狠狠撸shows by User: mtsehelska

狠狠撸shows by User: mtsehelska / http://www.slideshare.net/images/logo.gif 狠狠撸shows by User: mtsehelska / Mon, 10 Dec 2018 10:13:31 GMT 狠狠撸Share feed for 狠狠撸shows by User: mtsehelska Sports Equipment Vocabulary /slideshow/sports-equipment-vocabulary/125505675 sportsequipment-181210101331
Vocabulary for sports equipment is also illustrated with video at https://www.youtube.com/channel/UCwP1ked0opf8X4jZYzVtWvQ ]]>
Vocabulary for sports equipment is also illustrated with video at https://www.youtube.com/channel/UCwP1ked0opf8X4jZYzVtWvQ ]]> Mon, 10 Dec 2018 10:13:31 GMT /slideshow/sports-equipment-vocabulary/125505675 mtsehelska@slideshare.net(mtsehelska) Sports Equipment Vocabulary mtsehelska Vocabulary for sports equipment is also illustrated with video at https://www.youtube.com/channel/UCwP1ked0opf8X4jZYzVtWvQ <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/sportsequipment-181210101331-thumbnail.jpg?width=120&height=120&fit=bounds" /> Vocabulary for sports equipment is also illustrated with video at https://www.youtube.com/channel/UCwP1ked0opf8X4jZYzVtWvQ

Sports Equipment Vocabulary from Maryna Tsehelska

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0 Outerwear /slideshow/outerwear-125496411/125496411 outerwear-181210072002
The ppt gives vocabulary for the main items of clothes in English.]]>
The ppt gives vocabulary for the main items of clothes in English.]]> Mon, 10 Dec 2018 07:20:02 GMT /slideshow/outerwear-125496411/125496411 mtsehelska@slideshare.net(mtsehelska) Outerwear mtsehelska The ppt gives vocabulary for the main items of clothes in English. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/outerwear-181210072002-thumbnail.jpg?width=120&height=120&fit=bounds" /> The ppt gives vocabulary for the main items of clothes in English.

Outerwear from Maryna Tsehelska

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0 Categories 2017 workshop /slideshow/categories-2017-workshop/81062255 categories2017workshop-171022081916
Categorization is a natural thinking skill. Our brains categorize and map everything we learn, so why not use this in teaching? The presentation will explain how to work with the categories from the earliest stages of learning and how to develop speaking and thinking skills using categories. You will learn effective ways of teaching to ask questions, describing and comparing objects.]]>
Categorization is a natural thinking skill. Our brains categorize and map everything we learn, so why not use this in teaching? The presentation will explain how to work with the categories from the earliest stages of learning and how to develop speaking and thinking skills using categories. You will learn effective ways of teaching to ask questions, describing and comparing objects.]]> Sun, 22 Oct 2017 08:19:16 GMT /slideshow/categories-2017-workshop/81062255 mtsehelska@slideshare.net(mtsehelska) Categories 2017 workshop mtsehelska Categorization is a natural thinking skill. Our brains categorize and map everything we learn, so why not use this in teaching? The presentation will explain how to work with the categories from the earliest stages of learning and how to develop speaking and thinking skills using categories. You will learn effective ways of teaching to ask questions, describing and comparing objects. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/categories2017workshop-171022081916-thumbnail.jpg?width=120&height=120&fit=bounds" /> Categorization is a natural thinking skill. Our brains categorize and map everything we learn, so why not use this in teaching? The presentation will explain how to work with the categories from the earliest stages of learning and how to develop speaking and thinking skills using categories. You will learn effective ways of teaching to ask questions, describing and comparing objects.

Categories 2017 workshop from Maryna Tsehelska

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0 History of art /slideshow/history-of-art-74655993/74655993 historyofart-170407162401
A shorted history of visual art.]]>
A shorted history of visual art.]]> Fri, 07 Apr 2017 16:24:00 GMT /slideshow/history-of-art-74655993/74655993 mtsehelska@slideshare.net(mtsehelska) History of art mtsehelska A shorted history of visual art. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/historyofart-170407162401-thumbnail.jpg?width=120&height=120&fit=bounds" /> A shorted history of visual art.

