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https://twitter.com/alvinfoo/status/1620855891829624836?lang=zh-Hant

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An integrated lesson planning platform

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Eduaide.Ai is an AI-driven platform that helps educators create lesson plans, teaching resources, and assessments.

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FLPT外語能力測驗|多語無國界 未來不設限

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「外語能力測驗」( Foreign Language Proficiency Test，簡稱FLPT)由LTTC自行研發，是台灣第一套可以測試英、日、法、德、西五種語言的外語能力考試。可對照國際標準CEFR，檢測初學者Pre-A1～高級C1程度的考生，是學校機構、公司行號最經濟有效、優質的選擇。

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Six months ago, I was promoted to a big international project, and I recognized the urgent need to improve my fluency in English. During client meetings, I felt nervous and frequently made mistakes in front of native-speaking clients. My colleague recommended that I try SmallTalk. I took the English level test, loved it on the first try, and subscribed to the Pro plan. I've made English practice a part of my morning routine - 20 minutes every day. I started with the Business English course, the General Course, and then moved to an Advanced Speaking course. I love teaching material and how the AI highlighted my errors. Within just a few months, I saw a significant improvement in my fluency, and my spoken English level increased. Now, I can lead meetings in English fluently and with complete confidence. I tell everyone that SmallTalk is a fun and very effective way to improve your English.

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SmallTalk2Me - AI-powered simulator to improve spoken English

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SmallTalk2Me helps non-native English speakers make their spoken English fluent and enables businesses assess their employees' English proficiency.

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What are the components of a great lesson?

Narration:

Ask yourself, what are the components of a great lesson? What special things do you do in your lessons that help students learn or capture their attention? How do you make sure you include all of the components of a great lesson in every lesson?

BOPPPS Online Lesson Planning

Narration:

Today, you will learn about BOPPPS, which is a lesson planning tool that is aimed at increasing student engagement and deepening student learning.

BOPPPS is an acronym for 6 components of a lesson.

The components are: Bridge-In, Outcomes, Pre-assessment, Participatory Learning, Post-assessment, and Summary.

BOPPPS is especially useful for planning short lessons or segments of longer lessons. This makes it ideal for planning lessons for the online learning environment, where lessons that are divided into short segments often lead to greater student engagement.

Follow along for more on each component, and then you will have a chance to plan your mini-lesson using the BOPPPS model.

Bridge In

Instructor

Learners find out

Ideas for Bridging Online

share a relevant story using an audio or video clip.

Narration:

The learning cycle begins with "Bridge In". This is your chance to capture the learner's attention. Use the Bridge as a way to build motivation or establish the relevance of the lesson.

From the student's perspective, they get to find out from the beginning "what's in it for me?" "Why is this important?" or "Why should I learn this?"

There are lots of ways to Bridge-In to your lesson online. Why not try sharing a relevant story using an audio or a video clip? This also helps to add a human dimension to your course.

Outcomes

Instructor...

clarify what the learner will "get out of" the lesson

streamline the planning process to focus on the outcomes.

Learners find out..

What will be expected of me?

"Learning is enhanced when students are aware of the mastery expectations for their courses..." (Marsh, 2007).

Narration

The O in a BOPPPS lesson stands for Learning Outcomes.

The learning outcomes are typically the second component of a lesson from the student perspective, but writing learning outcomes is the first step from a planning perspective.

Definition of a Learning Outcome

Narration

Remember that a learning outcome is a statement that specifies, in a measurable way, what the learner will know, value, or be able to do by the end of a lesson.

Learning outcomes first

Narration

Writing learning outcomes takes careful thought and some time, but is a critical first step for course and lesson planning. Your task as instructor is to clarify what the learner will "get out of" the lesson. In the process of writing learning outcomes, you also begin to streamline your lesson planning process by focusing activities and assessments on the outcomes you have set.

Steps for writing learning outcomes

Narration

Let's review the 3 steps for writing learning outcomes.

Writing Learning Outcomes Step 1: The Stem

Narration

The first component of a learning outcome is the stem, which introduces the learning outcome and provides a timeline for achieving the outcome. An example would be: "By the end of this mini-lesson, participants will be able to..."

Writing Learning Outcomes Step 2: Action Verb

identify the ability that will be measured (in relation to knowledge, skill, or value)

e.g., illustrate, define, compare, arrange, sketch, create, indicate, coordinate, assess, advocate, tolerate...

Narration

The second component is the action verb. This verb identifies the ability that will be measured when the student successfully completes the learning outcome. For example, the students might illustrate, define, or compare.

Writing Learning Outcomes Step 3: Learning Statement

set the context under which the student demonstrates the knowledge, skill, or value

g., By the end of this lesson, the learner will be able to describe all 6 components of a BOPPPS lesson.

Narration:

The third component is the learning statement, which sets the specific context under which the student will demonstrate the knowledge, skill, or value. The learning outcome for this lesson on BOPPPS lesson planning includes a learning statement. "By the end of this lesson, the learner will be able to describe all 6 components of a BOPPPS lesson".

Pre-assessment

Instructor finds out...

What do learners already know?

Do I need to adjust the depth and pace of learning?

What are my students interested in?

Which students could act as resources within the class?

Learners

Ideas for pre-assessments online

send out a survey, quiz, or poll in the week leading up to your lesson.

Narration

The first P in BOPPPS stands for Pre-assessment. Pre-assessment answers the question: "What does the learner already know about the subject of this lesson"?

This information helps you determine the knowledge level of your class, and student interests. Pre-assessments can also give you an indication if there is a need for differentiated instruction.

For the learners, they jump-start the learning process and gain confidence with the subject by reviewing what they already know. They can also identify areas that need more attention.

There are many ways to pre-assess students in an online environment. You might find it useful to send students a survey, quiz, or poll a week ahead of the lesson so that you can share the results of the pre-assessment with the class or work them into your lesson.

Participatory learning

Instructor

Learners...

are actively involved in achieving the outcomes of the lesson

improve understanding and deepen learning by connecting with, testing, exploring, and mentally manipulating ideas.

Ideas for participatory learning online

use a discussion forum for problem solving or working through a case.

Narration

The second P stands for Participatory learning.

For deep learning, students need to do more than simply absorb material, they need to participate and engage with material. During this stage, students are involved as actively in the learning process as possible. The sequence of activities is intended to help the learner achieve the learning outcome. Careful planning and clear expectations are critical in the online environment because it is difficult to redirect activities once students have started on the task.

At this stage, you should also plan your facilitation efforts. Consider that with too much teacher presence, students may expect that you will chime in with the most important points and expend less effort exploring topics on their own. With too little facilitation, the students may lose the motivation to participate.

