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this afternoon's powerpoint

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By joining eTwinning, teachers and other school staff will become part of the 'Community for schools in Europe' and benefit from endless opportunities.

Collaborate with and get inspired by other colleagues in Europe

In eTwinning, teachers organise and run on-site and online activities with their students along with colleagues from countries participating in the Erasmus+ programme. They engage in collaborative projects with the support of the TwinSpace environment. National Support Organisations are responsible for validating user registrations for becoming eTwinners, thus keeping the platform safe, providing support and guidance, and recognising teachers' work with National and European Quality Labels. The annual eTwinning book features the most innovative projects. Excellent projects are rewarded eTwinning European Prizes and become part of the project gallery.

Share with peers

The eTwinning community is made up of thousands of teachers and educators who share a vision of inclusive schools, using information and communication technology in a meaningful way, and making the most of 21st-century skills. eTwinners meet and network online, at school, at eTwinning events and conferences, and wherever they can inspire other teachers to better educate students. On the European School Education Platform, the eTwinning area offers project kits, practice examples, testimonials, and an online environment where eTwinners can communicate, create projects, share, and learn together at their own pace in line with their interests.

Upskill together

Lifelong learning is essential for teachers and eTwinning community members benefit from webinars, short and long online courses (including MOOCs), self-teaching materials, conferences, and other on-site professional development opportunities where they meet experts in many fields and improve their skills. These events allow teachers to network, learn together, and feel part of the same community.

eTwinning also provides opportunities for future teachers to get support when starting their careers.

Promote and celebrate

Like all communities, eTwinning has key events. A yearly theme is the focus of two online campaigns - in spring and autumn - where eTwinners share ideas, plan projects, produce materials, and learn together. And every year on 9 May, the community celebrates Europe Day as eTwinning Day with activities that make eTwinners feel part of something unique, wherever they are.

Become a protagonist

eTwinning Ambassadors are the pillars of the community. They are selected at a national level, provide training and support and share their energy and enthusiasm, making eTwinning grow every day. Get information from your National Support Organisations about how to become one of them!

The schools that are awarded the eTwinning Schools Label are models of the principles that inspire eTwinning, shared leadership, collaboration and sharing, students as agents of change, inclusion, and pedagogical innovation. Stay tuned to see when applications open!

Anyone can become an eTwinning Ambassador, and any school can get the eTwinning School Label.

How to join eTwinning

Register as a user today on the European School Education Platform using EU Login ( access here) and request to be validated as an eTwinner by the National Support Organisation in the country where your school is.

What does the eTwinning platform offer?

eTwinners can network, share, and collaborate with other registered eTwinners and schools by connecting through the social networking features offered, and by engaging in Rooms, eTwinning groups, and European projects.

Rooms are micro-groups that allow eTwinners to take part in video-conferencing sessions supported by a forum and a file archive.

eTwinning groups are virtual places where eTwinners meet and discuss specific subjects, topics, or other areas of interest. Featured Groups are groups coordinated by the CSS and moderated by experienced eTwinners).

eTwinning projects include activities on different topics and key competences involving two or more teachers and their students. Each project has its own TwinSpace, a free-to-use, safe platform that is only accessible to other eTwinning members in the project, your selected guests, and your selected pupils.

eTwinners can also join the online professional development opportunities organised by the European School Education Platform. Some of these offers will be tailored to the specific interests and needs of eTwinners and be available exclusively to them:

Short online courses are intense and enjoyable and introduce teachers to a topic, stimulate ideas, and help them develop their skills.

MOOCs (Massive Open Online Courses) are 4-6 weeks in length and require 12 - 25 hours of learning time during this period. Participants are free to conduct the activities at a time of their convenience during the duration of the course. A certificate is offered upon successful completion.

Webinars are live one-hour long online video sessions where teachers have the chance to learn about and discuss a variety of themes.

Webinar series are two webinar sessions that are connected by an interactive online activity.

Online conferences and events are designed for and dedicated to specific target audiences and themes.

You are not eligible to join eTwinning?

Only school staff can join the eTwinning community. If you are not a member of staff at a school, you can still enjoy and network in other sections of the European School Education Platform free of charge. Discover all these opportunities here. eTwinners can invite non-eTwinners to specific projects.

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In eTwinning, teachers organise and run on-site and online activities with their students along with colleagues from countries participating in the Erasmus+ programme. They engage in collaborative projects with the support of the TwinSpace environment. National Support Organisations are responsible…

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with example activities from English for Iraq

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Teaching young learners and  classroom management

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Rubric

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reasons?

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Primary school English teaching banned in Iran. The reasoning is interesting...

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Iran's Islamic leaders have often warned about the dangers of a "cultural invasion," and the supreme leader, Ayatollah Ali Khamenei, voiced outrage in 2016 over the "teaching of the English language spreading to nursery schools."

Ayatollah Khamenei, who has the final say in all state matters, said in that speech to teachers, "That does not mean opposition to learning a foreign language, but (this is the) promotion of a foreign culture in the country and among children, young adults and youths."