History of art from Maryna Tsehelska

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0 Workshop 8 Teaching about Visual Arts /slideshow/workshop-8-teaching-about-visual-arts/74655687 workshop8-170407162114
Art, and especially visual arts, is the topic that requires both background knowledge and imagination. Most teachers are afraid of it, the same as most students are bored with it. However, with the concept maps and cause-and-effect sentences it may become a source of fun in the English classroom. So, to make teaching of art more effective, I suggest a couple of ideas, which will also be the key points for the workshop: 1) Basic history of art - it gives us not just facts but useful vocabulary for describing works of art. 2) Elements of design and what they mean. 3) How to describe a picture or a photograph. ]]>
Art, and especially visual arts, is the topic that requires both background knowledge and imagination. Most teachers are afraid of it, the same as most students are bored with it. However, with the concept maps and cause-and-effect sentences it may become a source of fun in the English classroom. So, to make teaching of art more effective, I suggest a couple of ideas, which will also be the key points for the workshop: 1) Basic history of art - it gives us not just facts but useful vocabulary for describing works of art. 2) Elements of design and what they mean. 3) How to describe a picture or a photograph. ]]> Fri, 07 Apr 2017 16:21:14 GMT /slideshow/workshop-8-teaching-about-visual-arts/74655687 mtsehelska@slideshare.net(mtsehelska) Workshop 8 Teaching about Visual Arts mtsehelska Art, and especially visual arts, is the topic that requires both background knowledge and imagination. Most teachers are afraid of it, the same as most students are bored with it. However, with the concept maps and cause-and-effect sentences it may become a source of fun in the English classroom. So, to make teaching of art more effective, I suggest a couple of ideas, which will also be the key points for the workshop: 1) Basic history of art - it gives us not just facts but useful vocabulary for describing works of art. 2) Elements of design and what they mean. 3) How to describe a picture or a photograph. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/workshop8-170407162114-thumbnail.jpg?width=120&height=120&fit=bounds" /> Art, and especially visual arts, is the topic that requires both background knowledge and imagination. Most teachers are afraid of it, the same as most students are bored with it. However, with the concept maps and cause-and-effect sentences it may become a source of fun in the English classroom. So, to make teaching of art more effective, I suggest a couple of ideas, which will also be the key points for the workshop: 1) Basic history of art - it gives us not just facts but useful vocabulary for describing works of art. 2) Elements of design and what they mean. 3) How to describe a picture or a photograph.

Workshop 8 Teaching about Visual Arts from Maryna Tsehelska

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0 Workshop 7 Teaching about Science and Inventions /slideshow/workshop-7-teaching-about-science-and-inventions/73274637 workshop7-170318064225
Though technological developments are a topic of many discussions, it is not an easy task to teach about them. Science and Technology appear to be a topic as vast and boundless as modern life itself. So, to make teaching of them more effective, I suggest a couple of ideas, which are also the key points for the workshop: 1) Understanding how inventions are made and how they work. This may be a part of any topic that involves instruments (Dwelling, School, Films, Books, etc.) and where we may talk about enhancements. 2) Inventions from historical point of view 鈥� when they were made and how they work. 3) Development of language awareness and general world view while talking about inventions. ]]>
Though technological developments are a topic of many discussions, it is not an easy task to teach about them. Science and Technology appear to be a topic as vast and boundless as modern life itself. So, to make teaching of them more effective, I suggest a couple of ideas, which are also the key points for the workshop: 1) Understanding how inventions are made and how they work. This may be a part of any topic that involves instruments (Dwelling, School, Films, Books, etc.) and where we may talk about enhancements. 2) Inventions from historical point of view 鈥� when they were made and how they work. 3) Development of language awareness and general world view while talking about inventions. ]]> Sat, 18 Mar 2017 06:42:25 GMT /slideshow/workshop-7-teaching-about-science-and-inventions/73274637 mtsehelska@slideshare.net(mtsehelska) Workshop 7 Teaching about Science and Inventions mtsehelska Though technological developments are a topic of many discussions, it is not an easy task to teach about them. Science and Technology appear to be a topic as vast and boundless as modern life itself. So, to make teaching of them more effective, I suggest a couple of ideas, which are also the key points for the workshop: 1) Understanding how inventions are made and how they work. This may be a part of any topic that involves instruments (Dwelling, School, Films, Books, etc.) and where we may talk about enhancements. 2) Inventions from historical point of view 鈥� when they were made and how they work. 3) Development of language awareness and general world view while talking about inventions. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/workshop7-170318064225-thumbnail.jpg?width=120&height=120&fit=bounds" /> Though technological developments are a topic of many discussions, it is not an easy task to teach about them. Science and Technology appear to be a topic as vast and boundless as modern life itself. So, to make teaching of them more effective, I suggest a couple of ideas, which are also the key points for the workshop: 1) Understanding how inventions are made and how they work. This may be a part of any topic that involves instruments (Dwelling, School, Films, Books, etc.) and where we may talk about enhancements. 2) Inventions from historical point of view 鈥� when they were made and how they work. 3) Development of language awareness and general world view while talking about inventions.