As an example of participatory learning, you could try using the discussion forum in a purposeful way. Have students solve a problem or ask questions about a case study.

Post-assessment

Instructor finds out...

Learners find out...

Am I getting it?

What do I need to work on?

Ideas for post-assessments online

Ask students to submit a minute paper. You could use

quiz tool

Google form

feed from learning object.

Narration

The third P stands for Post Assessment. As the instructor, you can use a post-assessment to find out if the students have developed the skills and knowledge required to accomplish the learning outcomes. If there are gaps in understanding, then you can either revisit these topics, offer extra resources, or perhaps dedicate an office hour to that topic.

The learners get a chance to find out if they are getting it and draw attention to areas they need to work on.

One idea for creating a post-assessment is to ask students to complete a minute paper that they can submit using the quiz tool or google form. Ask students something specific about your lesson, or ask them to reflect on something more general like, "What is the most important concept from today's lesson?".

Summary

Instructor

concludes and wraps up learning experience

provide a sense of closure and completion, or set up learner for future sessions

Learners

Ideas for summarizing online

recap main points

provide a clip showing application in the real world.

Narration:

The 'S' in BOPPPS stands for summary. The summary concludes the learning experience and provides a sense of closure and completion. You might also link what they learned to what's coming in future lessons. The students get a chance to see how the lesson ties in with the course, or with the bigger picture. One example would be to recap main points and provide a short media clip showing of an application of what they learned.

Narration:

For more information or research that supports aspects of this teaching and learning style, please check out the resources below. Next, try using the BOPPPS lesson planning resources to start planning your own mini-lesson.

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Narration: Ask yourself, what are the components of a great lesson? What special things do you do in your lessons that help students learn or capture their attention? How do you make sure you include all of the components of a great lesson in every lesson?

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Multimodality And Multimodal Literacy: What Are They And Why Are They Important In ELT? | OUP

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Finally, we’ll go on to explore the concepts of multimodality and multimodal literacy and their relevance to English language teaching…

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Teaching English through English (TETE) is an exciting ten-module professional development (PD) course designed to enhance the English used by teachers in English language classrooms. This course will focus on interactive and communicative approaches and help you learn how to build a classroom environment that encourages real communication in English. Through engaging videos and practical readings, you will explore effective approaches for teaching English while enhancing your ability to use English to manage language learning activities in the classroom. By participating in this course, you will have the opportunity to share ideas with peers in a community of practice (CoP), apply course content to your teaching context, and practice using English for a variety of instructional purposes.

Learning Objectives and Learner Outcomes

By the end of this course, you will be able to:

1. ex plain and use various interactive and communicative approaches for teaching English to secondary students.

2. identify the language needed to carry out various instructional tasks in the classroom.

3. prepare classroom language needed for various types of lessons and activities.

4. practice and improve ability to manage your classroom and develop effective language tasks in English.

5. develop lesson plans and teaching materials that reflect accurate English.

6. create a reflective teaching portfolio for continuous improvement in teaching English through English.

7. engage in deep, critical reflection within a CoP of English language teaching professionals in your country.

Course Site and Licensing

This course has been built on a Google Site for easy access and flexible use. To promote the use and dissemination of these modules, all content has a Creative Commons license (CC BY 4.0) , which allows you to use, share, and adapt these materials freely as long as you give appropriate credit to the source.

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"Who dares to teach must never cease to learn" - John Cotton Dana

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Simon Sinek explains how to use the Golden Circle model to truly differentiate your brand's value proposition when most fail

Leadership expert Simon Sinek is perhaps best known for giving one of the most popular TED talks of all time, which you can view at the end of this post. The Golden Circle theory explains how leaders can inspire cooperation, trust and change in a business based on his research into how the most successful organizations think, act and communicate if they start with why.

I think that marketers will find the most value in his Golden Circle model, which helps give focus to how a business can stand out from similar competitors by communicating its differences.

I was prompted to check it out after a workshop when discussing the importance of developing a strong digital value proposition as part of a digital marketing strategy a few years ago. One of the attendees working in B2B healthcare explained how they had used it with their agency to develop a more distinctive proposition for their brand amongst similar service providers.

Simon Sinek explains using the golden circle theory to truly differentiate your value proposition

Sinek is the author of several books on the topic of leadership. These include ' Start With Why: How Great Leaders Inspire Everyone to Take Action', which first popularized his now-famous Golden Circle concept. You can read more about this model and his background on Start With Why.

Sinek's Golden Circle model is an attempt to explain why some people and organizations are particularly able to inspire others and differentiate themselves successfully. The neuroscience behind the Golden Circle theory is that humans respond best when messages communicate with those parts of their brain that control emotions, behavior, and decision-making.

Start with why to truly align your strategy with your goals

Clearly, without a strong customer-centric digital marketing strategy, you will struggle to attract the right customers and increase leads and sales.

That's why we recommend using our Opportunity > Strategy > Action approach to structure your marketing strategy. By starting with identifying the opportunities for your business you can set strategies that directly support your goals.

Our RACE Growth System is our flagship strategy-setting tool for marketers, managers. and small business owners. By identifying opportunities, strategies, and actions at each stage of your marketing funnel, you can prioritize and optimize the marketing activities that will drive your business forwards. Download your free guide today.

Communicate your 'why' to your customers

Sinek explains that 'Why' is probably the most important message that an organization or individual can communicate as this is what inspires others to action. 'Start With Why' is how you explain your purpose and the reason you exist and behave as you do. Sinek's theory is that successfully communicating the passion behind the 'Why' is a way to communicate with the listener's limbic brain. This is the part of our anatomy that processes feelings such as trust and loyalty - as well as decision-making.

Successfully articulating your 'Why' is a very impactful way to communicate with other humans, define your particular value proposition and inspire them to act. Sinek's theory is that communicating 'Why' taps into the part of the listener's brain that influences behavior. This is why the Golden Circle model is considered such an influential theory of leadership. At an organizational level, communicating you're 'Why' is the basis of a strong value proposition that will differentiate your brand from others.

Anthony Villis has a useful visual on the First Wealth blog relating the aims of the Golden Circle to the psychological response.

How

The organization's 'How' factors might include their strengths or values that they feel differentiate themselves from the competition. Sinek's view is that 'How' messaging is also able to communicate with the limbic brain - the important part that governs behavior and emotion. But his opinion is that organizations would do better to improve how they articulate their 'Why', in addition to 'How'.

