At first, I was nervous as I knew complying with lesson timing was fundamental and also due to the fact that I would need to readapt my lesson to suit learners’ needs. The class started and I tried to used my class staging as planned by arranging students in small groups with mixed-abilities, which, in the end, would help me a great deal to keep the class alive. I also knew that the Lead-In and Setting the Scene stages were of great importance to accomplish this goal.
Time was passing by and my lesson planning was coping with the situation efficiently. For the Practice 1 and Practice 2 stages, I had mixed-ability students work in pairs to foster their confidence and help each other if needed. Not only did I know more advanced students would be able to clarify any little grammar doubts to their less advanced counterparts, but also pair working would result in a more productive performance during whole class participation.
Everything seemed to be going as planned until we arrived at the Language Focus Stage. That is, explaining the meaning, form, pronunciation, and appropriacy of the target language under timed conditions. As foreseen, most of the elementary and pre-intermediate students started to question grammar rules for clarification. This, in turn, translated into pacing slower throughout the lesson. This part of the lesson was supposed to last 9 minutes, but it took around 14 minutes. I allowed for this to happen because I knew it would be much better to have all students well prepared for the controlled and freer activities that were about to come. Also, I believed that time is not important when students come up with communicative needs.
In the end, students were able to do the controlled practice without much difficulty and they seemed to feel quite confident during the freer activity which was about speaking. Of course, my trainer let me know my lesson took longer than planned but he also recalled the fact that my lesson aim was accomplished.
Differentiation, in a school such as ours with children arriving from all over the world, is crucial for their success. A. What do you understand by the term “differentiation”? B. Give one example of a type of differentiation you have used and the impact it had on your students’ learning. C. How committed are you to differentiate your lessons?
To me, differentiation is the ability to cater to students’ needs by understanding they all come up with different motivation backgrounds and learning styles that will define the way a lesson plan should be designed.
One type of differentiation I have used in the classroom is Students’ Learning Styles. Understanding students’ learning styles will depend on how the teacher monitors individual performance. For example, there might be students with a more kinaesthetic learning style who will feel more confident with physical participation than others will. In the same way, and as I mentioned before, when you are able to let students work together they can benefit from each other by increasing their confidence and self-esteem in the classroom.
As a result, my role as an English teacher will always remind me about the importance of differentiating my lessons in the classroom in order to make students succeed at their learning task, which, in the end, is the ultimate goal in the classroom.
What experience do you have teaching students who speak English as an additional language? How do you ensure they are achieving their maximum potential in the classroom?
Although most of my lessons are designed for school students whose English is or will be used as a foreign language, I have had the opportunity to work with learners who are using it in real-life situations. For example, I had the opportunity to prepare two primary school students in Caracas who were moving to Montevideo to start classes in a bilingual school. In the same fashion, I think it is important to mention that online teaching has allowed me to train young and adult learners from different countries whose communicative needs in the English language are fundamental for
Time was passing by and my lesson planning was coping with the situation efficiently. For the Practice 1 and Practice 2 stages, I had mixed-ability students work in pairs to foster their confidence and help each other if needed. Not only did I know more advanced students would be able to clarify any little grammar doubts to their less advanced counterparts, but also pair working would result in a more productive performance during whole class participation.
Everything seemed to be going as planned until we arrived at the Language Focus Stage. That is, explaining the meaning, form, pronunciation, and appropriacy of the target language under timed conditions. As foreseen, most of the elementary and pre-intermediate students started to question grammar rules for clarification. This, in turn, translated into pacing slower throughout the lesson. This part of the lesson was supposed to last 9 minutes, but it took around 14 minutes. I allowed for this to happen because I knew it would be much better to have all students well prepared for the controlled and freer activities that were about to come. Also, I believed that time is not important when students come up with communicative needs.
In the end, students were able to do the controlled practice without much difficulty and they seemed to feel quite confident during the freer activity which was about speaking. Of course, my trainer let me know my lesson took longer than planned but he also recalled the fact that my lesson aim was accomplished.
Differentiation, in a school such as ours with children arriving from all over the world, is crucial for their success. A. What do you understand by the term “differentiation”? B. Give one example of a type of differentiation you have used and the impact it had on your students’ learning. C. How committed are you to differentiate your lessons?