"Western thinkers have time and again said that instead of colonialist expansionism ... the best and the least costly way would have been inculcation of thought and culture to the younger generation of countries," Ayatollah Khamenei said, according to the text of the speech posted on Leader.ir, a website run by his office.

While there was no mention of the announcement being linked to recent protests against the clerical establishment and government, Iran's Revolutionary Guards have blamed foreign enemies for fomenting the unrest.

Iranian officials said at least 21 people were killed and more than 1,000 arrested during the protests that spread to more than 80 cities and rural towns, as thousands of young and working-class Iranians expressed their anger at graft, unemployment and a deepening gap between rich and poor.

A video of the ban announcement was widely circulated on social media on Sunday, with Iranians calling it "the filtering of English," jokingly comparing it to the government's blocking of the popular app Telegram during the protests.

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Iran Bans English in Primary Schools to Block 'Cultural Invasion'

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Iran's Islamic leaders have often warned about the dangers of a "cultural invasion," and the supreme leader, Ayatollah Ali Khamenei, voiced outrage in 2016 over the "teaching of the English language spreading to nursery schools."

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You gave good mission and medal feedback on this

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You gave good mission and medal feedback on this

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ELC Welcome presentation

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It's Julia's birthday tomorrow!

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Inspirational Key Stage 2 geography specialist, Jane Whittle, leads her class on a magical journey through the school's own woods, in 'KS1/2 Geography'. The aim of the lesson is to create a map of their route but first, the children explore the...

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تعلم اللغة الإنجليزية

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выучить английский язык

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A collection of teaching ideas and lesson plans to be used with the worksheets and resources on the site.

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Step into German - Soccer - Bundesliga Total! - Goethe-Institut

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The five teams with the highest point total from each region qualify for the "Endrunde" which takes place from January through May 2018. In the "Endrunde", These 20 teams start again with zero points. The team with the highest point total at the conclusion of the "Endrunde" is the Championship team.

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minibooks

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60+ Best Teacher Training ideas in 2020 | teacher training, training teachers, teaching

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Jul 22, 2020 - Explore Jess Fynn's board "Teacher Training ideas" on Pinterest. See more ideas about Teacher training, Training teachers, Teaching.

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Games in the Primary Classroom JF handout

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Celebrate all things cheesy with these 11 hilarious jokes.

Why was the cheesemonger lopsided? He only had one Stilton.

Did you hear about the explosion at the cheese factory? There was de brie everywhere!

What do you call cheese that isn't yours? Nacho cheese

What did the cheese say when it looked in the mirror? Halloumi!

A kid threw a lump of cheddar at me. I thought 'that's not mature'

Why didn't the cheese want to get sliced? It had grater plans

What is Jay Z's favourite cheese? Brieonce

What music do cheese lovers listen to? R n Brie

What's the best cheese to tempt a bear out of the words? Camembert

What cheese is made backwards? Edam

What is a lion's favourite cheese? Roarquefort

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11 hilarious cheese jokes for National Cheese Lovers Day

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Celebrate all things cheesy with these 11 hilarious jokes. Why was the cheesemonger lopsided? He only had one Stilton. Did you hear about the explosion at the cheese factory? There was de brie everywhere! What do you call cheese that isn't yours? Nacho cheese What did the cheese say when it looked in the mirror?

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for singing / chanting

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It is VERY important that you consistently and correctly warm up your body and your voice BEFORE you attempt any singing.a low-pitch " V v v v v v " sound. Slowly ascend to your highest, comfortable note. Focus on pushing the sound out.For variety, you could repeat the above warm ups by

​Siren sounds are a great place to start: Begin by placing your top teeth on your lower lip and making

Imagine you are making the sound of a revving engine on a motorbike. Continue with this warm up for 1-2 minutes.

Now, continue with the humming, or using the sound " B r r r r r r " (with floppy, relaxed lips and mouth). " V v v v v v v " sound, but try to create the melody of a simple song, such as a nursery rhyme or a Christmas Carol.

Boom sits the cat and the cat sits down - Boom-Boom, shhh cat, don't be so loud (Now try to beat-box the lyrics)
MEE-yow, mee to the yow to the mee to the yow to the MEE-yow, mee to the yow to the mee to the yow 1-8, 1-4, 1-2, 1-1, w o b b l y c h i c k e n !
​Chick, chick, chick, chick, chicken, lay a little egg for me Pizza, Pizza Daddy-oh
_________ has a new friend (pizza-pizza daddy-o), how do you know it? '(Pizza-pizza daddy-o) Cause he/she told me (Pizza-pizza daddy-o)
(Leader) - Let's _______________ it (________ it, _______ it daddy-o)
Honk, honk, round and round and round and crash, beep-beep
1. Jaws was swimming in the sea, ate a diver for his tea, chopped him up into little chunks, then spat out his swimming trunks
2. Superman flies through the air, in his funny underwear. Looking for his Lois Lane. Is it a bird, or is it a plane?
3. Romeo and Juliet, on a balcony they met. Romeo said to Juliet - you're the cutest girl I ever met. SONGS WITH SIMPLE CHORD PATTERNS
CHOREOGRAPHY FOR DJS SPORTS DAY (can you work out the chord progressions for these songs?) YOUR IDEAS

EDIT/CHANGE AN EXISTING WARM UP GAME/SONG - or - DESIGN A NEW MUSIC WARM UP GAME/SONG

Physically warm up the body (shake, stretch mouth, tongue and face)

Warm up the mind (listening, concentration and focus)

Warm up the speaking voice (chanting, rapping)

Warm up the singing voice (pitch matching a simple pattern of notes)

Create sound with the body (hand clap games, body percussion)

Create visual actions (Makaton, signs, choreography and movement)

Performed as a round/cannon (use pentatonic notes)

Difficulty levels or layers? Elimination to find one winner?