Workshop 7 Teaching about Science and Inventions from Maryna Tsehelska

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0 Workshop 6 Teaching Environmental Protection /slideshow/workshop-6-teaching-environmental-protection/72444598 workshop6-170222054915
In the previous workshop we moved from theory to practice using as a basis the topics that had already been discussed and adding a new one 鈥� 鈥淐limate and Biomes鈥�. This workshop will take 鈥淐limate and Biomes鈥� as a basis, and add to it 鈥淓nvironmental Protection鈥� as it is a rather widely discussed but also a quite 鈥渂oring鈥� topic. We鈥檒l see how it may be structured and become more understandable and how it may be a basis for further discussion. Key points: 1) Quick revision of the techniques for effective teaching. 2) 鈥淐limate鈥� and 鈥淕eography鈥� as basic topics. 3) 鈥淓nvironmental protection鈥� 鈥� key categories and their development. 4) Using thinking skills for talking about the topic. ]]>
In the previous workshop we moved from theory to practice using as a basis the topics that had already been discussed and adding a new one 鈥� 鈥淐limate and Biomes鈥�. This workshop will take 鈥淐limate and Biomes鈥� as a basis, and add to it 鈥淓nvironmental Protection鈥� as it is a rather widely discussed but also a quite 鈥渂oring鈥� topic. We鈥檒l see how it may be structured and become more understandable and how it may be a basis for further discussion. Key points: 1) Quick revision of the techniques for effective teaching. 2) 鈥淐limate鈥� and 鈥淕eography鈥� as basic topics. 3) 鈥淓nvironmental protection鈥� 鈥� key categories and their development. 4) Using thinking skills for talking about the topic. ]]> Wed, 22 Feb 2017 05:49:15 GMT /slideshow/workshop-6-teaching-environmental-protection/72444598 mtsehelska@slideshare.net(mtsehelska) Workshop 6 Teaching Environmental Protection mtsehelska In the previous workshop we moved from theory to practice using as a basis the topics that had already been discussed and adding a new one 鈥� 鈥淐limate and Biomes鈥�. This workshop will take 鈥淐limate and Biomes鈥� as a basis, and add to it 鈥淓nvironmental Protection鈥� as it is a rather widely discussed but also a quite 鈥渂oring鈥� topic. We鈥檒l see how it may be structured and become more understandable and how it may be a basis for further discussion. Key points: 1) Quick revision of the techniques for effective teaching. 2) 鈥淐limate鈥� and 鈥淕eography鈥� as basic topics. 3) 鈥淓nvironmental protection鈥� 鈥� key categories and their development. 4) Using thinking skills for talking about the topic. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/workshop6-170222054915-thumbnail.jpg?width=120&height=120&fit=bounds" /> In the previous workshop we moved from theory to practice using as a basis the topics that had already been discussed and adding a new one 鈥� 鈥淐limate and Biomes鈥�. This workshop will take 鈥淐limate and Biomes鈥� as a basis, and add to it 鈥淓nvironmental Protection鈥� as it is a rather widely discussed but also a quite 鈥渂oring鈥� topic. We鈥檒l see how it may be structured and become more understandable and how it may be a basis for further discussion. Key points: 1) Quick revision of the techniques for effective teaching. 2) 鈥淐limate鈥� and 鈥淕eography鈥� as basic topics. 3) 鈥淓nvironmental protection鈥� 鈥� key categories and their development. 4) Using thinking skills for talking about the topic.