To me, differentiation is the ability to cater to students’ needs by understanding they all come up with different motivation backgrounds and learning styles that will define the way a lesson plan should be designed.
One type of differentiation I have used in the classroom is Students’ Learning Styles. Understanding students’ learning styles will depend on how the teacher monitors individual performance. For example, there might be students with a more kinaesthetic learning style who will feel more confident with physical participation than others will. In the same way, and as I mentioned before, when you are able to let students work together they can benefit from each other by increasing their confidence and self-esteem in the classroom.
As a result, my role as an English teacher will always remind me about the importance of differentiating my lessons in the classroom in order to make students succeed at their learning task, which, in the end, is the ultimate goal in the classroom.
What experience do you have teaching students who speak English as an additional language? How do you ensure they are achieving their maximum potential in the classroom?
Although most of my lessons are designed for school students whose English is or will be used as a foreign language, I have had the opportunity to work with learners who are using it in real-life situations. For example, I had the opportunity to prepare two primary school students in Caracas who were moving to Montevideo to start classes in a bilingual school. In the same fashion, I think it is important to mention that online teaching has allowed me to train young and adult learners from different countries whose communicative needs in the English language are fundamental for
survival at both personal and professional levels.
Whether it is in the classroom or online, I always make sure students can use the language in an authentic way by putting into practice the usage of activities that not only suit their needs but which can also be adapted to their real-life situations. For example, I always advise students to personalize their learning experience by picking up grammar elements that best represent their routines, hobbies, plans, experiences and the like. To put it simply, when it comes to learning verbs, I tell learners to divide a piece of paper into three columns with the titles Past, Present and Future respectively. Then, I ask them to write down verbs they need to use on a daily basis to express actions related to any of these categories. In this way, learning becomes a more engaging experience because students can really acquire elements they will end up using in their lives.
What measures do you take to manage behavior so that learning can always be at its highest in the classroom, and how would you normally handle a student who is disrupting learning?
Whether it is in the classroom or online, I always make sure students can use the language in an authentic way by putting into practice the usage of activities that not only suit their needs but which can also be adapted to their real-life situations. For example, I always advise students to personalize their learning experience by picking up grammar elements that best represent their routines, hobbies, plans, experiences and the like. To put it simply, when it comes to learning verbs, I tell learners to divide a piece of paper into three columns with the titles Past, Present and Future respectively. Then, I ask them to write down verbs they need to use on a daily basis to express actions related to any of these categories. In this way, learning becomes a more engaging experience because students can really acquire elements they will end up using in their lives.
What measures do you take to manage behavior so that learning can always be at its highest in the classroom, and how would you normally handle a student who is disrupting learning?
In order to create an atmosphere that enables learning in the classroom, it is important to establish rules that can help to organize classes more efficiently. For this, I always try to use first-day classes to do student-oriented activities that engage learners in creating Dos and Don’ts in the classroom. In this way, everyone will have a sense of belonging and responsibility as they learn a new language.
However, and despite all efforts to avoid these kinds of disruptive situations, a student may not always feel motivated to be part of a given activity and thus he or she might distract other students. To solve this, I make sure to understand my students’ learning styles and motivation backgrounds very accurately so that I can give them alternative activities that better suit their learning needs at the moment.
What learning have you experienced recently that had a big impact on teaching and learning for you, and why? Would you be prepared to share this learning with other members of staff, and how would you go about doing so?
Last year, I had the opportunity to work with the Spanish Department and the Social Sciences Department to organize a symposium on Latin American Literature and Philosophy in a multicultural context. Our main aim was to explore and create a transversal learning framework where students could select their favorite Colombian authors whose works in literature have had a great impact and influence on the English-speaking world. We invited students from other schools to be part of this event and then we organize round-table speaking activities so that they could interact with each other in both English and Spanish.
By doing this, we enabled students to exercise a cultural practice through three subjects – English, Spanish, and Philosophy – as well as we allowed them to experience a different way of learning. In the same fashion, this activity also allowed me to learn from the other departments in a way I could understand that it is important to connect our teaching to other learning areas. For this reason, I believe I will be very happy to continue exercising this kind of experimental project in other venues by encouraging teachers and the school community to be part of it. For example, I would love to create new learning ideas with other departments such as Computer Science where English and technology could be experienced by students to their fullest with interesting activities, or with the Arts where students could combine their artistic creativity with their English knowledge to paint a wall with social and cultural messages.