It should be easy to teach to others / young children

BEHAVIOUR e.g. Abeeyo, Bob the Builder, Teletubbies

LISTENING GAMES e.g. Opposite Game, Rainstorm Circle, Don't Clap This One Back, Follow the Conductor, Breathing Square, Emotional Sitting

SPEAKING/RAPPING SONGS e.g. Pizza Pizza, Grandma Grandma, I Am a Little Robot, Button Factory, Boom Chika Boom, Wobbly Chicken, Music Rocks, Boom Sits the Cat, Pass the Beat, Tongue Twisters, 1-Clap-3, Musical Theatre Charades,

SINGING GAMES e.g. Banana Song, Dr. Knickerbocker, Penguin Song, Harry Potter (Freres Jacques), Knees Up Mother Brown, A Sailor Went to Sea, Honk Honk, Gospel Medley (Sing-Saints-Swing), I Like the Flowers, 1-2-3-2-1, Allunde, A-B-C-B-A, Si Si Si, 8-7-6-7-8, Double-This Double-That, Boa Constrictor, Hum-a-Tune, Hey-Hello-Bonjour-Guten Tag

Somebody to Love, Ode to Joy, Stay With Me, Wake Me Up, Counting Stars, Riptide,
​Amazing Grace, Three Little Birds, Somewhere Over the Rainbow, Fight Song, Hound Dog, Skin,
​A Thousand Years, Stand By Me, This Is Me, Just the Way You Are, Count On Me, One Call Away

Here's our Ukulele page.

Waka Waka / Hall of Fame / ​The Haka (Kamute)

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It is VERY important that you consistently and correctly warm up your body and your voice BEFORE you attempt any singing.a low-pitch " V v v v v v " sound. Slowly ascend to your highest, comfortable note.

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What is the optimal age to start learning an additional language? Current educational policy (in Europe at least) suggests that the younger, the better. However, as I wrote in An A-Z of ELT, "the results and benefits of this [policy] are still inconclusive." Now evidence is emerging that casts some doubt on the wisdom of introducing a second language at primary level, if this means only an hour or so a week. And an hour or so a week seems to be the norm. A recent Europe-wide study shows that the time devoted to language teaching in primary schools remains limited, in general less than 10% of total class time, and varies considerably between countries.

The report is called Key Data on teaching languages at school in Europe 2009, by the Eurydice Information Network on Education in Europe. You can download the full 136 page report from this website:

http://eacea.ec.europa.eu/about/eurydice/index_en.htm

The report is worth looking at - there are some great graphs, showing startling variability across Europe - e.g. some secondary school systems (e.g. Bulgaria, Denmark) have 200 plus hours of foreign languages a year, while others have fewer than 100 (Romania and Greece, for example). Spain is nearer the lower end, with 113 hours - but only 57 at primary.

Age of onset in Spain has been the subject of an extended study, conducted under the leadership of Carmen Muñoz of the University of Barcelona, and written up in an article in a recent issue of Applied Linguistics (Dec 2008) as well as a book: Age and the Rate of Foreign Language Learning (Multilingual Matters, 2006). Muñoz points out that a basic flaw in the argument supporting the introduction of English at primary is that proponents of an early start base their case on the evidence of natural L2 acquisition, i.e. where young learners are immersed in a second language, because (typically) they are the children of immigrants. Muñoz argues that to extrapolate from these cases to the classroom situation - where children are getting around two hours or less a week - is fundamentally flawed.

"An inferential leap has been made in the assumption that learning age will have the same effect on learners in an immersion setting as on students of a foreign language, where the latter are exposed to only one speaker of that language (the teacher) in only one setting (the classroom) and for only limited amounts of time ... However, recent studies conducted in foreign language settings have clearly illustrated the role of input and exposure in the equation: an early start leads to success BUT ONLY PROVIDED THAT IT IS ASSOCIATED WITH ENOUGH SIGNIFICANT EXPOSURE". ( Applied Linguistics, p 591, emphasis in the original).

It's difficult to see how - even with substantial training in classroom techniques that maximise exposure and use - that any primary system that devotes only an hour or two to English a week is going to make any noticeable difference. In fact it may be just a waste of time and valuable resources. Is there evidence in your area that suggests that the policy of "the younger, the better" is working?

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What is the optimal age to start learning an additional language? Current educational policy (in Europe at least) suggests that the younger, the better. However, as I wrote in An A-Z of ELT, "the results and benefits of this [policy] are still inconclusive." Now evidence is emerging that casts some doubt on the wisdom of...