Workshop 6 Teaching Environmental Protection from Maryna Tsehelska

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0 Workshop 5 From Theory to Practice /mtsehelska/workshop-5-from-theory-to-practice workshop5-170118083603
This workshop will be of transitional nature 鈥� we鈥檒l be moving from theory to practice using the topics that have already been discussed. On the basis of topics 鈥淔ood and Meals鈥� and 鈥淗ealthy Lifestyle鈥� we will go through the already discussed techniques of effective teaching and develop our own ideas of how to deal with the topic. Key points: 1) Quick revision of the techniques for effective teaching. 2) Teaching 鈥淔ood鈥� at elementary levels: 鈥� groups of food and nutrients; - cooking food; - food staples 鈥� geographical reasons. 3) Teaching 鈥淔ood鈥� at intermediate levels: - food as a part of healthy lifestyle; - types of eaters and keys to success. 4) Thinking skills as a basis for lesson planning. ]]>
This workshop will be of transitional nature 鈥� we鈥檒l be moving from theory to practice using the topics that have already been discussed. On the basis of topics 鈥淔ood and Meals鈥� and 鈥淗ealthy Lifestyle鈥� we will go through the already discussed techniques of effective teaching and develop our own ideas of how to deal with the topic. Key points: 1) Quick revision of the techniques for effective teaching. 2) Teaching 鈥淔ood鈥� at elementary levels: 鈥� groups of food and nutrients; - cooking food; - food staples 鈥� geographical reasons. 3) Teaching 鈥淔ood鈥� at intermediate levels: - food as a part of healthy lifestyle; - types of eaters and keys to success. 4) Thinking skills as a basis for lesson planning. ]]> Wed, 18 Jan 2017 08:36:03 GMT /mtsehelska/workshop-5-from-theory-to-practice mtsehelska@slideshare.net(mtsehelska) Workshop 5 From Theory to Practice mtsehelska This workshop will be of transitional nature 鈥� we鈥檒l be moving from theory to practice using the topics that have already been discussed. On the basis of topics 鈥淔ood and Meals鈥� and 鈥淗ealthy Lifestyle鈥� we will go through the already discussed techniques of effective teaching and develop our own ideas of how to deal with the topic. Key points: 1) Quick revision of the techniques for effective teaching. 2) Teaching 鈥淔ood鈥� at elementary levels: 鈥� groups of food and nutrients; - cooking food; - food staples 鈥� geographical reasons. 3) Teaching 鈥淔ood鈥� at intermediate levels: - food as a part of healthy lifestyle; - types of eaters and keys to success. 4) Thinking skills as a basis for lesson planning. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/workshop5-170118083603-thumbnail.jpg?width=120&height=120&fit=bounds" /> This workshop will be of transitional nature 鈥� we鈥檒l be moving from theory to practice using the topics that have already been discussed. On the basis of topics 鈥淔ood and Meals鈥� and 鈥淗ealthy Lifestyle鈥� we will go through the already discussed techniques of effective teaching and develop our own ideas of how to deal with the topic. Key points: 1) Quick revision of the techniques for effective teaching. 2) Teaching 鈥淔ood鈥� at elementary levels: 鈥� groups of food and nutrients; - cooking food; - food staples 鈥� geographical reasons. 3) Teaching 鈥淔ood鈥� at intermediate levels: - food as a part of healthy lifestyle; - types of eaters and keys to success. 4) Thinking skills as a basis for lesson planning.

Workshop 5 From Theory to Practice from Maryna Tsehelska

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0 Workshop 4 Making Grammar Instruction Meaningful and Enjoyable /slideshow/workshop-4-making-grammar-instruction-meaningful-and-enjoyable/70222856 workshop4-161217064423
How is English grammar acquired? Should we teach all English tenses at once or study them separately? Why do our students know grammar rules but make lots of grammar mistakes in writing and speaking? What is more important 鈥� a clear explanation or meaningful revision? These are just a few questions I鈥檓 going to answer while sharing my personal observations and beliefs about grammar teaching and learning. Key points: 1. A short discussion about popular ways of teaching grammar. 2. Stages of grammar acquisition. 3. Teaching English tenses. 4. The power of paraphrasing. ]]>
How is English grammar acquired? Should we teach all English tenses at once or study them separately? Why do our students know grammar rules but make lots of grammar mistakes in writing and speaking? What is more important 鈥� a clear explanation or meaningful revision? These are just a few questions I鈥檓 going to answer while sharing my personal observations and beliefs about grammar teaching and learning. Key points: 1. A short discussion about popular ways of teaching grammar. 2. Stages of grammar acquisition. 3. Teaching English tenses. 4. The power of paraphrasing. ]]> Sat, 17 Dec 2016 06:44:23 GMT /slideshow/workshop-4-making-grammar-instruction-meaningful-and-enjoyable/70222856 mtsehelska@slideshare.net(mtsehelska) Workshop 4 Making Grammar Instruction Meaningful and Enjoyable mtsehelska How is English grammar acquired? Should we teach all English tenses at once or study them separately? Why do our students know grammar rules but make lots of grammar mistakes in writing and speaking? What is more important 鈥� a clear explanation or meaningful revision? These are just a few questions I鈥檓 going to answer while sharing my personal observations and beliefs about grammar teaching and learning. Key points: 1. A short discussion about popular ways of teaching grammar. 2. Stages of grammar acquisition. 3. Teaching English tenses. 4. The power of paraphrasing. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/workshop4-161217064423-thumbnail.jpg?width=120&height=120&fit=bounds" /> How is English grammar acquired? Should we teach all English tenses at once or study them separately? Why do our students know grammar rules but make lots of grammar mistakes in writing and speaking? What is more important 鈥� a clear explanation or meaningful revision? These are just a few questions I鈥檓 going to answer while sharing my personal observations and beliefs about grammar teaching and learning. Key points: 1. A short discussion about popular ways of teaching grammar. 2. Stages of grammar acquisition. 3. Teaching English tenses. 4. The power of paraphrasing.

