Последний день городского этапа. 

Самое время вспомнить про детские записки двух недельной давности))

What Makes A Good Teacher?

• Creating a positive learning atmosphere and developing a good rapport without showing favoritism. Having the ability to engage and involve students with your personality.
• Being patient – for slow learners, ‘needy’ students requiring attention and those lacking motivation.
• Clarity – answering questions in a clear and concise way.
• Organized – punctual, producing well-planned lessons with suitable material.
• Sense of humor – miming and body language often require this quality, without resorting to circus antics.
• Adaptable – being resourceful.
• Imaginative – in creating and adapting teaching materials and also empathising with students in building rapport.

Субботнее утро.

Пост номер Один на Аллее Славы.

How To Praise Your Students

You do not always need to give away a treat. Learning verbal praise is not as easy as it sounds. Yet, the more you praise, the easier it gets to put this tactic into your teaching. A healthy dose of praise works wonders.

Disruptive classroom behaviors do not go away like magic. It takes both time and practice on the part of the teacher. Praise is very effective if it is used appropriately. Students will know if the praise is not sincere.

The following are some examples of verbal praise:

• Way to go!
• Keep it up!
• What good work!
• Top-notch!
• That's great!
• Right on!
• Great work!
• I am so proud of you.
• Wonderful!
• Fantastic!
• Super-Duper!
• You make me proud!
• How about that!
• Far out!
• Super work!
• Wow!

Read the following list to get an idea of things for which you can praise a student:

• taking turns   
• participating in a lesson
• listening well
• learning a new skill
• having all materials
• being on time for class
• helping a friend
• staying on task
• using good manners
• entering room quietly
• keeping busy when work is finished
• returning materials
• asking questions when things are not understood

Activities to Kick off the School Year

Vocabulary review – A game of Jeopardy

If you’ve never played a game of Jeopardy with your ESL students, you have no idea what you’re missing! It’s an incredibly flexible game, adaptable to any content, whether it is grammar or vocabulary that you wish to review or practice. In this case, we’ll see an example of how to create a game of Jeopardy to review basic vocabulary.

Setup: 
Divide the chalkboard or whiteboard into 5 columns with 6 rows. On the first row choose a category for each column, for example: Fruits, Vegetables, Animals, Clothes, Colors; for the remaining rows give each box a certain number of points. It should look like this:

Fruits	Vegetables	Animals	Clothes	Colors
10 pts	10 pts	10 pts	10 pts	10 pts
20 pts	20 pts	20 pts	20 pts	20 pts
30 pts	30 pts	30 pts	30 pts	30 pts
40 pts	40 pts	40 pts	40 pts	40 pts
50 pts	50 pts	50 pts	50 pts	50 pts

Prepare 5 questions for each category. You may choose to do so in the Jeopardy format: I am red and I grow on trees. Answer: What is an apple?

Speaking activities - What can you say about me?

Ask students to bring 5 or 6 things to class, including: a piece of identification (if possible, passport or driver's license); a family photo; a favorite book or magazine; a toy or collectible, etc... Bring some items of yours as well. Each student displays his or her items on the teacher's desk, and fellow classmates say whatever they can about the person's family, hobbies, likes and dislikes, etc...

Актуально))

Монополия..

- игра, которая откроет в вас самые замечательные, самые худшие черты характера - беспринципность, хладнокровие и умение врать с ангельским видом.

what about cool downs?

Many teachers are not aware of the importance of a cool down. And what is exactly this importance?

Many teachers just play a game or let students work on an activity till the bell rings. When you do this you neglect to give your students closure on what they have learned for the day. You’re not capitalizing on your unique opportunity to effectively wrap things up in a way that will benefit your students’ learning.

The warm up and the cool down are like the introduction and the conclusion of an essay.

An essay with no conclusion has a very abrupt ending. If you just let students work on an activity till it’s time to go home, you are not only giving them a sudden and abrupt ending to the lesson, you may also come across as disorganized and improvised. The cool down, however, clearly shows students that this is the way you planned for the lesson to end and that you’re ending it like this for a reason. The cool down has its own purpose.