In the end, I believe it is important to let students know that English is not just a subject but a lifestyle that can enrich our cultural understanding of the world.
Describe a time when you achieved excellence within your role.
n July 2018, I had the opportunity to be named best high school teacher during the second academic term at Liceo Moderno Campestre. It was a big surprise for me considering I had been working there for just five months. I believe what made this possible was my willingness to open my heart to new learning opportunities. Also, I have always said that when we believe in what we do anything can be possible.
In what areas do you think you need professional development?
I would definitely like to learn more about Information and Communications Technology and the way they can be better utilized within the classroom to foster and boost language learning.
What is your long-term career objective and where do you see yourself five years from now?
However, and despite all efforts to avoid these kinds of disruptive situations, a student may not always feel motivated to be part of a given activity and thus he or she might distract other students. To solve this, I make sure to understand my students’ learning styles and motivation backgrounds very accurately so that I can give them alternative activities that better suit their learning needs at the moment.
What learning have you experienced recently that had a big impact on teaching and learning for you, and why? Would you be prepared to share this learning with other members of staff, and how would you go about doing so?
Last year, I had the opportunity to work with the Spanish Department and the Social Sciences Department to organize a symposium on Latin American Literature and Philosophy in a multicultural context. Our main aim was to explore and create a transversal learning framework where students could select their favorite Colombian authors whose works in literature have had a great impact and influence on the English-speaking world. We invited students from other schools to be part of this event and then we organize round-table speaking activities so that they could interact with each other in both English and Spanish.
By doing this, we enabled students to exercise a cultural practice through three subjects – English, Spanish, and Philosophy – as well as we allowed them to experience a different way of learning. In the same fashion, this activity also allowed me to learn from the other departments in a way I could understand that it is important to connect our teaching to other learning areas. For this reason, I believe I will be very happy to continue exercising this kind of experimental project in other venues by encouraging teachers and the school community to be part of it. For example, I would love to create new learning ideas with other departments such as Computer Science where English and technology could be experienced by students to their fullest with interesting activities, or with the Arts where students could combine their artistic creativity with their English knowledge to paint a wall with social and cultural messages.
In the end, I believe it is important to let students know that English is not just a subject but a lifestyle that can enrich our cultural understanding of the world.
Describe a time when you achieved excellence within your role.
n July 2018, I had the opportunity to be named best high school teacher during the second academic term at Liceo Moderno Campestre. It was a big surprise for me considering I had been working there for just five months. I believe what made this possible was my willingness to open my heart to new learning opportunities. Also, I have always said that when we believe in what we do anything can be possible.
In what areas do you think you need professional development?
I would definitely like to learn more about Information and Communications Technology and the way they can be better utilized within the classroom to foster and boost language learning.
What is your long-term career objective and where do you see yourself five years from now?
Personally, I have learned that predicting the future is not always so easy. For example, three years ago I was working at the British Council in Caracas. It was a dream come true and one I spent a couple of years preparing myself for. However, little did I know that the Venezuelan situation was about to worsen and make me quit my job for the better. Sometimes you may be willing to believe in what you do; to plant some seeds to harvest good results in the future, but sometimes you may find yourself in a situation where you do not have other options but to start for scratch once again. Nevertheless, I have never lost my faith for a better future and for that I continue dreaming. For the above reasons, I see myself planting some seeds at Colegio Gran Bretaña and I see myself learning and growing professionally within an institution well-known for its continuous development, innovation, and staff support. In five years, I see myself living in a small beautiful house in Bogota, with a master's degree in languages and a DELTA as well, with an online program that has been greatly improved, and with a teaching position at a prestigious institution like yours.
Are there any recent professional articles, books or conferences you have encountered recently that may have affected your practice?
