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The document discusses an Erasmus+ K1 Mobility program organized by I.L.I. Kft. It introduces the program and provides resources for teachers, including websites about Erasmus+, skill-building classroom activities to encourage cooperation, and techniques for vocabulary learning using word cards. Contact information is given for I.L.I.'s Erasmus+ project and social media pages.
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This document summarizes a presentation about an e-learning platform called Open Class that allows students and teachers to create a social network. Open Class provides tools for teachers to create virtual classrooms and educational activities. It benefits teachers by allowing individualized learning and advanced assessment. Students can collaborate with classmates on group activities and interact more functionally with teachers. The platform supports CLIL teaching methods and helps non-English teachers communicate course content through videos and subtitles.Learning teaching chapter6
Learning teaching chapter6 victorgaogao
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This document discusses potential problems that may arise in classroom discussions and provides suggestions to promote student participation. It notes that students may lack motivation, knowledge, or time to think if thrown into an open discussion. To address this, the document recommends framing the activity well, allowing preparation time, using role cards or specific topics, and varying seating arrangements. Sample discussion activities are also provided such as interviews, comparing information, finding differences in pictures, and planning a group activity. The goal is to encourage meaningful communication over accuracy.Lesson 14th October
Lesson 14th October BarbaraViolo
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The document provides a lesson plan for a 90-minute English class for intermediate level teens. The lesson plan aims to teach expressions for agreeing and disagreeing with others, talk about future work using previous grammar, develop speaking through a tour guide activity, and develop listening and language skills. The plan includes warm-up, presentation, four practice and production activities, and a closing tour guide roleplay activity. Scaffolding strategies such as visuals, modeling, and group work are incorporated throughout.Tri Clil 2009 Bcn
Tri Clil 2009 BcnNeus Lorenzo
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The document discusses using CLIL (Content and Language Integrated Learning) methodology to develop competencies for participation in European projects. It proposes a 6C CLIL model involving content, communication, community, cognition, creativity, and complexity. An example activity is described where students exchange personal objects to reflect on the difference between an object's cost and its value or meaning. The goals are to improve language skills, learn about consumption and values, and develop interpersonal skills through interaction and reflection.Warm ups
Warm upscmasdeva
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This document discusses various warm-up activities and lead-in activities that can be used in the classroom:
1. Warm-up activities are used to energize or calm students and prepare them for learning. Some examples provided include the 5 minute interview, questioning games, and movement activities.
2. Lead-in activities are used to introduce new vocabulary or concepts. Suggestions involve using word clouds, matching words and photos, and brainstorming ideas in groups.
3. When resources are limited, alternative minimal resource activities can engage students through games involving vocabulary, speaking, and creative tasks.
4. Using games in the classroom is beneficial as they make learning enjoyable and provide authentic contexts forAd
6_November_CreativeC_IATEFL-talk-ppt-slides_Final1
- 1. Sokoldal炭, modern felnttoktat叩si m坦dszerekkel 辿s k辿pz辿si programokkal egy folyamatosan v叩ltoz坦 辿s differenci叩lt h叩tter撤 nyelviskolai c辿lk旦z旦ns辿gnek I.L.I. Kft. Erasmus + K1-Mobility project IATEFLH Creative Caf辿 Workshop Julianna Dud叩s Zsuzsanna G叩rdosn辿 Illy辿s Annam叩ria Gellai Fl坦ra Iskum Judit Tall叩romn辿 Czingili
- 2. I.L.I.s ERASMUS+ project website: http://ili-erasmus.wix.com/ili-nyelviskola https://www.facebook.com/Erasmus-Mobility-ILI/
- 3. Introduction of Erasmus+ K1 Mobility program in general Who is eligible, How to apply? A short introduction of I.L.I.s Erasmus+ K1 Mobility project Julianna Dud叩s
- 4. Some useful websites for Erasmus+ http://ec.europa.eu/ https://twitter.com/euerasmusplus https://www.facebook.com/EUErasmusPlusProgram me Hungarian Erasmus+ National Agency: Tempus K旦zalap鱈tv叩ny: http://tka.hu/
- 5. Skill builder activities for cooperative norms and behaviours Aims: prepare students to work cooperatively pay attention to what other group members say and ask pay attention to what other group members need Rule: No one is done until everyone is done.