Workshop 4 Making Grammar Instruction Meaningful and Enjoyable from Maryna Tsehelska

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0 Workshop 3: Applying Bloom's Taxonomy in the EFL Classroom /slideshow/workshop-3-applying-blooms-taxonomy-in-the-efl-classroom/69353771 workshop3-161121130726
In this workshop Bloom's Taxonomy is reconstructed through the templates scaffolding such thinking skills as categorization, comparison, description, cause-and-effect and discussing advantages and disadvantages.]]>
In this workshop Bloom's Taxonomy is reconstructed through the templates scaffolding such thinking skills as categorization, comparison, description, cause-and-effect and discussing advantages and disadvantages.]]> Mon, 21 Nov 2016 13:07:26 GMT /slideshow/workshop-3-applying-blooms-taxonomy-in-the-efl-classroom/69353771 mtsehelska@slideshare.net(mtsehelska) Workshop 3: Applying Bloom's Taxonomy in the EFL Classroom mtsehelska In this workshop Bloom's Taxonomy is reconstructed through the templates scaffolding such thinking skills as categorization, comparison, description, cause-and-effect and discussing advantages and disadvantages. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/workshop3-161121130726-thumbnail.jpg?width=120&height=120&fit=bounds" /> In this workshop Bloom's Taxonomy is reconstructed through the templates scaffolding such thinking skills as categorization, comparison, description, cause-and-effect and discussing advantages and disadvantages.

Workshop 3: Applying Bloom's Taxonomy in the EFL Classroom from Maryna Tsehelska

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0 Workshop2 etrc 2016 /slideshow/workshop2-etrc-2016/67707612 workshop2etrc2016-161027065342
The training is aimed at teaching how to develop reading concept maps and use them at the elementary level. Such concept maps give students a clearer picture of the text and promote students鈥� speaking skills. They may be used for development before, during and after reading strategies and for vocabulary development.]]>
The training is aimed at teaching how to develop reading concept maps and use them at the elementary level. Such concept maps give students a clearer picture of the text and promote students鈥� speaking skills. They may be used for development before, during and after reading strategies and for vocabulary development.]]> Thu, 27 Oct 2016 06:53:42 GMT /slideshow/workshop2-etrc-2016/67707612 mtsehelska@slideshare.net(mtsehelska) Workshop2 etrc 2016 mtsehelska The training is aimed at teaching how to develop reading concept maps and use them at the elementary level. Such concept maps give students a clearer picture of the text and promote students鈥� speaking skills. They may be used for development before, during and after reading strategies and for vocabulary development. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/workshop2etrc2016-161027065342-thumbnail.jpg?width=120&height=120&fit=bounds" /> The training is aimed at teaching how to develop reading concept maps and use them at the elementary level. Such concept maps give students a clearer picture of the text and promote students鈥� speaking skills. They may be used for development before, during and after reading strategies and for vocabulary development.

Workshop2 etrc 2016 from Maryna Tsehelska

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0 Workshop1 etrc 2016 /slideshow/workshop1-etrc-2016/66698000 workshop1etrc2016-161004043017
Presentation aims at introducing the principles of building concept maps for teaching English. At the elementary level they are coupled with speaking cards that promote speaking and activities.]]>
Presentation aims at introducing the principles of building concept maps for teaching English. At the elementary level they are coupled with speaking cards that promote speaking and activities.]]> Tue, 04 Oct 2016 04:30:17 GMT /slideshow/workshop1-etrc-2016/66698000 mtsehelska@slideshare.net(mtsehelska) Workshop1 etrc 2016 mtsehelska Presentation aims at introducing the principles of building concept maps for teaching English. At the elementary level they are coupled with speaking cards that promote speaking and activities. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/workshop1etrc2016-161004043017-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation aims at introducing the principles of building concept maps for teaching English. At the elementary level they are coupled with speaking cards that promote speaking and activities.

Workshop1 etrc 2016 from Maryna Tsehelska

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0 Eidetics /slideshow/eidetics/15824678 eidetics-130102033931-phpapp02
]]>
]]> Wed, 02 Jan 2013 03:39:31 GMT /slideshow/eidetics/15824678 mtsehelska@slideshare.net(mtsehelska) Eidetics mtsehelska <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/eidetics-130102033931-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" />

Eidetics from Maryna Tsehelska

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