On February 29th, 2019, I had the opportunity to attend an online webinar about intercultural competence in the foreign language classroom given by Professor Liliana Marcela Cuesta Medina and organized by Universidad de la Sabana. She discussed the importance of metacognition or thinking about one’s own thinking, which is basically the ability to think about what we do when we learn a specific matter. Additionally, she mentioned the importance of us teachers being able to transfer this metacognitive ability into the classroom to create a cross-curricular learning experience where students not only develop self-awareness in the development of new communicative skills in a language in a class but also out of it. Since then, I have tried myself to self-regulate my own teaching experience by thinking more carefully about what I do and the way I do. This, in turn, has helped me to better organize activities and learning habits that can foster students’ motivation in the acquisition of new concepts and the development of new language skills.
In this day and age, technology forms a critical component of school life. How computer literate would you say you are, and what are your opinions in the way technology can enhance learning?
Although Spanish is my first language, English has always been my connection to a world of different cultures and ideas. These professional and personal experiences have allowed me to explore new teaching projects in the digital era. One of those projects is English a la Carte, an online platform with learning programs designed to help students develop and foster their communication process in the English language. I am quite passionate about my career and I am always looking for new projects that are creative and mind-enriching. At the moment, I am serving as an online instructor in areas such as General English and IELTS preparation. I am also planning on teaching ESP and Business English soon. In this way, I have to say that technology has made this possible and without it, I would not be able to do all the things I have done so far. In this way, I truly believe that technology can enhance learning positively if it used properly. So far, I have had the opportunity to work with Moodle platforms in the classroom. They have been of great help to students as they can make use of interactive activities that explore different learning styles. Of course, I would love to continue learning about new ways to motivate learning in the classroom.
How would colleagues describe you in three words?
Committed, kind, passionate.
How would your students describe you in three words?
Strict, funny and intelligent.
Are there any recent professional articles, books or conferences you have encountered recently that may have affected your practice?
On February 29th, 2019, I had the opportunity to attend an online webinar about intercultural competence in the foreign language classroom given by Professor Liliana Marcela Cuesta Medina and organized by Universidad de la Sabana. She discussed the importance of metacognition or thinking about one’s own thinking, which is basically the ability to think about what we do when we learn a specific matter. Additionally, she mentioned the importance of us teachers being able to transfer this metacognitive ability into the classroom to create a cross-curricular learning experience where students not only develop self-awareness in the development of new communicative skills in a language in a class but also out of it. Since then, I have tried myself to self-regulate my own teaching experience by thinking more carefully about what I do and the way I do. This, in turn, has helped me to better organize activities and learning habits that can foster students’ motivation in the acquisition of new concepts and the development of new language skills.
In this day and age, technology forms a critical component of school life. How computer literate would you say you are, and what are your opinions in the way technology can enhance learning?
Although Spanish is my first language, English has always been my connection to a world of different cultures and ideas. These professional and personal experiences have allowed me to explore new teaching projects in the digital era. One of those projects is English a la Carte, an online platform with learning programs designed to help students develop and foster their communication process in the English language. I am quite passionate about my career and I am always looking for new projects that are creative and mind-enriching. At the moment, I am serving as an online instructor in areas such as General English and IELTS preparation. I am also planning on teaching ESP and Business English soon. In this way, I have to say that technology has made this possible and without it, I would not be able to do all the things I have done so far. In this way, I truly believe that technology can enhance learning positively if it used properly. So far, I have had the opportunity to work with Moodle platforms in the classroom. They have been of great help to students as they can make use of interactive activities that explore different learning styles. Of course, I would love to continue learning about new ways to motivate learning in the classroom.
How would colleagues describe you in three words?
Committed, kind, passionate.
How would your students describe you in three words?
Strict, funny and intelligent.
What are the “non-negotiables” for you in a working environment?
Politeness: I believe it is important to respect each other and work together to create a nice working atmosphere.
Attention to detail: When you can work with detail-oriented people, you can expect high-quality works that will inspire you to be a better professional.
Adaptability: I personally am one of those who agree with the idea that team members should know how to quickly grow and adapt in order to better perform in an environment where new ideas are developed.
The desire to learn: As I have mentioned before, it is important to be open to new learning experiences in and outside the classroom. Sometimes, we teachers believe we know everything and thus think no necessity for professional improvement is needed. This, in turn, may cause classes to be boring and repetitive since such teaching styles can become outdated.
