The first workshop of methods of teaching and class management in Farhangian university of Kerman.
🌹🌹🌹🌹🌹🌹🌹
@languageassociation
🌹🌹🌹🌹🌹🌹🌹
@languageassociation
Working with large classes
In many parts of the world, ESOL teachers find themselves working with groups of 60 or more learners. The following suggestions should help you to cope with the practical demands of large classes. They also explore ways of adapting
techniques typically associated with smaller groups.
1. Address learners by name whenever you can. This helps learners to feel that you are aware of them as individuals and that their presence and
contribution in class are important. We do not underestimate the difficulty
of learning so many names; but techniques such as name cards, seating plans, or games at the start of the course can make the task more manageable.
2. Don’t compete for the floor. If the level of background noise means that you cannot speak comfortably, stop speaking. Learners will almost always
quieten down. This is a good way of demonstrating to them that they share the responsibility for creating a productive learning atmosphere.
3. Elicit learners’ practical help. Management tasks like recording attendance, distributing and collecting materials and sharing around
resources can be time consuming in a large class. Younger learners especially can enjoy taking on some of these responsibilities.
4. Call on learners randomly, but equally. During whole class work, it is you who must invite learners to speak and not everyone will get a chance in one lesson. Keep a simple record of who you have asked, so that others can be
invited on future occasions. No learner should have to feel invisible!
5. Use pair and group work. Sometimes this feels chaotic in large classes, but it is the only way to give learners time to use the language for themselves. It
is also an excellent opportunity for helping learners to start to develop independent learning skills, which will be particularly useful to them in a large class environment.
6. Agree some alternative group configurations at the start of the course. You may not want learners always to work with the same people, but a lot of time is saved when you ask them to form groups if they know who they are to go with. So having two or three pre-established group sets—according
to the constraints of the particular classroom—is a good compromise.
7. Monitor group work selectively. During brief periods of group work you will not be able to monitor every group in detail. So give the bulk of your
attention to just a small number of groups—and, again, make sure you rotate this fairly over a series of lessons.
8. Agree a signal for quiet. Noise levels during group work can seem high, and it may not be easy to get the class’s attention again. A pre-arranged
signal, such as clapping hands or ringing a bell, can bring the group back together. If you don’t want to interrupt quite so brusquely, you could also try
raising your arm as a request to ‘finish off’—groups who finish then also raise their arms, until everyone has stopped.
9. Take selective feedback on group activities. Some of the groups who you were not able to monitor could be invited to report to the class on what they
did. Try to make sure different group members get the chance to act as reporters.
10. Invite the learners to write to you. This does not necessarily mean at length, nor all the time, but at appropriate intervals, to give you feedback on their experience of the course. You can respond to the feedback orally, with
the whole class or with an individual, if it seems necessary. The existence of
a written communication channel can be reassuring for learners who have to
‘share’ the teacher with so many others during class time.
🌹🌹🌹🌹🌹
@languageassociation
In many parts of the world, ESOL teachers find themselves working with groups of 60 or more learners. The following suggestions should help you to cope with the practical demands of large classes. They also explore ways of adapting
techniques typically associated with smaller groups.
1. Address learners by name whenever you can. This helps learners to feel that you are aware of them as individuals and that their presence and
contribution in class are important. We do not underestimate the difficulty
of learning so many names; but techniques such as name cards, seating plans, or games at the start of the course can make the task more manageable.
2. Don’t compete for the floor. If the level of background noise means that you cannot speak comfortably, stop speaking. Learners will almost always
quieten down. This is a good way of demonstrating to them that they share the responsibility for creating a productive learning atmosphere.
3. Elicit learners’ practical help. Management tasks like recording attendance, distributing and collecting materials and sharing around
resources can be time consuming in a large class. Younger learners especially can enjoy taking on some of these responsibilities.
4. Call on learners randomly, but equally. During whole class work, it is you who must invite learners to speak and not everyone will get a chance in one lesson. Keep a simple record of who you have asked, so that others can be
invited on future occasions. No learner should have to feel invisible!
5. Use pair and group work. Sometimes this feels chaotic in large classes, but it is the only way to give learners time to use the language for themselves. It
is also an excellent opportunity for helping learners to start to develop independent learning skills, which will be particularly useful to them in a large class environment.