What

It's fairly easy for any leader or organization to articulate 'What' they do. This can be expressed as the products a company sells or the services it offers. For an individual, it would be their job title. Sinek argues that 'What' messaging only engages with the neocortex - the part of our brain that's rational. His argument is that this part of the brain is less of a driver of decision making than the limbic brain: the part that 'Why' and 'How' reaches better. Successful people and organizations express why they do what they do rather than focusing on what they do.

Some critics argue that Sinek's Golden Circle model is actually just reflecting passion. Passionate leaders and passionate organizations express their commitment and enthusiasm authentically, and this is what inspires others rather than the manner in which they express themselves. Other critics argue that Sinek's theory implies humans don't use their reason at all when making decisions, which is debatable.

Either way, our Content Marketing Matrix is structured to help you think through two key dimensions of which types of content will best support the path to purchase for your target audience. The two dimensions are:

1. Awareness through to purchase conversion funnel shown on the horizontal axis

2. Emotional to rational content engagement formats available shown on the vertical axis

If you're feeling inspired to start targeting your customers and better articulate your 'why', we have the tools and templates to help you plan optimize your marketing strategy. From annual and 90-day planning templates, to granular tactics to stand out against competitors on your key channels.

All our marketing solutions are integrated across our RACE Growth System, designed to help you unlock new approaches to marketing using a customer-centric focus. Download your free guide to find out more.

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Golden Circle model: Sinek's theory value proposition : start with why

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Sinek's Golden Circle model explains how leaders inspire cooperation, trust and change if they 'start with why' value proposition as a theory

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All of us go through years of teacher training even without noticing it. I began teaching as most young teachers do, unconsciously modeling my teaching style on that of the teachers I'd had. I stood in front of the classroom and told people things.

In the mid 80s I was teaching ESL at an international school attached to a large public university (where I would teach years later). In those days a "new" idea was gaining ascendancy. It was a thing called the "student centered classroom." Essentially, that is a classroom dynamic in which the students participate actively while the teacher might take a (seemingly) more passive role. It boils down to group work, one-on-one tutoring in the classroom between student and teacher, student presentations. I had a hard time learning it but once I did, I recognized the essential difference between teaching a skill and teaching content. You can tell people content; people must practice skills.

To learn a skill, students must be directly involved. No teacher can stand there and tell the students how to do something and expect the students to leave the classroom able to do it. I later explained this to my writing students saying, "You guys have had writing classes before. You know all about this. But it's still hard for you, right?" Nods. "It's a skill, you know, like skateboarding. You need to practice."

Student centered teaching feels risky. The student centered classroom requires that the teacher be able to wait for the students to produce. I've observed many teachers who would ask good questions, wait, get nervous over the silence, and then answer the question her/himself. Sometimes that's a matter of "getting through the material," sometimes it's the fear of failure.

Many times students don't get what's going on. They have an idea of their role and the teacher's role, and they want that safety and security, the diminished risk of passivity. I've had, in student evaluations, "She never taught us anything. We did all the work." To me, that's a description of success. I knew when that student needed the skills he/she'd practiced, he or she would have them, but...

I learned to prepare my writing students for what they were about to experience by talking to them and having them read about student centered learning. Here's an article I used to give Freshman Composition students to read and then write about. It's on the topic of peer instruction, another term for student centered learning.

For the class to work, the students have to come to class prepared, homework done, reading completed - or the teacher has to have many tricks up his/her sleeve in case the students have not done their work. When that happened in my classes, I often sent the unprepared students to the library to do their homework while I worked with the students who were prepared. I felt the onus of poor preparation should be on the students, not on me. Being in my classroom was a privilege earned by being ready to be there. It was always effective. No one wants to be publicly shunned or miss out on what others are doing.

When I made the move from teaching international students to teaching writing at the college level, I soon realized how truly frightened many of my community college students were of failure. I began to make my writing classes into writing labs where the students could do their work with my help. My method was to introduce the material and the writing project, explain or share everything involved in it, demonstrate how it worked, and then let them get started. It was easy in this way to convince them that writing is a process.

Like this. One of the elements of an essay that drives students most crazy is the thesis statement. Most students really hate it and they believe once they're out of school they will never confront it again. Wrong. This method of teaching writing made the thesis statement more fun. My students would sit in the classroom, the prompts in front of them. They had to choose one from which they had to write a tentative thesis statement. Then, they brought it to me to be OK'd. I'd read it and say, "Nope. Try again." They'd go back to their seats and try again. Everyone did this, and it began to feel like a game.

When a student appeared with a useful thesis statement, I'd say, "Yay! You have a thesis statement! Yay!" and act (and be!) truly excited about that. Students thought this was both hilarious (because they think English teachers live for thesis statements) and encouraging. Then I'd hear, spoken to the successful student, "Can you help me with mine?" Magic words in the student centered classroom. The students learned they could turn to each other as well as to me. It was often less scary for them to have their thesis OK'd by a successful student before bringing it up to me.

Over the years I came to understand that the main virtue of the student centered classroom is that it removes mastery from the sole province of the teacher and allows students to be masters, too. It means I needed to - sometimes - leave them alone so they could learn. I understood that teachers can actually impede students' learning.

When my (unconventional) classes were observed by deans or bosses who did not teach skill classes, I sometimes found myself in an uncomfortable position. "That is the strangest class I've ever observed," said one dean to me when we met in her office to discuss her observation. The class in question was a pre-college level writing class that met for four hours twice a week, from 8 am to noon. I liked this kind of teaching situation best, especially in a lower level class where students might not have developed effective study skills. The dean taught dental hygiene, but not the hands-on classes, the lecture classes. I am sure (because I asked her) that she'd never taught a lab. Often labs are left to teaching assistants or adjuncts, not senior teachers such as she. "What was going on in there? It seemed like total chaos."

I thought of Nietzsche, who'd written in Zarathustra "Unless you have chaos within you, how can you give birth to a dancing star?" but I didn't mention it. As a rule of thumb, it's better not to quote Nietzsche to strangers. ;-)

"We were starting a new essay and the most difficult part for them is reading a prompt and deriving a thesis statement from it. That's where we were today. I let them work and then when they're ready, I help them."

"Haven't you lectured on it? I mean, don't they know?"

"I have lectured and the book has a great discussion which they've read and we've discussed. We wrote a whole essay together yesterday, going through the process step-by-step. It's posted on Blackboard so they could review it later on at home. Plus, they've heard it before. They KNOW intellectually all about it, but writing one is always a different thing completely. I've found if I let them work and then help them one-on-one, they usually get it and it transfers over to the next project. Sometimes they even help each other."

"Some of them were listening to music."

"I know. That's OK with me. It keeps some of them from being distracted by what's going on in the classroom."

