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МОН України:ІНСТРУКТИВНО-МЕТОДИЧНІ РЕКОМЕНДАЦІЇщодо організації освітнього процесу та викладання навчальнихпредметів у  закладах загальної середньої освітиу2022/2023 навчальному році

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МОН України:ІНСТРУКТИВНО-МЕТОДИЧНІ РЕКОМЕНДАЦІЇщодо організації освітнього процесу та викладання навчальнихпредметів у  закладах загальної середньої освітиу2022/2023 навчальному році

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Smart Junior for Ukraine : Resources (Лінгвіст)

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Smart Junior for Ukraine : Resources (Лінгвіст)

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Smart Junior for Ukraine 1 клас - YouTube

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We know how important to teacher's work are extra classroom materials correlated with the course. Thanks to them learning becomes more engaging and teaching is a little easier. In order to provide teachers with the best possible support, we have prepared an abundance of extra teacher materials in which you will find, among others:

additional materials and exercises for use during lessons,

sample lessons,

interesting articles and expert tips.

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We know how important to teacher's work are extra classroom materials correlated with the course. Thanks to them learning becomes more engaging and teaching is a little easier. In order to provide teachers with the best possible support, we have prepared an abundance of extra teacher materials in which you will find, among others: additional materials and exercises for use during lessons, sample lessons, interesting articles and expert tips.

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Assessment | Trusted language testing solutions | Pearson English

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English tests for today's learners, teachers and businesses - our research with cutting-edge technology provide tests for every need. From visa applications, through to placement and progress monitoring, we have a solution for you.​

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I don't want to sound too stuffy as I firmly believe that 42 is the new 21, however, teenagers today live very different lives to those who came before. Starting this blog with a quick comparison of my teenage life and my niece's teenage life seems a good way to start. I was 12 in 1988, my life revolved around school, family, youth club, and the 4 channels on UK television. I loved music and spent all my pocket money on tapes, spending my evenings memorising the lyrics from the tape inserts. Now, Millie, my niece is 12 in 2019 and her teenage years are radically different to mine. Still, her life revolves around family and schools but the impact of technology on her life is of fundamental importance and so creates the biggest difference between our teenage lives.

But what does all of this have to do with assessment? Well, as Director of Assessment at OUP responsible for English language tests, some of which are aimed at teenagers, it's very much my concern that what we design is appropriate for the end-user. My ELTOC talk will be about designing assessments for teenagers. Let's start by considering why...
Why do we design a test specifically for teenagers?
Our aim is to make the test an accurate reflection of the individual's performance as possible, and that means removing any barriers that increase cognitive load. Tests can be stressful enough and so I see it as a fundamental part of my job to remove any extraneous stress. In terms of a test for teenagers, this means providing them with test items that have a familiar context. Imagine an 11-year-old doing an English language assessment and facing this writing task. It's not a real task but it is indicative of lots of exam writing tasks.

The 11 year might have the linguistic competence to describe advantages and disadvantages, make comparisons and even offer their own opinion. However, the teenager is likely to struggle with the concepts in the task. The concepts of work and flexible working will not be familiar enough to enable them to answer this task to the best of their ability.

This is why we develop tests specifically aimed at teenagers. Tests that allow them to demonstrate linguistic competence that is set within domains and contexts that the teenager is familiar with. An alternative question that elicits the same level of language is given below. It might not be the perfect question for everybody but it's a question that should be more accessible to most teenagers and that allows them to demonstrate linguistic competence within a familiar context.

We have a responsibility to get this right and to provide the best test experience for everybody to enable them to demonstrate their true abilities in the test scenario. For us, behind the scenes, there are lots of guidelines we provide our writers with to try to ensure that the test is appropriate for the target audience, in this case, teenagers. Let's look at this in more detail.
Writing a test for teenagers
Let's think about the vocabulary used by a teenager and vocabulary used by the adults writing our test content, the potential for anachronisms is huge. Let's look at this issue through the evolution of phone technology.

As well as the item evolving, so has the language: phone / (mobile) phone / (smart) phone. The words in parentheses gradually become redundant as the evolved item becomes the norm so it's only useful to say 'mobile phone' if you are differentiating between another type of phone. For those of us who have lived through this evolution, we may use all of the terms interchangeably and writers might choose to write tasks about the 'smartphone'. However, teenagers have only ever known the 'smart, mobile phone'- to them, it's just a phone! It's not a big deal unless you're a teenager in an exam suddenly faced with a phrase that might cause confusion. Other examples of such anachronisms include:

Video game, or is it just a game?

Do we say desktop, laptop, or just computer?

Would you talk about a digital camera or a camera, or would you just use your phone?