6. Agree some alternative group configurations at the start of the course. You may not want learners always to work with the same people, but a lot of time is saved when you ask them to form groups if they know who they are to go with. So having two or three pre-established group sets—according
to the constraints of the particular classroom—is a good compromise.
7. Monitor group work selectively. During brief periods of group work you will not be able to monitor every group in detail. So give the bulk of your
attention to just a small number of groups—and, again, make sure you rotate this fairly over a series of lessons.
8. Agree a signal for quiet. Noise levels during group work can seem high, and it may not be easy to get the class’s attention again. A pre-arranged
signal, such as clapping hands or ringing a bell, can bring the group back together. If you don’t want to interrupt quite so brusquely, you could also try
raising your arm as a request to ‘finish off’—groups who finish then also raise their arms, until everyone has stopped.
9. Take selective feedback on group activities. Some of the groups who you were not able to monitor could be invited to report to the class on what they
did. Try to make sure different group members get the chance to act as reporters.
10. Invite the learners to write to you. This does not necessarily mean at length, nor all the time, but at appropriate intervals, to give you feedback on their experience of the course. You can respond to the feedback orally, with
the whole class or with an individual, if it seems necessary. The existence of
a written communication channel can be reassuring for learners who have to
‘share’ the teacher with so many others during class time.
🌹🌹🌹🌹🌹
@languageassociation
Forwarded from اخبار معلمان و دانشجو معلمان (Tmoallem)
✅ شرط سنی دانشگاه فرهنگیان در کنکور ۹۹ تا الان همان حد اکثر ۲۲ سال است
🔴 در کنکور سال ۹۹ داوطلبانی که تاریخ تولد آن ها از ۱\۷\۱۳۷۷ به بعد می باشد قادر به انتخاب کد رشته های دانشگاه فرهنگیان خواهند بود
🔴 البته کمپین هایی برای افزایش سقف سنی به ۲۴ سال به راه افتاده به محض حصول نتیجه اطلاع رسانی خواهیم کرد
⏺ شرط معدل حد اقل ۱۴ تمام (معدل کل ۳سال متوسطه دوم نه دیپلم)
#کنکور_۹۹
⏪ کنکوری های عزیز همراه ما باشید
➖➖➖➖➖➖➖➖➖
🎓 معلمان و دانشجو معلمان کشور🇮🇷
https://t.me/joinchat/AAAAADwAbMtu_oSIoDVV3A
🔴 در کنکور سال ۹۹ داوطلبانی که تاریخ تولد آن ها از ۱\۷\۱۳۷۷ به بعد می باشد قادر به انتخاب کد رشته های دانشگاه فرهنگیان خواهند بود
🔴 البته کمپین هایی برای افزایش سقف سنی به ۲۴ سال به راه افتاده به محض حصول نتیجه اطلاع رسانی خواهیم کرد
⏺ شرط معدل حد اقل ۱۴ تمام (معدل کل ۳سال متوسطه دوم نه دیپلم)
#کنکور_۹۹
⏪ کنکوری های عزیز همراه ما باشید
➖➖➖➖➖➖➖➖➖
🎓 معلمان و دانشجو معلمان کشور🇮🇷
https://t.me/joinchat/AAAAADwAbMtu_oSIoDVV3A
30 Training English websites
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1. Podcasts In English: http://podcastsinenglish.com/
2. British Council: https://learnenglish.britishcouncil.org/…/elementary-podcas…
3. Study TV: http://studytv.vn
4. ELT Podcast: http://eltpodcast.com/
5. English LingQ: http://englishlingq.com/
6. BBC: http://www.bbc.co.uk/podcasts/series/tae
7. VOA: http://learningenglish.voanews.com/podcast/0.html
8. ESL CuLips: http://esl.culips.com/
9. Better@English: http://www.betteratenglish.com/be-episode-archives
10. Teacher Luke: http://teacherluke.co.uk/
11.Business English Podcast: http://www.businessenglishpod.com/
12. Splendid Speaking: http://splendidspeaking.podomatic.com/
13. History of English Podcast: http://historyofenglishpodcast.com/
14. Pronuncian: http://www.pronuncian.com/Podcast/