Transparent Communication Style: To me, it is undeniably important to know the way we should or can communicate with other colleagues at school. By doing so, we can encourage a good work ethic within departments. Strong
Work Ethic: No matter the circumstances, it is always a good thing to stand tall with a real sense of belonging at work. By understanding our workplace as a cornerstone for professional growth, we can take the best out of any situation.
A great attitude: As we know, teaching is not always an easy task. However, it is important to show a positive attitude not only to co-workers but in our professional performance as well.
In what ways might you contribute to the wider school community in an international learning environment?
Teaching, as I have learned so far, always involves a three-phase procedure: teacher’s preparation, classroom teaching, and professional reflection. Understanding the importance of those three elements will allow me to better organize, plan and deliver my lessons. Having said this, please let me share some aspects I consider of great importance in what I think might be my greatest contribution to the wider school community in an international environment.
Preparation: I will divide this into two parts. The first one will focus on my sound knowledge of the language (grammar and vocabulary). The second part, on the other hand, will focus on my external projection as an English teacher (pronunciation). I will always try to improve my grammar and pronunciation knowledge with learning materials such as Practical English in Usage by Michael Swan and How to Teach Pronunciation by Gerard Kelly.
Classroom teaching: This will include lesson planning, class layout, classroom and time management, and student’s rapport. For instance, planning will be designed to have a well-organized and staged lesson activities that can show a sense of progress as they are thought of thoroughly depending on the teaching focus. Additionally, one area I will always have in mind is rapport, as not only would it allow me to better understand my students’ background and the language needs they brought to the classroom but also it would make my lessons more engaging and effective. I will make sure to get to know my students quite well by learning more about them in and outside class. This, in turn, will help me better focus on their needs towards the language.
Professional Reflection: Here I will consider my teaching methods, techniques, and approaches that will best suit the learning process. I would like to continue pursuing more opportunities that could allow me to develop my professional competences. For instance, and as I said before, I would like to do a TESOL master’s program online and a distance DELTA in Colombia to improve my teaching techniques. Finally, one more aspect to be considered is creativity. I have always liked to explore alternative ways of learning and this, eventually, has allowed me to create materials, which I have shared with my students.
Politeness: I believe it is important to respect each other and work together to create a nice working atmosphere.
Attention to detail: When you can work with detail-oriented people, you can expect high-quality works that will inspire you to be a better professional.
Adaptability: I personally am one of those who agree with the idea that team members should know how to quickly grow and adapt in order to better perform in an environment where new ideas are developed.
The desire to learn: As I have mentioned before, it is important to be open to new learning experiences in and outside the classroom. Sometimes, we teachers believe we know everything and thus think no necessity for professional improvement is needed. This, in turn, may cause classes to be boring and repetitive since such teaching styles can become outdated.
Transparent Communication Style: To me, it is undeniably important to know the way we should or can communicate with other colleagues at school. By doing so, we can encourage a good work ethic within departments. Strong
Work Ethic: No matter the circumstances, it is always a good thing to stand tall with a real sense of belonging at work. By understanding our workplace as a cornerstone for professional growth, we can take the best out of any situation.
A great attitude: As we know, teaching is not always an easy task. However, it is important to show a positive attitude not only to co-workers but in our professional performance as well.
In what ways might you contribute to the wider school community in an international learning environment?
Teaching, as I have learned so far, always involves a three-phase procedure: teacher’s preparation, classroom teaching, and professional reflection. Understanding the importance of those three elements will allow me to better organize, plan and deliver my lessons. Having said this, please let me share some aspects I consider of great importance in what I think might be my greatest contribution to the wider school community in an international environment.
Preparation: I will divide this into two parts. The first one will focus on my sound knowledge of the language (grammar and vocabulary). The second part, on the other hand, will focus on my external projection as an English teacher (pronunciation). I will always try to improve my grammar and pronunciation knowledge with learning materials such as Practical English in Usage by Michael Swan and How to Teach Pronunciation by Gerard Kelly.