"Shouldn't you be keeping better order in there? Some of them were getting up and leaving the room."

"It's a four-hour class. I can't make them just sit there."

"That's what breaks are for."

"Yeah, but when they're in the middle of working out an idea, I don't want to say, 'OK, everyone, take a break'. That can destroy their line of thought. I just trust them to take breaks when they need to. After all, it's their lives, their grades, their futures. Each of them has to make his own way. You saw them," I said. "They're all over the place."

I remember very well how that dean looked at me at that moment. The whole thing suddenly made sense to her. It was a pre-college level class. Each student was a class unto him/herself. Some were non-native speakers to whom I had occasionally had to give ancillary instructions in Spanish. One was an older woman who'd already earned an advanced degree from a university in Mexico. Two were high school kids. One girl was in the Navy. One man was a Navy vet just back from the line of fire with PTSD and an obsession with the safety of the dog who'd been with him in Afghanistan. One kid was on probation and college was a condition of his not going back to jail. Another kid had watched his family shot by members of a drug cartel. One was a mom who had to go pick up her daughter at 10 am every morning from the sister (who had to go to work) and bring her to the preschool that was in our college.

"You're right," she said. "I've never taught a class like that or an introductory basic skill requirement."

At that moment I thought, "This is a person I want to work for," and I told her. Unfortunately, I never again got the chance, though she let the division dean know that she wanted me back. It was an extension campus and they had a very limited course offering.

I also remember hearing many arguments among colleagues about methodology, usually in meetings. I seldom participated. I was never that sure of myself, but after a while I realized that there's no absolute right way to teach anything. Effective teaching is always going to be a dynamic between the members of a unique group and the teacher. It's a kind of dance. A teacher must get to know the students and see how close or far they are from reaching the level of ability they need to succeed in the next class (or in life). Until then, there's no way to know what method will reach them best.

As a new teacher I didn't know how much good teaching depended on my ability to respond, but ultimately, that was everything. It is really about the teacher asking, "Who are you, what can you do and how can I help you go successfully on this leg of your journey?"

Here are some articles about this teaching method (I don't know why the magic number here is "5" but the lists are different).

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Student Centered vs. Teacher Centered Learning

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All of us go through years of teacher training even without noticing it. I began teaching as most young teachers do, unconsciously modeling my teaching style on that of the teachers I'd had. I stood...

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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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Equips teachers with the language skills needed for accurate, authentic, and idiomatic classroom management in English. It is aimed at upper-primary or secondary levels, but much of the material will be appropriate in further and even higher education. Published On: 2008-01-30

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Equips teachers with the language skills needed for accurate, authentic, and idiomatic classroom management in English. It is aimed at upper-primary or secondary levels, but much of the material will be appropriate in further and even higher education. Published On: 2008-01-30

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Using Bloom’s Taxonomy to Write Effective Learning Outcomes | Teaching Innovation and Pedagogical Support

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Bloom’s Taxonomy is a classification of the different objectives and skills that educators set for their students (learning outcomes).

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Conversing with others has given insights to different perspectives, helped build ideas, and solve problems. Academic conversations push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas. In Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings authors Jeff Zwiers and Marie Crawford address the challenges teachers face when trying to bring thoughtful, respectful, and focused conversations into the classroom. They identify five core communications skills needed to help students hold productive academic conversation across content areas: Elaborating and Clarifying Supporting Ideas with Evidence Building On and/or Challenging Ideas Paraphrasing Synthesizing This book shows teachers how to weave the cultivation of academic conversation skills and conversations into current teaching approaches. More specifically, it describes how to use conversations to build the following: Academic vocabulary and grammar Critical thinking skills such as persuasion, interpretation, consideration of multiple perspectives, evaluation, and application Literacy skills such as questioning, predicting, connecting to prior knowledge, and summarizing An academic classroom environment brimming with respect for others' ideas, equity of voice, engagement, and mutual support The ideas in this book stem from many hours of classroom practice, research, and video analysis across grade levels and content areas. Readers will find numerous practical activities for working on each conversation skill, crafting conversation-worthy tasks, and using conversations to teach and assess. Academic Conversations offers an in-depth approach to helping students develop into the future parents, teachers, and leaders who will collaborate to build a better world.

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Conversing with others has given insights to different perspectives, helped build ideas, and solve problems. Academic conversations push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, ...

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There is a vast pedagogical literature spelling out the benefits of student engagement and active participation (1). A recent meta-analysis study of 225 active learning classes further concludes that "active learning has a greater impact on student mastery of higher- versus lower-level cognitive skills" (p. 8411). Active learning places the student at the center of a lecture's objective and its outcome. Students in these lectures are not only engaged in learning but are also involved in cognitive processes such as comprehension and evaluation. These processes then translate into (a) improved and deeper learning, (b) better grades, and (c) lower failure rates (2, 3). Given this growing evidence, it would be beneficial to incorporate these active learning strategies into the classroom. My aim was to adopt some form of active learning to enhance my traditional lectures, and to improve my students' class experience.

There are wide-ranging theories of active and deep learning, and just as many applications of this kind of learning (1). So, how do we translate these theoretical frameworks into practical applications in our discipline? Not all strategies lend themselves well to different disciplines. Although bringing tactile elements to a classroom may help students in the sciences, a video case-study could be a better motivational tool for business studies. Thus, to improve learning, the game plan should be to motivate your students to participate in class with your class content.

Reducing the vast number of theories down to adaptable elements for my economics courses was honestly a process of trial and error. I struggled with time along with questions such as: How much class time should be devoted to active learning and participation? Should this be at the expense of course content? Given that first year undergraduate economics courses are mostly preparatory for advanced economics classes, the content of these courses is not up for debate, and none can be sacrificed. The solution was to use a blended learning approach: modifying the course structure, introducing online videos for review, and changing how the content was delivered in class.

In order to free up lecture time, roughly 15% of traditional lecture-style classes are now substituted with online reviews. Students watch video tutorials in order to review basic concepts before class. While I still teach these concepts in class, I do not have to review them before subsequent lectures and they no longer need to be revisited for other sections. With more class time available, students can then engage in problem-solving during lecture time. I began using this approach for only a few lectures, and over time, I have developed more video tutorials and have incorporated more class exercises.

The action plan for student engagement varies by class size. In smaller, fourth-year undergraduate classes with an average class size of 12-18 students, it is easy to interact with students while they analyze or discuss real-world issues. Of course, a smaller class size is inherently more conducive to active learning. Furthermore, it helps to have suitable physical space and flexible seating to allow students to form groups and have discussions within and between groups. While students solve problems or apply concepts, I transition between groups to try and help them assimilate new information while making the right connections with what they already know.