15. English Fluency Now: http://englishfluencynow.com/podcast/
16. English Teacher John: http://englishteacherjohn.com/podcast/
17. ESL Podcast: http://www.eslpod.com/website/show_all.php
18. English Club: https://edition.englishclub.com/category/podcasts/
19. Connection Not Perfection: http://allearsenglish.com/episodes/
20. US Department of State: http://americanenglish.state.gov/…/voa-podcasts-shows-speci…
21. Gentlemint Podcast: http://podcast.gentlemint.com/
22 Podcast of ice and fire: http://podcastoficeandfire.com/
23. Podcast Blaster: http://www.podcastblaster.com/directory/Games-Hobbies/
24. Defeat the drama: http://podcast.defeatthedrama.com/
25. Podcast Land: http://podcastland.com/podcasts/73624/ready-player-2
26. Serial Podcast: http://serialpodcast.org/
27. 100 words podcast: http://100wordspodcast.com/
28. Read to lead podcast: http://readtoleadpodcast.com/
29. Learn out loud: http://www.learnoutloud.com/…/Better-at-English-Podca…/28246
30. 48 days: http://www.48days.com/category/48-days-podcast/
🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹
@languageassociation
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1. Podcasts In English: http://podcastsinenglish.com/
2. British Council: https://learnenglish.britishcouncil.org/…/elementary-podcas…
3. Study TV: http://studytv.vn
4. ELT Podcast: http://eltpodcast.com/
5. English LingQ: http://englishlingq.com/
6. BBC: http://www.bbc.co.uk/podcasts/series/tae
7. VOA: http://learningenglish.voanews.com/podcast/0.html
8. ESL CuLips: http://esl.culips.com/
9. Better@English: http://www.betteratenglish.com/be-episode-archives
10. Teacher Luke: http://teacherluke.co.uk/
11.Business English Podcast: http://www.businessenglishpod.com/
12. Splendid Speaking: http://splendidspeaking.podomatic.com/
13. History of English Podcast: http://historyofenglishpodcast.com/
14. Pronuncian: http://www.pronuncian.com/Podcast/
15. English Fluency Now: http://englishfluencynow.com/podcast/
16. English Teacher John: http://englishteacherjohn.com/podcast/
17. ESL Podcast: http://www.eslpod.com/website/show_all.php
18. English Club: https://edition.englishclub.com/category/podcasts/
19. Connection Not Perfection: http://allearsenglish.com/episodes/
20. US Department of State: http://americanenglish.state.gov/…/voa-podcasts-shows-speci…
21. Gentlemint Podcast: http://podcast.gentlemint.com/
22 Podcast of ice and fire: http://podcastoficeandfire.com/
23. Podcast Blaster: http://www.podcastblaster.com/directory/Games-Hobbies/
24. Defeat the drama: http://podcast.defeatthedrama.com/
25. Podcast Land: http://podcastland.com/podcasts/73624/ready-player-2
26. Serial Podcast: http://serialpodcast.org/
27. 100 words podcast: http://100wordspodcast.com/
28. Read to lead podcast: http://readtoleadpodcast.com/
29. Learn out loud: http://www.learnoutloud.com/…/Better-at-English-Podca…/28246
30. 48 days: http://www.48days.com/category/48-days-podcast/
🌹🌹🌹🌹🌹🌹🌹🌹🌹🌹
@languageassociation
Podcastsinenglish
Learn English and listen to English with podcasts in English
The podcast site for people to learn and teach English
✅ پیام رئیس دانشگاه فرهنگیان کشور به مناسبت 16 آذر روز دانشجو
شانزدهم آذرماه هرسال یادآور روح انقلابی و استکبارستیزی، استقلالخواهی، عدالتطلبی و آزادیخواهی دانشجویان ایرانی در کنار ملت قهرمان و انقلابی در پرتو آموزه های اسلام عزیز و رهنمودهای امام راحل و مقام معظم رهبری(دامه ظله) است. خاطره ازخودگذشتگی دانشجویان فداکار و مبارز که در دوران انقلاب اسلامی و به ثمر نشستن درخت تنومند انقلاب و خصوصا حضور بی نظیر دانشجویان در دوران دفاع مقدس برای همیشه تاریخ ثبت خواهد شد.