Classroom teaching: This will include lesson planning, class layout, classroom and time management, and student’s rapport. For instance, planning will be designed to have a well-organized and staged lesson activities that can show a sense of progress as they are thought of thoroughly depending on the teaching focus. Additionally, one area I will always have in mind is rapport, as not only would it allow me to better understand my students’ background and the language needs they brought to the classroom but also it would make my lessons more engaging and effective. I will make sure to get to know my students quite well by learning more about them in and outside class. This, in turn, will help me better focus on their needs towards the language.
Professional Reflection: Here I will consider my teaching methods, techniques, and approaches that will best suit the learning process. I would like to continue pursuing more opportunities that could allow me to develop my professional competences. For instance, and as I said before, I would like to do a TESOL master’s program online and a distance DELTA in Colombia to improve my teaching techniques. Finally, one more aspect to be considered is creativity. I have always liked to explore alternative ways of learning and this, eventually, has allowed me to create materials, which I have shared with my students.
These materials have helped to ease the English learning process with more in-depth grammar explanations and exercises that students could do on their own.
If given the opportunity for a job position, why would you like to work in an international school?
I would very much like to take this position because I am sure I will take the most out of it and transform my teaching skills into a great learning experience for my students. I have been quite lucky to work as an English teacher and it has taken me nine long years to understand why I love this profession so much. The secret of loving what you do is to simply let yourself be surprised with everyday opportunities that unearth in your learning path. As an English teacher, I am always looking forward to letting myself be part of new learning experiences. I strongly believe that every teaching opportunity not only represents a chance for me to redefine myself as a professional but also it allows me to embrace English as a lifestyle that enhances my cultural understanding of the world. In the same way, I strongly believe that working as an English teacher in an international school will give me the opportunity to grow as an individual who will be able to enrich his students’ learning experience in and outside the classroom. I will be part of a community where I will be able to show my skills as a professional and continue improving my teaching philosophy towards achieving better results for the Institution. Additionally, I believe I will be a great asset for this teaching position not only for my teaching abilities but for the cultural immersion I have been part of since my arrival in this beautiful country. Living in Colombia has greatly broadened my understanding of Latin American culture as well as my sense of belonging towards Spanish as a world language. These experiences could be translated into the classroom and, therefore, benefit students positively.
Extra Curricular activities are an important and integral part of an international school. What specific skills and interests do you have that you could offer the students at our school?
If given the opportunity for a job position, why would you like to work in an international school?
I would very much like to take this position because I am sure I will take the most out of it and transform my teaching skills into a great learning experience for my students. I have been quite lucky to work as an English teacher and it has taken me nine long years to understand why I love this profession so much. The secret of loving what you do is to simply let yourself be surprised with everyday opportunities that unearth in your learning path. As an English teacher, I am always looking forward to letting myself be part of new learning experiences. I strongly believe that every teaching opportunity not only represents a chance for me to redefine myself as a professional but also it allows me to embrace English as a lifestyle that enhances my cultural understanding of the world. In the same way, I strongly believe that working as an English teacher in an international school will give me the opportunity to grow as an individual who will be able to enrich his students’ learning experience in and outside the classroom. I will be part of a community where I will be able to show my skills as a professional and continue improving my teaching philosophy towards achieving better results for the Institution. Additionally, I believe I will be a great asset for this teaching position not only for my teaching abilities but for the cultural immersion I have been part of since my arrival in this beautiful country. Living in Colombia has greatly broadened my understanding of Latin American culture as well as my sense of belonging towards Spanish as a world language. These experiences could be translated into the classroom and, therefore, benefit students positively.
Extra Curricular activities are an important and integral part of an international school. What specific skills and interests do you have that you could offer the students at our school?
Besides teaching English, I am a digital art enthusiast. I have been working with digital media for seven years. I believe art is a fundamental area that needs to be more exercised in and outside the classroom. Additionally, I love photography and I have used it to enhance writing in the classroom. For example, I have created small artistic projects where students had to create written stories based on their visual works. By doing this, students allowed themselves to be more creative at the same time they are exercising one part of their communication process.
What is your philosophy of education?
My teaching philosophy has increasingly changed since the first time I decided to become a teacher. I have learned that education is not only a knowledge-shaping process but a life learning experience that fosters professional and academic values in individuals who will make our society a more sustainable place for life in the future. I have also learned that we, educators, are the medium through which knowledge is exercised and shared with learners, and, as such, we need to understand that teaching is about making learners achieve their goals by creating a learning process that is inclusive and personalized.