Larger classes are, however, a big challenge. An average class size of a first year economics course can consist of 80 to 150 students. It is, thus, not feasible to interact with every group, let alone every student in a class of >100 students. Big lecture halls with fixed seats are not designed for group work. Have you ever tried to get students to walk around in these big lecture halls and form groups? You might as well forget about teaching that day. After much thought, I decided to rely on peer interaction and trust that students, if asked, might engage in solving posed problems. The aim was to only 'spark' a discussion, not a debate. I wanted students to at least question their knowledge.

There are probably other processes to achieve this. In my case, I use a mixture of iClicker question-answer sessions and in-class worksheets.

I distribute worksheets with an exercise or a question to be solved in less than five minutes. Students are first prompted to think through the problem and then, while remaining in their seats, discuss the exercise with their neighbour. Meanwhile, the teaching assistants and I would walk around the lecture hall to offer help and encouragement. At times, I would have to introduce two people sitting next to each other.

Although most students use this time to discuss the exercise at hand and work on the questions, there are always some that do not participate. Given that an important aspect of active learning that leads to improved comprehension is students' engagement with the problem, it is important to know how many of my students really participate in problem-solving.

In large classes, I have little opportunity to talk to every group. Thus, for one of my classes, I polled students at the end of the semester to get more insight into how they spent their time in class during problem solving. This was completely anonymous and voluntary.

Q: When you were given a question to solve in class and asked to discuss the question with your neighbor - you mostly:

1. Discussed the question with more than 4 and more students

2. Discussed the question in a group of 2-3 students

3. Tried to solve the question by yourself

4. Read your notes

5. Listened to others discussing the question

6. None of the above

To give you a better idea of the response rate, the daily attendance rate for this class of 110 students was between 75 to 90. Out of 110 students, 79 students answered with the following responses:

Out of the 79 students that responded, 83% were engaged with the class exercise, and 71% worked on the exercise as a group. It seems that the time and effort I spend actively engaging students is serving its purpose. To what extent this translates into improved and deeper learning is a question further to be explored. However, I do observe more focus and questions at the end of the lecture.

It is not smooth sailing by any means. After that great semester when students' positive feedback skyrocketed, I introduced more worksheets and increased the time given for both individual and group work. I soon realized that there was an optimal point which I had crossed and had to cut back on these activities. The time required to finish an exercise or task varied by students, which in turn depended on the content. As I gave extra time for more students to complete the exercise, more were also left bored and frustrated waiting for others. Furthermore, when students did not know how to move forward, extra time did not serve any purpose.

As I mentioned, it is all trial and error, and I am now beginning to find a balance that works for my lectures.
Nisha Malhotra, PhD, is an associate professor of economics in the education leadership stream at the University of British Columbia. Malhotra received an MA from the Delhi School of Economics (DSE) and a PhD from the University of Maryland (ECON), College Park. Malhotra is a strong advocate of using social media and new technologies in higher education and developed the first blended learning version of the introductory microeconomics course (offered in 2014). A percentage (roughly 10%) of traditional lecture-style classes has been substituted with online learning and video tutorials, freeing class time for problem-solving and active learning. Malhotra's YouTube education channel focuses on economics and serves as a resource for students at UBC and beyond. Her research is of an inter-disciplinary social scientist with a strong interest in population, gender, and health questions. Her recent work focuses on maternal and child health in India. References
Matsushita, K. (2018). An invitation to deep active learning. In Deep Active Learning (pp. 15-33). Springer, Singapore.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning boosts performance in STEM courses. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.

Felder, R. M., Felder, G. N., & Dietz, E. J. (1998). A longitudinal study of engineering student performance and retention. V. Comparisons with traditionally‐taught students. Journal of Engineering Education, 87(4), 469-480.

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Implementing Active Learning and Student-Centered Pedagogy in Large Classes

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Learn how this instructor implemented active learning and student-centered pedagogy in a large class to increase student engagement and participation.

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Do you know all the question stems for each level of Bloom's Taxonomy? If you're teaching in the class or online, this is your resource!
Bloom's Taxonomy question stems is a tool for educators that will help them create and scaffold questions to meet the needs of their learners. It can be challenging to know where to start when setting a question for your students, but you'll have all the tools necessary with this resource!

Bloom's taxonomy is a multi-layered model for encouraging learning by progressing through six levels of increasing complexity. Bloom's taxonomy encourages learners to engage with knowledge at a deeper and more interactive level, working with what they are learning in the real-world sense, rather than passively taking information on board.

Bloom's Taxonomy questions

An ideal way for a teacher to engage students is to plan questions that can be used in class discussions or as written assignments. Bloom's Taxonomy provides a framework for structuring these questions from lower-order thinking to higher-order thinking. The use of questions in the classroom works best if they follow these guidelines:

The questions are planned and closely linked to the objectives of the lesson

A climate for open discussion is generated in the classroom, i.e. there are no stupid answers

Questioning follows the teaching of content or skills

Closed questions are used to check understanding and recall; open questions are used to generate discussion and debate

Questions are planned to increase through the cognitive levels from lower-order thinking to higher-order thinking

A valuable tool for teachers to use to generate questions is to use question stems. Question stems are used to generate questions that respond to each level in the taxonomy. Below is a comprehensive list of question stems for all levels that teachers in the class can use.

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Remember

Remembering is the act of retrieving knowledge and can be used to produce things like definitions or lists. The student must be able to recall or recognise information and concepts. The teacher must present information about a subject to the student, ask questions that require the student to recall that information and provide written or verbal assessment that can be answered by remembering the information learnt.

Question Stems

Understand

The next level in the taxonomic structure is Understanding, which is defined as the construction of meaning and relationships. Here the student must understand the main idea of material heard, viewed, or read and interpret or summarise the ideas in their own words. The teacher must ask questions that the student can answer in their own words by identifying the main idea.

Question Stems

Apply

The third level in Bloom's taxonomy, Applying, marks a fundamental shift from the pre-Bloom's learning era because it involves remembering what has been learnt, having a good understanding of the knowledge, and applying it to real-world exercises, challenges or situations. Students must apply an abstract idea in a concrete case to solve a problem or relate it to prior experience. The teacher must provide opportunities for students to use theories and problem-solving techniques in new situations and review and check their work. Assessment questions should be provided that allow students to define and solve problems.

Question Stems

Analyse

Analysing is the cognitive level where students can take the knowledge they have remembered, understood and applied, then delve into that knowledge to make associations, discernments or comparisons. Students should break down a concept or idea into parts and show relationships between these parts. Teachers must give students time to examine concepts and their requisite elements. Students are required to explain why they chose a solution.