🌹🌹🌹🌹🌹🌹🌹🌹🌹
@languageassociation
شانزدهم آذرماه هرسال یادآور روح انقلابی و استکبارستیزی، استقلالخواهی، عدالتطلبی و آزادیخواهی دانشجویان ایرانی در کنار ملت قهرمان و انقلابی در پرتو آموزه های اسلام عزیز و رهنمودهای امام راحل و مقام معظم رهبری(دامه ظله) است. خاطره ازخودگذشتگی دانشجویان فداکار و مبارز که در دوران انقلاب اسلامی و به ثمر نشستن درخت تنومند انقلاب و خصوصا حضور بی نظیر دانشجویان در دوران دفاع مقدس برای همیشه تاریخ ثبت خواهد شد.
🌹🌹🌹🌹🌹🌹🌹🌹🌹
@languageassociation
🇬🇧📙 English #book
👨🏫📚 The Study of Language (2010)
Cambridge University Press
✍️ George Yule
ᴊᴏɪɴ
️@languageassociation
👨🏫📚 The Study of Language (2010)
Cambridge University Press
✍️ George Yule
ᴊᴏɪɴ
️@languageassociation
IELTS test in Nigeria – November 2019 (General Training)
Our friend M. remembered the following questions from a recent test in Nigeria:
Listening test
Section 1. Health and fitness club membership information, including application guide, fees, dates and level fitness.
Section 2. About volunteering work for university students who are interested an additional work to keep busy.
Section 3. Don’t remember.
Section 4. About the history of hei-tiki sculptures. The signs, symbolic meaning and traditional implications.
Reading test
Passage 1. About technical assistant work in the UK.
Passage 2. Don’t remember.
Passage 3. The history and work of archaeologist J. Giddio.
Writing test
Writing task 1 (a letter)
You have received a letter about winning a prize in a competition organised by the media house, but didn’t receive that prize. Write a letter to the editor of a newspaper about it and say
– Describe the competition and prize in details.
– How do you feel about it?
– What do you expect the editor to do about it?
Writing Task 2 (an essay)
Some parents and teachers agree that the behaviour of children should be strictly controlled. Others, however, believe that children should be allowed to do anything and experiment freely. Discuss both views and give your own opinion.
❤️███████████❤️
@languageassociation
@languageassociation
@languageassociation
❤️███████████❤️
⭕️⭕️
⭕️⭕️ @languageassociation
Our friend M. remembered the following questions from a recent test in Nigeria:
Listening test
Section 1. Health and fitness club membership information, including application guide, fees, dates and level fitness.
Section 2. About volunteering work for university students who are interested an additional work to keep busy.
Section 3. Don’t remember.
Section 4. About the history of hei-tiki sculptures. The signs, symbolic meaning and traditional implications.
Reading test
Passage 1. About technical assistant work in the UK.
Passage 2. Don’t remember.
Passage 3. The history and work of archaeologist J. Giddio.
Writing test
Writing task 1 (a letter)
You have received a letter about winning a prize in a competition organised by the media house, but didn’t receive that prize. Write a letter to the editor of a newspaper about it and say
– Describe the competition and prize in details.
– How do you feel about it?
– What do you expect the editor to do about it?
Writing Task 2 (an essay)
Some parents and teachers agree that the behaviour of children should be strictly controlled. Others, however, believe that children should be allowed to do anything and experiment freely. Discuss both views and give your own opinion.
❤️███████████❤️
@languageassociation
@languageassociation
@languageassociation
❤️███████████❤️
⭕️⭕️
⭕️⭕️ @languageassociation
🔥 Grammar Tips 🔥
3⃣ E.g. vs. i.e.
E.g. = for example
i.e. = that is
▶️ I think people should work smart, not hard (i.e. more efficiently). E.g. they should have better schedules rather than just studying aimlessly for hours.
4⃣ Affect vs. effect
Affect is a verb, effect is a noun.
▶️ I know my actions affect you, but the effect won't be long-term.
❇️ @languageassociation ❇️
3⃣ E.g. vs. i.e.
E.g. = for example
i.e. = that is
▶️ I think people should work smart, not hard (i.e. more efficiently). E.g. they should have better schedules rather than just studying aimlessly for hours.
4⃣ Affect vs. effect
Affect is a verb, effect is a noun.
▶️ I know my actions affect you, but the effect won't be long-term.