What is your philosophy of education?
My teaching philosophy has increasingly changed since the first time I decided to become a teacher. I have learned that education is not only a knowledge-shaping process but a life learning experience that fosters professional and academic values in individuals who will make our society a more sustainable place for life in the future. I have also learned that we, educators, are the medium through which knowledge is exercised and shared with learners, and, as such, we need to understand that teaching is about making learners achieve their goals by creating a learning process that is inclusive and personalized.
My latest published paper in translation studies and linguistics field:
Manipulation As an Ideological Tool in the Persian Translations of Ervand Abrahamian’s The Coup: A Multimodal CDA Approach
in the Journal of Language and Translation
you can download it here: 👇👇
http://ttlt.azad.ac.ir/article_666057.html
Manipulation As an Ideological Tool in the Persian Translations of Ervand Abrahamian’s The Coup: A Multimodal CDA Approach
in the Journal of Language and Translation
you can download it here: 👇👇
http://ttlt.azad.ac.ir/article_666057.html
ttlt.azad.ac.ir
Manipulation As an Ideological Tool in the Persian Translations of Ervand Abrahamian’s The Coup: A Multimodal CDA Approach
The present Critical Discourse Analysis (CDA) study aimed to explore the probable ideological manipu- lations exerted in three translations of an English political book entitled The Coup by Ervand Abraha- mian. This comparative qualitative study was conducted…
🌻پایاننامههای تمام دانشگاهها در سایت ایرانداک🌻
🌺 اگر فایل تمام متن پایاننامه یا رسالهای موجود باشد (که برای دانشگاه علامه طباطبائی معمولاً موجود است) میتوانید فایل pdf را دانلود نمایید.
🌺 برای دانلود فایل pdf باید ثبتنام سادهای در سایت ایرانداک انجام بدهید که شامل نام و نام خانوادگی و کد ملی و ایمیل است. ضمناً با هر کد ملی که ثبت نام کنید، در هر هفته فقط ۵ فایل تمام متن پایاننامه یا رساله را میتوانید مشاهده و دانلود کنید.
🌺 لینک پایاننامهها در کتابخانه ملی:
https://ganj.irandoc.ac.ir
🌺 اول ثبت نام کنید، بعد جستجو کنید، پایاننامههایی که فایل تمام متنشون موجود باشد با رنگ سبز عبارت «تمام متن» جلوشان نوشته شده است. روی آن کلیک کنید تا فایل کامل پایاننامه را مشاهده کنید. برای ذخیره فایل pdf هم از آیکن «بارگیری» موجود در نوار ابزار بالای فایل استفاده کنید.
🌺 اگر فایل تمام متن پایاننامه یا رسالهای موجود باشد (که برای دانشگاه علامه طباطبائی معمولاً موجود است) میتوانید فایل pdf را دانلود نمایید.
🌺 برای دانلود فایل pdf باید ثبتنام سادهای در سایت ایرانداک انجام بدهید که شامل نام و نام خانوادگی و کد ملی و ایمیل است. ضمناً با هر کد ملی که ثبت نام کنید، در هر هفته فقط ۵ فایل تمام متن پایاننامه یا رساله را میتوانید مشاهده و دانلود کنید.
🌺 لینک پایاننامهها در کتابخانه ملی:
https://ganj.irandoc.ac.ir
🌺 اول ثبت نام کنید، بعد جستجو کنید، پایاننامههایی که فایل تمام متنشون موجود باشد با رنگ سبز عبارت «تمام متن» جلوشان نوشته شده است. روی آن کلیک کنید تا فایل کامل پایاننامه را مشاهده کنید. برای ذخیره فایل pdf هم از آیکن «بارگیری» موجود در نوار ابزار بالای فایل استفاده کنید.
ganj.irandoc.ac.ir
{{ngMeta['twitter:title']}}
{{ngMeta['twitter:description']}}
🔆some great activities to break the ice with your students🔆
🔅Guess who?
Pass around a sheet of paper and some pens. Ask the students to write their name and their favorite TV shows (you can come up with your own topic for favorite things). Collect the papers and pens. Begin reading the answers, but have the class guess who wrote the response.
