Please find below the timings for your tutorials and your presentations for the weeks after the Easter break.
April 20th – Individual tutorials.
Please only attend for your allocated time in our usual room. You are very welcome to come to use the library at any time.
2.30 Dave Smith
3.00 Andy Pierce
3.30 Catherine Kelly
4.00 Wendy Blair
4.30 Mark Eyre
5.00 Tony Bonello
5.30 Jason Poole
6.00 Emma Hill-Lonergan
6.30 Charlotte Cook
7.00 Emma Lowery
7.30 Claire Feehily
Mike will also be around on that night from 5.00 onwards if anyone would like to see him.
Presentations – Tuesday 27th April.
Only the people below need to attend:
3.30 Jason Poole
4.00 Mark Eyre
4.30 Emma Hill-Lonergan
5.00 Emma Lowery
5.30 Claire Feehily
Feedback will then be after the presentations
Presentations – Tuesday May 4th.
Only the people below need to attend:
3.30 Tony Bonello
4.00 Wendy Blair
4.30 Catherine Kelly
5.00 Andy Pierce
5.30 Dave Smith
6.00 Charlotte Cook
Feedback will then be after the presentations.
Tuesday 11th May.
My plan is that this will be a self-study session in preparation for hand in on May 14th. You will be able to book tutorials on this evening if you need to – we will leave it to nearer the time. Please don’t make plans for this evening just in case we need to call you in for any reason.
Tuesday 18th May.
Hopefully this will be enrolment into the second year so you will need to attend for a short time. Again, I’ll let you know nearer the time. Maybe Mike will take you all for a drink to celebrate the end of the 1st year – please keep it free!
Wednesday, 31 March 2010
Mike's session dates
After Easter my sessions will be as follows:
April 20th – I will be available for any problems, as mentioned below
April 27th – I would like to see the people who are coming in for Helen’s presentations for individual tutorials, as we have done this week and last week (please bring any completed work on my module)
May 4th – as previous week, individual tutorials with the other half who are in for Helen
Remember to include one ILT related development point in your ILP and put a copy in the appendices.
April 20th – I will be available for any problems, as mentioned below
April 27th – I would like to see the people who are coming in for Helen’s presentations for individual tutorials, as we have done this week and last week (please bring any completed work on my module)
May 4th – as previous week, individual tutorials with the other half who are in for Helen
Remember to include one ILT related development point in your ILP and put a copy in the appendices.
Sunday, 21 March 2010
Wk 09 DTLLS Paperwork
Paperwork for DTLLS Spring Term
Rationale and evaluation forms
for your observations this term. I have also sent an electronic copy of the evaluation forms that will be used for your presentations – you don’t need them electronically, I just thought I would remind you that they are there.
Mentor information sheet
that you had at the beginning of the year. If you have had a change of mentor during the year please will you fill this in and send it back to me. There are several sheets missing from internal members of staff, so if you are not sure whether you filled one in please fill in another just to be on the safe side
Observation list for this term.
It would be great if both groups could complete their observations before April 1st – then there won’t be any pressure on you as you work towards compiling your portfolios before May 14th. Please remember both DTLLS Yr 1 and DTLLS yr 2 groups need to have a mentor observation this term and a teacher training team observation.
It would be great if both groups could complete their observations before April 1st – then there won’t be any pressure on you as you work towards compiling your portfolios before May 14th. Please remember both DTLLS Yr 1 and DTLLS yr 2 groups need to have a mentor observation this term and a teacher training team observation.
Please make contact with your observer as soon as possible.
Wk 09 Theories and Principles Paperwork
Tuesday, 16 March 2010
Friday, 12 March 2010
Sunday, 7 March 2010
Aims - effective phrases to use
A successful lesson is all about setting realistic aims that meet the students' needs and achieving them!
Here's a list of aims and sub-aims, by no means exhaustive:
Here's a list of aims and sub-aims, by no means exhaustive:
1. Introducing and practising new vocabulary.
2. Revising previously taught vocabulary.
3. Introducing a new grammatical point.
4. Introducing new functional language.
5. Revising or reviewing one or more grammatical points.
6. Revising or reviewing functional exponents.
7. Giving controlled/less-controlled/freer practice of a language point.
8. Contrasting two (or more) grammatical points.
9. Contrasting two (or more) functional exponents.
10. "Warmers/icebreakers" - getting to know your students.
11. Raising awareness/ear training and/or practising aspects of phonology:
a) pronunciation of phonemes/individual sounds
b) word stress
c) sentence stress
d) intonation
e) features of connected speech
11. Error correction work (usually revising previously taught language)
12. Self-access work.
13. Learner training.
14. Developing reading skills - prediction/skimming/scanning/inferring, etc.
15. Developing listening skills - prediction/gist/for specific information/inference, etc.
16. Developing speaking skills - fluency/accuracy practice/ consolidating recently taught language.
17. Freer speaking (e.g. role play) for revision of previously taught language.
18. Developing writing sub-skills - paragraph-writing/focus on linking devices, etc.
19. Developing study skills - note-taking/summarizing.
20. Developing dictionary skills.
21. Promoting interest in the culture.
22. Using video to build awareness of non-verbal communication.
23. Integrating the four skills.
24. Simulations for revision of previously taught language / for fluency practice.
25. To create a relaxed, non-threatening atmosphere in the classroom.
2. Revising previously taught vocabulary.
3. Introducing a new grammatical point.
4. Introducing new functional language.
5. Revising or reviewing one or more grammatical points.
6. Revising or reviewing functional exponents.
7. Giving controlled/less-controlled/freer practice of a language point.
8. Contrasting two (or more) grammatical points.
9. Contrasting two (or more) functional exponents.
10. "Warmers/icebreakers" - getting to know your students.
11. Raising awareness/ear training and/or practising aspects of phonology:
a) pronunciation of phonemes/individual sounds
b) word stress
c) sentence stress
d) intonation
e) features of connected speech
11. Error correction work (usually revising previously taught language)
12. Self-access work.
13. Learner training.
14. Developing reading skills - prediction/skimming/scanning/inferring, etc.
15. Developing listening skills - prediction/gist/for specific information/inference, etc.
16. Developing speaking skills - fluency/accuracy practice/ consolidating recently taught language.
17. Freer speaking (e.g. role play) for revision of previously taught language.
18. Developing writing sub-skills - paragraph-writing/focus on linking devices, etc.
19. Developing study skills - note-taking/summarizing.
20. Developing dictionary skills.
21. Promoting interest in the culture.
22. Using video to build awareness of non-verbal communication.
23. Integrating the four skills.
24. Simulations for revision of previously taught language / for fluency practice.
25. To create a relaxed, non-threatening atmosphere in the classroom.
Thanks to http://www.philseflsupport.com/ for these
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