Resource Description:

Lesson Plan 1 describes how to write coherent paragraphs in the observation section of academic report writing and how to sum up ideas in the conclusion section.

Lesson Plan 2 describes the use of linguistic features associated with specific text styles. 

Resource Type: Lesson Plans

Resource Description:

Abstract:

It is well known that the most common mistake that Japanese English Language Learners (ELLs) make is with the use of articles when composing English sentences for both writing and speaking (e.g., Yamada & Matsuura, 1998; Akamatsu & Tanaka, 2008). As a Japanese-English bilingual teacher, I have been trying to correct this particular mistake, with understanding of the characteristics of the Japanese language. This is a report of an attempt to conduct supplementary exercises, particularly for Japanese ELLs, to correct their mistakes in using articles. 

Resource Type: Activities

Resource Description: A lesson plan is designed for teaching to introduce formatting of specific text style for the students of Intermediate Part 1. The first part of academic report writing that is introduction section is practiced here with the help of activities.

Resource Type: Lesson Plans

Resource Description: We live in an age of many ‘Englishes’! British or American English? Standard or ‘new Englishes’? And what about EFL, ESL and ELF? This webinar will take a look at the key characteristics of these labels. It will consider how they influence the content and development process of ELT materials and offer examples and tips to help writers and publishers deal with the constraints and embrace the opportunities.

Resource Type: Virtual Seminars

Resource Description: Attached are three lesson plans for formal business letter writing. Each lesson plan is for a class of 60 minutes.

Resource Type: Lesson Plans

Resource Description: This math screener aims to assess basic math computation without being language heavy.

Resource Type: Assessments

Resource Description: Learner interaction. Interactive activities and games. Interactive software and interactive whiteboards. The word ‘interact’ and its various forms have been very popular in language education and especially in education technology. But it is increasingly used to talk about learners interacting with software, and not with each other. This talk aims to redress that balance, and looks a task design for online courses that involves learners and instructor interacting with each other either synchronously or asynchronously. I’ll look at different patterns of interaction and types of interaction that we commonly engage in virtual environments.  For the practically-minded, this talk will include several fun activities I have done with learners on Whatsapp, Facebook and online forums.

Resource Type: Virtual Seminars

Resource Description: Teachers collect pre and post test unit assessment data and answer reflection questions.

Resource Type: Activities

Resource Description: Teachers can complete worksheet and answer questions about ELPT/WIDA data. 

Resource Type: Activities

Resource Description: During the past two decades, there has been a significant shift in orientation among applied linguists from endorsement of largely monolingual approaches to English language teaching towards multilingual approaches that position learners’ home languages as legitimate cognitive tools and as resources for learning. The webinar will discuss the evolution of this perspective, its theoretical and empirical rationale, and future directions. A central theme in the presentation is that the legitimacy of multilingual approaches has been established by teacher-initiated instructional innovations in which teachers have assumed the role of knowledge-generators rather than simply transmitters of curriculum content.

Resource Type: Virtual Seminars

Resource Description:

The following is an adapted, technology-mediated, connected speech activity, where learners participate in the development of a fictional world, while simultaneously negotiating connected speech features such as schwa reduction, contraction, and assimilation.

Resource Type: Activities

Resource Description: Sometimes breaking a grammar point down into steps or parts can make it easier for the learners.  Here's a video for teachers on how to present Question Tags.

Resource Type: Teaching Tips

Resource Description: I took my class to a farmer's market called Curb farmer's market when they were learning about the names of produce. This activity gives them practice in talking to farmers/vendors, practice their listening, speaking to customers for brief interviews, and finding items at the market.

Resource Type: Activities

Resource Description:

Immordino-Yang presents her research on the neuropsychology of social-emotional feelings, including their deep visceral roots in the feeling and regulation of the body and consciousness, their propensity to heighten one’s own subjective sense of self-awareness and purpose, and their connections to memory and cultural learning. 

Mary Helen Immordino-Yang is a social-affective neuroscientist and human development psychologist who studies social emotion and self-awareness across cultures, connections to resilience and morality, and implications for education. She is associate professor of education, psychology, and neuroscience at the University of Southern California. A former public junior high school science teacher,  she has been named among the most influential scholars in education by Education Week’s RHSU Edu-Scholar Public Presence Rankings. She has received numerous national awards for her research and for engaging the public with science, and in 2015 she was elected president of the International Mind, Brain, and Education Society.

Resource Type: Convention Plenary & Keynote Sessions

Resource Description:

ELLs face an unprecedented variety of distractions in today’s globalised, digital age. Finding ways of generating student motivation and engagement has become a principal challenge for classroom practitioners. Dörnyei outlines a comprehensive framework of strategies to engage learners with aspects of the learning environment, language learning tasks, and target language.

Zoltán Dörnyei is professor of psycholinguistics at the School of English, University of Nottingham. He has published extensively on various aspects of language learner characteristics and second language acquisition, and he is the author of more than 20 books, including "Motivational Strategies in the Language Classroom" (2001), "Research Methods in Applied Linguistics" (2007),"Motivating Learners, Motivating Teachers: Building Vision in the Language Classroom" (2014, with M. Kubanyiova), "The Psychology of The Language Learner Revisited" (2015, with S. Ryan) and" Motivational Currents in Language Learning: Frameworks for Focused Interventions" (2016, with A. Henry and C. Muir).

Resource Type: Convention Plenary & Keynote Sessions