🔅Birthday Lineup.
Call out any month of the year and have all students born in that month come up to the front of the room. It is up to the students to decide who stands first, second, etc., so they are standing from the first day of the month to the last day of the month. Now call out another month (don't call the months in order), and have those students try to position themselves correctly by day and by where they should stand as an entire month. This is a great way to get kids working together and knowing each other. Once all of the kids have lined up, test them to see if they are correct.
🔅The Snowball Activity.
Have students write three things about themselves on a piece of paper. Then have them crumble up the paper to resemble a snowball. Let the students have a snowball fight 🤪 for about one minute. Now everyone grabs one of the snowballs and has to try and find the person who wrote on it. Once they find their partner, they have to bring that person up in front of the class and explain what they learned about their new friend with the three facts written on the piece of paper.
🔅The Observation Game.
Line up the students in two lines facing each other. If there is an odd number of students, you can play the game, too. Give students 30 seconds to look each other over really good, paying attention to all details about their partner. The students in one line now turn facing the other way while the other line of students changes something about themselves. For example, a girl might take off a hair bow, or a boy might un-tuck his shirt. When the kids in the first line turn back around, they have to guess what their partner changed. Now switch and let the first line make the change and the second line guess the difference.
🔅Icebreaker Pictionary.
Have the students draw pictures about what they like to do, what their favorite foods are, and what is their favorite subject in school. Have each student come up and show their pictures to the class. See if the students can guess what each student drew that tells a little bit about themselves. For instance, if a student draws a yellow M, can anyone guess that she likes McDonalds?
🔅Guess who?
Pass around a sheet of paper and some pens. Ask the students to write their name and their favorite TV shows (you can come up with your own topic for favorite things). Collect the papers and pens. Begin reading the answers, but have the class guess who wrote the response.
🔅Birthday Lineup.
Call out any month of the year and have all students born in that month come up to the front of the room. It is up to the students to decide who stands first, second, etc., so they are standing from the first day of the month to the last day of the month. Now call out another month (don't call the months in order), and have those students try to position themselves correctly by day and by where they should stand as an entire month. This is a great way to get kids working together and knowing each other. Once all of the kids have lined up, test them to see if they are correct.
🔅The Snowball Activity.
Have students write three things about themselves on a piece of paper. Then have them crumble up the paper to resemble a snowball. Let the students have a snowball fight 🤪 for about one minute. Now everyone grabs one of the snowballs and has to try and find the person who wrote on it. Once they find their partner, they have to bring that person up in front of the class and explain what they learned about their new friend with the three facts written on the piece of paper.
🔅The Observation Game.
Line up the students in two lines facing each other. If there is an odd number of students, you can play the game, too. Give students 30 seconds to look each other over really good, paying attention to all details about their partner. The students in one line now turn facing the other way while the other line of students changes something about themselves. For example, a girl might take off a hair bow, or a boy might un-tuck his shirt. When the kids in the first line turn back around, they have to guess what their partner changed. Now switch and let the first line make the change and the second line guess the difference.
🔅Icebreaker Pictionary.
Have the students draw pictures about what they like to do, what their favorite foods are, and what is their favorite subject in school. Have each student come up and show their pictures to the class. See if the students can guess what each student drew that tells a little bit about themselves. For instance, if a student draws a yellow M, can anyone guess that she likes McDonalds?
Forwarded from MediaTrans
eyetracking-subtitles.pdf
568.5 KB
📃 مقايسه حركات چشمي در خوانش
زيرنويسهای فارسي با استفاده از فناوری ردياب چشمی
✍🏻 صابر زاهدی و مسعود خوشسلیقه
📘 مجله جستارهای زبانی
http://lrr.modares.ac.ir/article-14-24403-fa.html
@avt_iran
زيرنويسهای فارسي با استفاده از فناوری ردياب چشمی
✍🏻 صابر زاهدی و مسعود خوشسلیقه
📘 مجله جستارهای زبانی
http://lrr.modares.ac.ir/article-14-24403-fa.html
@avt_iran
اصطلاحات زیر را ترجمه کنید و به آی دی من که در زیر قرار دارد بفرستید. بهترین ها رو خودم انتخاب می کنم ( 🙈)