to sit facing each other, one with a blank sheet of paper and the other with a text for Writing Task 1 held so that their partner can’t see it. The student with the text dictates to their partner what to draw.
The activity is good because:
📌 It involves many skills.
📌 It is collaborative.
📌 It is a great way to review the sentence structure and vocabulary for Writing Task 1.
Zuhra: Students conduct a survey in the class asking each other questions. (I'll put an example of a survey below). Set a time limit. When the time runs out, students go back to their seats and draw a bar chart showing the results of the survey. You can ask them to write a description of the chart using vocabulary for Writing Task 1.
Marcus: "Just a minute". Write 6 topics on the board or ask your students to offer them. For example, 1. Food, 2. Sport, 3. Technology, etc. Divide the class into groups. Give each group a dice 🎲. One member from a group throws the dice and identifies the topic, e.g. if they throw 2, the topic is "Sport". Then one of the students starts talking on the topic, but there are some rules:
🎲 No hesitation
🎲 No repetition
🎲 No deviation (the speaker must stay on topic)
Tell the students that they have only one minute to talk. Whenever the speaker breaks one of the rules somebody from the group should interrupt him saying "Stop!" and continue to talk. The last person to talk is the winner 🏆.
This activity is great for developing fluency. You can adapt it for lower levels by asking them to say words or phrases.
https://t.me/eltresources
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Forwarded from Exams Hub
📌📌📌
Bugungi kunda har bir kishi, avvalo, ingliz tilini chuqur o'rganishi va bu bilan sohasida yetuk kadr bo'lishga intilishi lozim. ✅️
Ko'pchilik azizlarning kurslarga qatnagani vaqtlari to'g'ri kelmasligini hisobga olgan holda, INTERNET orqali ingliz tili darslarini sifatli berishni yo'lga qo'yayapman. 🙋♂🙋
1. Grammar 📝
2. Vocabulary 📖 📕
3. Writing ✍️
4. Speaking 🗣🗣
Bular kuzatuv va analizlar natijasida o'rganildi.
Kurslar offline holatdagi darslardan birmuncha arzon bo'ladi.
Agar sizda qiziqish va ehtiyoj bo'lsa rasmdagi raqam yoki @Inspiredtoteach orqali menga Telegramdan bog'laning, yoki 99 890 28 21 raqami orqali shaxsiy qo'ng'iroq qiling!
The first step is the hardest, take it now!
@Inspiredtoteach
Assalomu alaikum, qadrli do'stlar! 👋 Bugungi kunda har bir kishi, avvalo, ingliz tilini chuqur o'rganishi va bu bilan sohasida yetuk kadr bo'lishga intilishi lozim. ✅️
Ko'pchilik azizlarning kurslarga qatnagani vaqtlari to'g'ri kelmasligini hisobga olgan holda, INTERNET orqali ingliz tili darslarini sifatli berishni yo'lga qo'yayapman. 🙋♂🙋
Darslar pedagogik standardlarga javob beradi va o'rganuvchining darajasi, psixalogik holati va qobiliyati inobatga olinadi.
Quyidagi yo'nalishlarda juda ko'pchilikda muammolar mavjud:1. Grammar 📝
2. Vocabulary 📖 📕
3. Writing ✍️
4. Speaking 🗣🗣
Bular kuzatuv va analizlar natijasida o'rganildi.
Kurslar offline holatdagi darslardan birmuncha arzon bo'ladi.
Agar sizda qiziqish va ehtiyoj bo'lsa rasmdagi raqam yoki @Inspiredtoteach orqali menga Telegramdan bog'laning, yoki 99 890 28 21 raqami orqali shaxsiy qo'ng'iroq qiling!
The first step is the hardest, take it now!
@Inspiredtoteach
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