Question Stems

Evaluate

The fifth level in Bloom's Taxonomy is evaluation. This level requires the learner to make criteria-based judgements through the processes of critiquing and checking. Students must be able to make informed judgments about the value of ideas or concepts. They must use standards and criteria to support their opinions and views. The teacher must provide opportunities for students to make judgments based on appropriate criteria and have students demonstrate this using standards and benchmarks.

Question Stems

Create

The final taxonomic level is concerned with taking various elements and creating a new, coherent product. This level draws on all of the other levels, with the learner remembering, understanding and applying knowledge, analysing and evaluating outcomes and processes, and then constructing the end product, which may be either physical or conceptual. Students must now be able to bring together parts of knowledge to form a whole and transfer these skills into new situations. The teacher must provide opportunities for students to demonstrate they can assemble parts of knowledge into a whole using creative thinking and problem-solving.

Question Stems

Conclusion

If you are a teacher looking for ways to engage your students in learning, this blog post might be interesting for your classroom practice. Bloom's Taxonomy question stems can help elicit higher-order thinking skills and promote critical thinking among learners at different taxonomy levels. These question stems can also encourage students to think about their knowledge through reflection before answering questions.

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How do you use Bloom's Taxonomy in your teaching? Let me know if this resource is helpful to you. I'd would love to hear about the ways this blog has helped or not helped your classroom!

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Simplify your teaching now, using Bloom's Taxonomy Question Stems | A comprehensive list

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Do you know all the question stems for each level of Bloom's Taxonomy? If you're teaching in the class or online, this is your resource!

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Unit I Phrases for Online Classes 線上課室基本用語
01 簡短問候 Greetings
02 檢查連線 Checking Connections
03 檢查音源 Checking Audio
04 檢查影像 Checking Video
05 疑難排解 Troubleshooting
06 說明線上課程進行方式 Explaining Online Course Procedures
07 進行線上課程 Conducting Courses Online
08 線上分組討論 Grouping Students Using Online Tools

Unit II Introductions 課程簡介
01 介紹課程 Introducing the Course
02 介紹課程目的 Introducing the Course Objectives
03 學習教材 Learning Materials
04 介紹所使用的教科書 Introducing the Textbook
05 介紹補充教材 Introducing Supplementary Materials
06 說明評量方式 Introducing Assessments
07 說明作業 Introducing Assignments
08 介紹課程使用的線上工具 Introducing Online Tools
09 介紹教師 Introducing the Teacher
10 介紹新同學 Introducing Students / New Classmates
11 學生自我介紹 Self-introduction
12 對課程的期望 Expectations of the Course

Unit III Lectures 講課
01 複習之前授課內容 Reviewing Previous Lessons
02 上網授課 Accessing Websites
03 觀賞影片 Watching Videos
04 暖身活動 Warm-up Activities
05 分組 Grouping
06 講解規則 Stating Rules
07 確認同學們都準備好了 Making Sure Everyone's Ready
08 輪流發言 Taking Turns
09 鼓勵討論 Encouraging Discussion
10 提供意見線索 Giving Ideas / Hints / Clues
11 學生展示討論結果 Showing Results
12 總結 Wrap up

Unit IV Assessments 評量
01 提問 Raising Questions
02 鼓勵學生思考 Encouraging Students to Keep Thinking
03 引導更多點子 Eliciting More Ideas
04 回應學生的想法 Responding to Students' Answers
05 指派作業 Assigning Homework

Unit V Interacting with Students 教師與學生互動
01 學習策略 Learning Strategies
02 學習成效 Learning Achievements
03 課業問題 Challenges
04 利用參考工具 Reference Tools and Materials
05 討論職涯方向 Career Exploration

Unit Ⅵ Peer Interactions 學生之間的交流
01 見面小聊 Casual Chats
02 訊息分享 Sharing Information
03 課業討論 Discussing Schoolwork
04 學校政策 School Programs and Policies
05 線上課程 Online Classes

BONUS: Talking About Online Learning
論線上教學──表達觀點特訓
＜我是教師＞
Oral Practice
線上教學的優點 Advantages of Online Learning
線上教學的缺點 Disadvantages of Online Learning
Dialog 1
Dialog 2
Writing Training
線上教學的優點 Advantages of Online Learning
線上教學的缺點 Disadvantages of Online Learning

＜我是學生＞
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線上教學的優點 Advantages of Online Learning
線上教學的缺點 Disadvantages of Online Learning
Dialog 1
Dialog 2
Writing Training
線上教學的優點 Advantages of Online Learning
線上教學的缺點 Disadvantages of Online Learning

CEFR 各類英檢成績參考對應表

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交大孫教授 - 英語授課例句指南

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交大孫教授 - 英語授課例句指南

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增強你的英文力•提高你的教學力：英語授課例句指南（附精選例句mp3檔）【首刷贈送厚磅牛皮紙箴言書籤】

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增強你的英文力*提高你的教學力：英語授課例句指南（附精選例句MP3檔）【首刷贈送厚磅牛皮紙箴言書籤】

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書名：增強你的英文力*提高你的教學力：英語授課例句指南（附精選例句MP3檔）【首刷贈送厚磅牛皮紙箴言書籤】，語言：繁體中文，ISBN：9789865470180，頁數：192，出版社：國立陽明交通大學出版社，作者：孫于智，出版日期：2021/12/08，類別：專業/教科書/政府出版品

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Developed by the University of Cambridge, Write & Improve is a FREE tool that helps every learner to improve their English writing.

Choose from hundreds of tasks at all levels and start writing, or create your own tasks

Submit your writing and get a result linked to the international standard, the CEFR

Get automatic feedback on where your writing may need improvement

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Write & Improve is a free service for learners of English to practise their written English. Submit your written work and receive feedback in seconds, covering spelling, vocabulary, grammar and general style.