❇️ @languageassociation ❇️
بسم الله الرحمن الرحیم
با عرض سلام خدمت شما دانشجومعلمان فعال در حوزه های مختلف و انجمن های علمی و پژوهشی
برخود لازم میدانم از زحمات شما عزیزان جهت برگزاری همایش کشوری هفته پژوهش کمال تشکر و امتنان را داشته باشم. مدیریت دانشگاه فرهنگیان استان کرمان به پشتوانه شما عزیزان این میزبانی را پذیرفت و باور دارم شما نسل جوان با توانایی مدیریتی خود می توانستید خاطره های خوبی برای پژوهش دانشگاه فرهنگیان کشور رقم بزنید. اما بنا به تشخیص ومصلحت سازمان مرکزی دانشگاه ، در اطلاعیه ای میزبانی را به شهر تهران واگذار نمود. اینجانب به نوبه خود از زحمات شما عزیزان کمال تقدیر و تشکر را دارم. امید است در برنامه های بعدی بتوانیم مانند گذشته با همکاری شما عزیزان، به اهداف عالی تعلیم و تربیت برسیم.
دکتر عباس توان
رئیس دانشگاه فرهنگیان استان کرمان
🌹🌹🌹🌹🌹🌹🌹🌹
@languageassociation
با عرض سلام خدمت شما دانشجومعلمان فعال در حوزه های مختلف و انجمن های علمی و پژوهشی
برخود لازم میدانم از زحمات شما عزیزان جهت برگزاری همایش کشوری هفته پژوهش کمال تشکر و امتنان را داشته باشم. مدیریت دانشگاه فرهنگیان استان کرمان به پشتوانه شما عزیزان این میزبانی را پذیرفت و باور دارم شما نسل جوان با توانایی مدیریتی خود می توانستید خاطره های خوبی برای پژوهش دانشگاه فرهنگیان کشور رقم بزنید. اما بنا به تشخیص ومصلحت سازمان مرکزی دانشگاه ، در اطلاعیه ای میزبانی را به شهر تهران واگذار نمود. اینجانب به نوبه خود از زحمات شما عزیزان کمال تقدیر و تشکر را دارم. امید است در برنامه های بعدی بتوانیم مانند گذشته با همکاری شما عزیزان، به اهداف عالی تعلیم و تربیت برسیم.
دکتر عباس توان
رئیس دانشگاه فرهنگیان استان کرمان
🌹🌹🌹🌹🌹🌹🌹🌹
@languageassociation
با سلام و عرض ادب🌹
علیرغم لغو شدن مراسم هفته پژوهش به میزبانی دانشگاه فرهنگیان کرمان، انجمن علمی زبان انگلیسی این دانشگاه، اقدام به برگزاری این مراسم و ایجاد غرفه ای در دانشگاه کرده است.
گفتنی است که این انجمن، تنها با اراده اعضایش و حمایت اساتید این رشته، به این کار همت گماشته است.
در این راستا، انجمن علمی زبان انگلیسی، از تمامی دانشجویان گرامی، اساتید بزرگوار و مسئولین محترم دانشگاه دعوت میکند تا در روز های دوشنبه و سه شنبه، مورخ 25 و 26 آذرماه، از غرفه این انجمن واقع در ساختمان آموزشی شماره1 بازدید نمایند.
🍁🍁🍁
@languageassociation
علیرغم لغو شدن مراسم هفته پژوهش به میزبانی دانشگاه فرهنگیان کرمان، انجمن علمی زبان انگلیسی این دانشگاه، اقدام به برگزاری این مراسم و ایجاد غرفه ای در دانشگاه کرده است.
گفتنی است که این انجمن، تنها با اراده اعضایش و حمایت اساتید این رشته، به این کار همت گماشته است.
در این راستا، انجمن علمی زبان انگلیسی، از تمامی دانشجویان گرامی، اساتید بزرگوار و مسئولین محترم دانشگاه دعوت میکند تا در روز های دوشنبه و سه شنبه، مورخ 25 و 26 آذرماه، از غرفه این انجمن واقع در ساختمان آموزشی شماره1 بازدید نمایند.
🍁🍁🍁
@languageassociation
حضور دانشجویان،اساتید و مسئولین دانشگاه در غرفه انجمن علمی زبان انگلیسی.
🌹🌹🌹🌹🌹🌹
@languageassociation
🌹🌹🌹🌹🌹🌹
🌹🌹🌹🌹🌹🌹
@languageassociation
🌹🌹🌹🌹🌹🌹