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06 .

Brainstorming
1.
Why learn
a FL?

3.
What
sources to
use?

2.
What skills
to develop?

4.
Is accuracy
our primary
goal?

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 syllabus:.
.
London Zoo PPT.
Aims: decoding signs, use of imperative, cultural awareness

Example: Dont touch the

animals! They can bite you!

London Zoo is

a. in a park

a. near London

2.

There are kinds of

a. some

a. a lot of

animals in the zoo.

3.

Number the animals as they __gorillas, __tigers, __butterflies, __monkeys,

appear

4.

__penguins, __giraffes, __frogs, __dragons

Tick the things you can do

watch insects

at London Zoo

see tropical birds fly

watch animals do tricks
both laugh and get scared
swim with the dolphins

5.

Are there any special

YES

NO

activities for students?

6.

What Kind of clothes must

a. Athletic

we wear in the zoo?

b. Warm
c. Suitable

7.

Tick only the things we can

__ feed the animals

__ watch quietly

do in the zoo

__ make noise

__ drop litter in cages

__ drop litter in bins

__ be kind to visitors

Attica Zoological Park S.A.

At Yalou P.O. Box 38, Spata 19004
Tel: 210 6634724 Fax: 210 6634726
Email: zoo@atticapark.gr

name *
email *
message *


http://neamathisi.com/learning-by-design/

Learning by Design, a new pedagogy by

Mary Calantzis and Bill Cope

Experiencing
the known learners reflect on
their own familiar experiences,

Applying
appropriately learners apply new
learning to real world situations.

the new learners are immersed

in new situations or contents.

creatively learners transfer their

learning to a different context.

Conceptualizing
by naming learners group things
into categories, apply classifying terms,
and define these terms.

Analyzing
functionally learners analyse
logical connections, cause and effect,
structure and function.

with theory learners make

generalisations using concepts, and
connect terms in concept maps or
theories.

critically learners evaluate their

own and other peoples perspectives,
interests and motives.

Sharing resources

 ,
.

,
,

,

,
,
,

Group work
Groups of 4,5

Which of these
houses would you
like to live in?

Subsequent activity

Describe the house

of your dreams

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Teaching by understanding
Question 1: What do you understand really well?

Question 2: How did you get or develop that

understanding?
Question 3: How do you know you understand?

How to develop understanding?

observing
practicing
breaking a task into parts
talking aloud
feeling success
trial and error
asking questions
persevering
observing and evaluating
reading
failing
comparing schema or general cases
using intuition
thinking about something
going through cycles of doing/finding information/reflecting

How do you know that you understand?

being able to do something
teaching someone else
solving a related problem
asking productive questions
assessing others' performances

predicting and avoiding problems

performing in lots of different situations
saying how you came to understand

using an error to your advantage

being able to say why a performance is good
recognizing less than exemplary performances

 (2)


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skills sub-skills

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- sharing


educators should integrate multimedia into their lesson plans as
much as possible. The reason for this is that multimedia has been shown
to activate both sides of the brain, and the study of foreign languages has

been shown to be most successful when the whole brain is used. Therefore,
there are both practical and scientific reasons to incoporate computer
software and Internet use in lesson plans.

But in the process of integrating technology into the classroom, teachers

should not forgo solid lesson plans and cutting edge, interactive
instruction. Innovative technology is vitally useful, but it will never
replace the value of a powerful teacher-student relationship.

, / ,

,
.
,
,
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( )
.


"How do I decide what is important for my students to learn?"
"Can I convince others - and my own students - that what we are studying is
important?"
"What are my students really getting out of this class?"
"Why can't my students seem to remember anything from the previous unit once we

move on to the next one?"

"Am I really reaching all my students?"
"How can I make my class mean more to students than just another grade on their
report card?"
"How can I help students see that their grades aren't arbitrary?"
"Will my students be able to use anything they learn in this class in the future?"
"How can I have a conversation with my colleagues about what we're teaching and

what our students are learning?"

In a nutshell



;
,
,
,

Multiple choice and cloze activities

using hot potatoes software

Photofunia.com

PhotoFace.com

www.westenglish.weebly.com

www.englishstaffroom.blogspot.com