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師大廖教授 - 大學全英語授課

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師大廖教授 - 大學全英語授課

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根據政府最新提出的「2030雙語國家政策發展藍圖」，目標是將臺灣打造成一個中英雙語國家，其中大學全英語授課是非常重要的一環。然而大學全英語授課的難處，在於教師並非都俱備英語科系的專業背景，要以英語教授專業課程實非易事。

為了幫助大學教師迎接全英語授課的挑戰，由臺師大翻譯研究所廖柏森教授領軍的作者團隊，依照實際的課堂情境，將教師從開學第一天到期末最後一堂課的授課過程，整理出一套完整且容易套用的英語句型，教師或學生視個別情況修改即可應用上手。
50種課堂情境句型＋10大功能性句型 = 完整授課、討論、互動句型
全書依大學授課實際進程，分為「學期初課堂介紹」、「學期中授課流程」、「教師辦公室時間」、「考試和報告」四大部分，共收錄「50種課堂情境句型」，從加退選說明、課程介紹，到點名、使用教材教具、問答討論、作業練習，以及說明考試和報告的格式、繳交方式期限和評量標準......完整涵蓋課堂上所有情境，教師可依據自己教學的內容和情境，利用句型替換合適字詞直接套用。

另外，為了讓師生間的課堂討論更流暢，本書的「10大功能性句型」單元，則針對表達同意、反對、強調、定義、解釋、比較、釐清、摘述、總結等提供通用句型，若能熟稔運用，將更能有效使用英語表情達意，達成課堂上討論交流的目的。

書中例句由美式發音的錄音員錄製，模擬教學現場實際語速，方便教師參考使用，更能有效幫助學生建立信心，達到全英語教學的成效！

書中部分句型範例，同樣適合須以英語授課的國高中老師使用。此外，對於須接受英語教學的學生族群也大有幫助，如：

2. 就讀國內的國際學院、國際學位學程、美語∕雙語學校的學生

1. 開場白 class introductions

2. 課程目標與特色 course overview and features

3. 修課條件或限制 course prerequisites

4. 加退選與授權碼 adding & dropping courses and authorization codes

5. 旁聽規定 auditing regulations

8. 上課用書及建議書單 required textbooks and suggested readings

9. 網路學習平台 online learning platforms

10. 作業考試的占分比例 assignments and grading policy

11. 課程要求及課堂規定 requirements and rules

12. 聯絡方式 contact information

13. 教師期望 instructor's expectations

14. 問候同學並閒話家常 greetings and informal remarks

16. 說故事、趣聞和笑話 anecdotes and jokes

18. 進行課前暖身活動 warm-up activities

19. 切入教學主題和程序 broaching and overviewing topics

20. 找出問題並加以討論 identifying and discussing questions or problems

21. 舉例說明 explaining through examples

22. 使用圖表 figures, charts, and infographics

23. 使用投影片 PowerPoint slides

24. 進行遠距教學 distance learning sessions

25. 向學生提問 asking students

26. 回應學生的問題、答案或想法 responding to students

27. 鼓勵學生提問 encouraging students to ask questions

28. 管理上課秩序 maintaining classroom discipline

29. 給予指示 giving directions

30. 邀請外來講者授課 inviting guest speakers

31. 說明課堂練習目的 facilitating in-class exercises

32. 說明課堂練習方式 practice objectives and goals

33. 確認練習進度 directions and guidelines

34. 作業要求和評分方式 assignment requirements and grading policy

35. 作業繳交方式和期限 submission rules and deadlines

36. 檢討作業 review and evaluation

37. 回顧課程並作總結 review and recap

38. 預告下次上課內容 preview of next class

39. 宣布休息或下課 breaks and class dismissal

40. 學期最後一堂課 last day of class

41. 說明辦公室時間和規定 overviewing guidelines and rules for office hours

42. 告知如何準備口頭和書面報告 discussing oral presentations and written reports

43. 如何準備考試和改善成績 exam preparation and study tips

44. 成績給分問題 course and exam grades

45. 告知如何補考與補救成績 making up exams and improving low grades

46. 課堂考試說明 overview and guidelines

47. 考試結果的檢討回饋 feedback about exam results

48. 報告架構與格式 structure and format

49. 報告撰寫的注意事項 guidelines and instructions

50. 報告繳交方式、期限與評量標準 submission rules, deadlines, and grading criteria

1. 同意或反對某觀點 agreeing and disagreeing

2. 強調或凸顯某觀點 highlighting and emphasizing

3. 定義、解釋和分類 defining, expounding, and classifying

4. 釐清和修正說明 clarifying and making corrections

5. 禮貌性插話 interrupting politely

6. 關聯、比較和類比 correlating, comparing, and analogizing

7. 使用指標語引導教學主題 signposting

8. 提供額外資訊或說明 providing additional information or elaboration

10. 摘述重點、總結歸納 summarizing and generalizing

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大學全英語授課：900句課堂情境句型與應用（美式發音mp3免費下載）

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大學全英語授課：900句課堂情境句型與應用（美式發音MP3免費下載）

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Writefull is automated writing and proofreading for academics, using the most advanced AI to date

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Learn an extensive list of 300+ classroom English phrases for English teachers with ESL printable infographics.

THE BEGINNING OF THE LESSON | Classroom English

Hello, everyone.

Good morning, everybody.

Good afternoon, class.

Hello there, Tom.

Good afternoon, everybody.

How are you today?

How are you getting on?

How's life?

How are things with you?

Are you feeling better today, David?

What a lovely day!

What a rainy day!

Today is very cold, isn't it?

My name is Mr/Mrs/Ms Smith. I'll be teaching you English this year.

I'm your new English teacher.

I've got five lessons with you each week.

Time to begin

Let's begin today's lesson.

Let's begin our lesson now.

I hope you are all ready for your English lesson.

I think we can start now.

Is everybody ready to start?

Now we can get down to work.

It's time to begin, please stop talking.

I'm waiting for you to be quiet.

Settle down now so we can start.

We won't start until everyone is quiet.

Stop talking and be quiet.

Put your things away

Pack your things away.

Close your books.

Put your books away.

Register

Late

DURING THE LESSON | Classroom English

Instructions can be used at the beginning of a session

Comprehension language

Do you get it?

Are you with me?

Are you OK?

Do you follow me?

OK so far?

Do you understand?

What did you say?

One more time, please.

Say it again, please.

Like this?

Is this OK?

Other common instructions

Come in.

Go out.

Stand by your desks.

Stand up.

Sit down.

Come to the front of the class.

Put your hands up.

Put your hands down.

Hold your books/pens up.

Show me your pencil.

Classroom English | Classroom management

Giving instructions

Sequencing

Supervision

Questions

Responding to questions

Reference

As I said earlier, ...

While we're on the subject, ...

In the background you can see ...

The church was started in the last century.

This is a picture of a typically English castle.

Let me sum up.

Encouragement

That's interesting!

That really is very kind of you.

Don't worry about it.

Don't worry, I'm sure you'll do better next time.

I'm really impressed. I knew you could do it!

Have a go! Have another try!

Practise makes perfect.

Good! Excellent! Well done! That's great!

That' much better! You're really improving.

Your marks will get better if you practise more.

Stop making excuses.