Волшебный единорог и Титаник.

Неплохой слоган для четверга оставили мне на доске мои же студенты))

Любимый праздник))

efficient reading strategies

One of the major problems which can guide the teacher in helping students discover efficient reading strategies is the foreign language reader's instinct to process the written text word by word. This linear processing of texts has been called tunnel vision by Smith. It is probably adopted because of the reader's anxiety when confronted by a text in another language. Possible solutions to this problem are to help the reader dominate the text by giving him/her a wider perspective on the reading material and by encouraging self-confidence to replace fear.

• Write the title of the text to be read on the board.
• Ask the students to brainstorm words which may appear in the text.
• Ask one student to predict an outline of the text using the words on the board.
• The students read the text in a given time to see how far their prediction fits the text.
• Ask one student how far the prediction was correct/incorrect.
• Ask him/her to say what the text was about.

Promote reflexion through general questions on how students read the text:

• Did the prediction help/hinder your understanding of the reading?
• Did you refer to any photos on the page to help you understand the text?
• Did you refer back to the title during your reading?
• Did you guess any words?
• Did you feel the need to consult a dictionary?
• For which words?
• Can you guess their meaning now?
• Are they essential to understanding the text?

Following the hypothesis that if you have a framework for understanding text structure the meaning can be more easily dominated, we suggest the following exercise:

Prepare four short passages: a narration, a description, a discussion and an informative text. (see (5) for examples). Discuss the schema of each one: its structure, verb tenses, connectors and lexis.

It should become apparent that many texts can be fitted into one of these schema after a quick scan. Hereafter, each time the class reads a text, categorise it through a brief discussion into one of the above schema. Ask questions after the reading about whether this pre-categorisation helped students or not to read the text with more ease. These question can be added to those already mentioned in part a. above.

To encourage readers to speed up their reading process the following exercise was found useful if repeated two or three times during the year.

• Get the students to start copying out a text placing a stroke(/) after each chunk copied.
• After an interval all students stop copying and divide the number of words by the number of strokes. This calculation will give the average number of words read at each glance or `fixation'. (see 7)
• The speeding up process can be made evident if excerpts fromof long fixation passages are read out by the teacher from the students' work.
• One variation is to do the same exercise making sure everyone has read to the same place in the text. Students then answer multiple-choice questions on the text, from memory, to check comprehension. Speed and Comprehension can thus be compared: similar comprehension le vels at higher speed levels can be pointed out as beneficial to those who read more words per fixation since they show equal understanding of the text in less time. This may encourage`slower' readers to expand their fixations.

self-learning through memory

The aim of these exercises is to help learners become aware of the memory strategies used by the learners and the techniques best suited to each one.

• Write 12 words on the board from a recent reading or lesson done in class
• Ask the students to learn them in a certain time.
• Observe the strategies used by several students.
• Stop the exercise and talk about the strategies observed. (To occupy short term memory. )
• Get students to write out as many words as they can.
• Ask how many students wrote out 12 correct words then question them individually on howthey did it. If they need prompting discuss how they processed the words, how they established relationships between them, whether they pictured them in their minds and so on.

misused words

Noise Level Thermometer

Make a large thermometer to control the noise level in your room. Mark it with the same temperature marks as those on a real thermometer. Use a red ribbon for the mercury. Begin each day with the room thermometer set on zero. When the noise rises, raise the temperature. The consequence of having to raise the temperature needs to be established and agreed upon by the class. Make it a cooperative learning experience.

Рождества мало не бывает)

и рано Рождества не бывает тоже))

#yeap

#yes

my child: mum, can you help me with this project?
me: no, you're old enough to do these things by yourself.
my child: it's a project on harry potter.
me: GIVE ME THAT. CANCEL ALL MY APPOINTMENTS. TELL EVERYONE I'VE GONE AWAY FOR THE WEEK. THIS WILL BE THE FIRST A YOU EVER GET, BUCKBEAK.

пятница!))