- 6. Instructions: In an envelope you will get two or three pieces of a puzzle. Don't open the envelope until T says so. Aim: to put these pieces together in such a way that each member of your group ends up with a complete square.
- 7. Rules No talking is allowed. You may not point or signal to other players with your hands in any way. Each player must put together his or her own square. No one else may show a player how to do it or do it for him or her. You may not take a piece from another player, but you may give your pieces, one at a time, to any other members of your group, and other group members may give pieces to you. You may not place a piece in another person's puzzle; players must work alone. Instead, hand the piece to the other player, or place it beside the other pieces in front of him or her.
- 8. Remember The task is not finished until each group member has a completed square in front of you. When all of you have finished, raise your hands.
- 9. Suggestion for early finishers Suggest that they try to discover if there are any other ways they could put the pieces together to form different circles.
- 10. Evaluation/Discussion What do you think this exercise was all about? How do you feel about what happened in your group today? What things did you do in your group that helped you to be successful in solving the problem? What things did you do that made it harder? What could the groups do better in the future?
- 11. REVOLVING CIRCLE 1/3 This activity builds up pupil confidence in communication. It allows pupils to sample a wide range of views without holding a whole class discussion. Pupils may, as a result, refine their ideas or opinions on a particular issue. A large space is needed for movement and interaction. Alternatively, if pupils are seated at desks in groups of four, two pupils could change group after the allocated time.
- 12. REVOLVING CIRCLE 2/3 How does it work? 1. 2 groups 2. Group 1: forms an inner circle , group 2: forms an outer circle. Pupils face each other. 3. The teacher gives out a subject to discuss (examples: find everything that you both remember from last lesson..., name all the advantages of knowing how to .... in everyday life, agree on one organ that you could the least be without.....) 4. The pairs exchange views for approx. one minute on a particular issue.
- 13. REVOLVING CIRCLE 3/3 5. Teacher claps hands and then the outer circle rotates clockwise one step and then face a new partner. 6. Teacher calls out a new question/topic and the new pair discusses it for another minute. 7. The rotation may continue until pupils have had the opportunity to discuss different questions with a wide range of partners. 8. To make it more fun, the last pair can be asked to act out their outcome to the last statement which might be personal (common hobby, common interests, common favourite food etc) Other students have to guess what they are acting out. 9. A debrief afterwards is beneficial.
- 14. REVOLVING CIRCLE Adaptation 2 Memorising new vocabulary with the help of sentence expansion Aim: Teaching new vocabulary / Revising previously learnt vocabulary in a new context
- 15. 1. The arrangement of students is the same as above. 2. Each student gets a word card with the definition of the word/phrase and a sample sentence with the word/phrase on it. 3. The first student in each pair explains the meaning then reads the sample sentence. The other student memorises the sentence in bits and pieces by repeating and expanding the sentence. 4. After 2 mins T asks students to go on with the other students word card. They complete the same task and then exchange their cards.
- 16. 5. Teacher claps hands and then the outer circle rotates clockwise one step and then face a new partner. 6. The new pair starts to memorise the new words/phrases for another 2-2 minutes. 7. The rotation may continue until students have learnt the vocabulary on each word card. 8. Follow-up: Any member of the class can be called up to repeat any sample sentence. Other students may help if the student does not manage.
- 17. Wordle: the word-cloud generating tool
- 18. Why Wordle? Free, quick and easy No registration needed Very attractive stimulates visual learners Key word prompts great way to support more fluent language production Customizable design
- 19. WEBSITES learningapps.org lots of topics lots of templates tasks for all age groups useful apps can be bookmarked easy to transform them easy to create new apps that fit your needs
- 20. WEBSITES Voki a great online tool for creating animated avatars simple to use motivates students to participate improves message comprehension
- 21. WEBSITES fromtexttospeech.com great for students who have difficulty decoding text helps overcome barriers related to reading and understanding printed materials
- 22. WEBSITES - vocaroo a quick and easy way to record and share voice messages over the Internet
- 23. Thank you for your attention! I.L.I.s ERASMUS+ project website: http://ili-erasmus.wix.com/ili-nyelviskola https://www.facebook.com/Erasmus-Mobility-ILI