Don't pretend you can't speak English, I know you can.

Your marks are getting better all the time.

Giving feedback to students

It depends.

That's much better.

In a way, perhaps.

You've improved a lot.

Sort of, yes.

That's more like it.

It might be, I suppose.

That's a lot better.

Happy birthday!

Merry Christmas!

I hope you all have a good Christmas.

Happy New Year!

All the best for the New Year.

Happy Easter.

Tom has his 11th birthday today.

Anna is eleven today. Let's sing "Happy Birthday".

Cheerio now.

God bless!

Have a nice weekend.

Thanks for your help.

Hard lines!

Never mind.

Better luck next time.

Do you feel better today?

Are you better now?

Have you been ill?

What was the matter?

I'll be back in a moment.

Carry on with the exercise while I'm away.

I've got to go next door for a moment.

I'm afraid I can't speak any louder.

I seem to be losing my voice.

I have a headache.

I'm feeling under the weather.

Do you mind if I sit down?

I have a sore throat.

THE END OF THE LESSON | Classroom English

Time to stop

Not time to stop

The bell hasn't gone yet.

The lesson doesn't finish till ten past.

Hang on a moment.

We seem to have finished early.

Just a moment, please.

Just a sec/ Just a second/ Wait for it!

There are still three minutes to go.

Just hold on a moment.

One more thing before you go.

We still have a couple of minutes left.

Your watch must be fast.

We have an extra five minutes.

Sit quietly until the bell goes.

Tom, you have to stay five extra minutes (as I told you earlier/ because you...)

Back to your places.

Stay where you are for a moment.

Homework

Next time

The next class starts at 7 o'clock.

We'll do the rest of this chapter next time.

We've run out of time, so we'll continue next lesson.

We'll continue this chapter next Monday.

We'll do some more practice of this in the next class.

We'll finish this exercise next lesson.

We're going to continue with this tomorrow, so please sit together again.

Goodbye

Goodbye, everyone.

See you again next Thursday/ next week/ tomorrow/ on Monday

Have a good holiday.

Enjoy your vacation.

See you tomorrow afternoon.

Stand up and say goodbye to the class, please

See you in room 8 after the break.

Leaving the room

Classroom Language For English Teachers | Video

Classroom Language For English Teachers | Images

Pin

Pin

Pin

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Classroom English: 300+ Classroom Phrases For English Teachers

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Learn an extensive list of 300+ classroom English phrases for English teachers with ESL printable infographics. THE BEGINNING OF THE LESSON | Classroom English

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Criterion登入畫面

STEP 2. 規劃文章大綱

點選Assignments標韱後，於Plan欄位下點選Start Plan文字按鈕先寫大綱，軟體提供八種不同的預先規劃寫作工具-Prewriting Tools，協助完成文章寫作。

按下任一工具皆可看到其使用全貌。在選定預先規劃寫作工具後，即可在其空白處開始寫下想法或舉例。大綱完成後可選擇儲存於電腦，儲存後亦可進行編修。可將完成之預寫內容列印成文件，以利文章之寫作。

按鍵功能說明：開始寫作Start Response、儲存Save、編修Edit

Criterion提供在線上打草稿的功能，幫助學習者在寫作的第一階段連結思緒、建立文章具體架構，大幅提升學習效率。共含八種預先規劃寫作工具：

Outline 大綱模式

List 條列式

Idea Tree 概念樹

Free Writing 自由寫作

Idea Web 思緒連結

Compare & Contrast 對比與對照

Cause & Effect 因果關係

Persuasive 勸說式

由 "Assignments" 頁面，點選欲練習之題目，按下Start Response後即可開始進行寫作。完成文章並確認無誤後，按下 "Submit" 即提交上傳，並可於20 秒內收到評分回覆。

使用者可於寫作時參考位於寫作欄位上方的題目與提示。右上方亦顯示字數統計，建議寫作字數應達300字以上為佳。若為有時間限制之題目，右上方可看到倒數計時。

按鍵功能說明：儲存Save、拼字檢查Spell Check、同義字選單Thesaurus

開始寫作之畫面

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【英文作文練習軟體Criterion | 使用說明】練習英文寫作的最佳工具

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使用者只需透過網路進入Criterion網站練習，不需下載任何軟體。Criterion網站全天候開放，使用者提交作文後20秒內可獲得即時評分與診斷式分析報告。

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PodcastOne - Over 200 of your favorite podcasts!

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Podcast One is the leading destination for the best and most popular podcasts across many top genres, from sports, comedy, celebrity culture, entertainment to news and politics. PodcastOne is the destination for all the podcasts you really care about! Find the PodcastOne apps in the Apple Apps and Google Play stores.

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The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological 'nuts and bolts' of writing organised according to the main sections of a research paper or dissertation (see the top menu ). Other phrases are listed under the more general communicative functions of academic writing (see the menu on the left). The resource should be particularly useful for writers who need to report their research work. The phrases, and the headings under which they are listed, can be used simply to assist you in thinking about the content and organisation of your own writing, or the phrases can be incorporated into your writing where this is appropriate. In most cases, a certain amount of creativity and adaptation will be necessary when a phrase is used. The items in the Academic Phrasebank are mostly content neutral and generic in nature; in using them, therefore, you are not stealing other people's ideas and this does not constitute plagiarism. For some of the entries, specific content words have been included for illustrative purposes, and these should be substituted when the phrases are used. The resource was designed primarily for academic and scientific writers who are non-native speakers of English. However, native speaker writers may still find much of the material helpful. In fact, recent data suggest that the majority of users are native speakers of English. More about Academic Phrasebank.

This site was created by John Morley.

Academic Phrasebank is the Intellectual Property of the University of Manchester.

Copyright © 2023 The University of Manchester

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The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological 'nuts and bolts' of writing organised according to the main sections of a research paper or dissertation (see the top menu ).

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unicef children "human rights" development humanitarian "good causes"

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UNICEF works in some of the world's toughest places, to reach the world's most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential. Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.

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授課橘（各科素養教案＆課本）

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授課橘（各科素養教案＆課本）

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https://teach-orange.com/

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在籌備108新課綱教材的過程中，許多一線教學現場的老師期許我們能呼應創新教學的夢想，提供教師多樣性的教案素材，為過往的教學模式創造出新想法，這股由課綱引領的「自、動、好」新潮流，讓團隊認真的思索如何實現老師的願望，於是『授課橘』的概念應運而生，我們自許能成為『高中職教案』的集散地中心，為全國教師提供一個切磋互動的園地，也讓更多優良教案可以在教學現場上迅速的被傳達與使用 ...