Are good things: cool, wicked, rad, awesome, chill, lit or maybe you just stan?

Writing tests for teenagers that incorporate the kind of language they are used to needs to be considered but this should be balanced with maintaining and measuring a 'standard English' that is recognised by the majority of people doing the test in different countries around the world as we produce global tests. Another important consideration is creating tasks of sufficient complexity that we can be sure of the level we are measuring.

As a test provider, we have people whose job it is to solve some of these challenges. For teachers, who write assessments for their students, some of the same challenges exist but with less resource available to solve them. This is why you should join me for my ELTOC session!

Sarah spoke further on this topic at ELTOC 2020. Stay tuned to our Facebook and Twitter pages for more information about upcoming professional development events from Oxford University Press.

You can catch-up on past Professional Development events using our webinar library.

These resources are available via the Oxford Teacher's Club.

Not a member? Registering is quick and easy to do, and it gives you access to a wealth of teaching resources.

Sarah Rogerson is Director of Assessment at Oxford University Press. She has worked in English language teaching and assessment for 20 years and is passionate about education for all and digital innovation in ELT. As a relative newcomer to OUP, Sarah is really excited about the Oxford Test of English and how well it caters to the 21st-century student.

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Writing ELT tests for teenagers | ELTOC 2020

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I don't want to sound too stuffy as I firmly believe that 42 is the new 21, however, teenagers today live very different lives to those who came before. Starting this blog with a quick comparison of my teenage life ... Continue reading →

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зно "зно англійська" "зно english" "webinar for teachers" "english book" "english coursebook" get200 gateway "academy stars" "all clear" "підручник англійськ...

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World of Better Learning | Cambridge University Press

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An important focus of language teaching is on vocabulary acquisition. While this is promoted through communication, extensive reading and so on, there will be times when you want to focus exclusively on a specific word set. If you don't have much opportunity for live communication with your students, Quizlet can be a big help. As with much software there are different levels of access depending on whether you pay for the service or not. In this article, I will focus exclusively on what is available in the free account for teachers. Note that in the text that follows, capitalised words indicate standard terms in Quizlet such as Sets and Folders.

Sign up as a teacher

As with many online tools, the first stage is for you as a teacher to set up an account. Once you've created an account and assembled your word Sets, your students will only need a link from you to access the activities. To get the most features click on 'I'm a teacher' from the front page https://quizlet.com/ when you sign up.

Once your account is set up you can find a free, ready-prepared word Set that matches your teaching aims. Share this with your learners to start using Quizlet straight away. Later, you may prefer to customise your lessons by creating your own Sets. You might also wonder if you really did sign up as a teacher as there will be constant reminders to upgrade to Teacher Premium! But don't worry, you'll be able to do a great deal without the upgrade.

What will you find?

You can use the Search feature at the top of the page to find a set of terms to study. A Set will include a number of vocabulary items, either words or phrases that you can Study or Play with. Studying includes Learn, Flashcards, Writing, Spelling and Test options. Playing includes three games (one of which, Gravity, will work best for Sets with one to one word flashcards rather than long definitions).

While studying the items your learners will be able to not only read the words and often see pictures, but also hear the pronunciation.

Use existing sets

If you are in a hurry, this might be your first step and is one of the advantages of using a well-established tool that has gathered a large community of educators willing to share. Some Sets are free while others you have to pay for. An example of a free EFL Set is this one about clothing:
https://quizlet.com/lu/437887857/clothes-diagram/
Note that one of the decisions you will have to make is regarding whether to go for English to English or English to another language. In a monolingual class you may want to choose the mother tongue. In a multilingual class you will want to choose English words paired with English definitions.

The available Sets are rated by users and some have feedback so this will help you quickly find a Set that will work for you.

When you have found a useful Set, you can retrieve the URL and send it to your learners by clicking on the Share icon at the base of the Set. You should not use the URL that brought you to the Set since that is a complex URL that relates to your user details and is not usable by your learners.
Figure 1 Sharing a Quizlet Set with learners
Get organised

It's a good idea to be strategic at this point and think about how you are going to organise the different Sets that you want your learners to use. In Quizlet you can create Folders much as you would organise your documents on your computer. You can also create Classes.

To create a Folder, click on the highlighted button shown below.

To add existing Sets to a Folder, you will need to have viewed the Set while logged in to Quizlet so that the site remembers the Set and enables you to select it to add to the Folder.
Figure 2 Creating a Folder on Quizlet Figure 3 Adding a Set to a Folder
Classes

You will have to decide how you want to organise your learners as this method will require them to create a Quizlet account or join through Google Class. If you want to avoid learners creating accounts, then you can continue finding or creating useful Sets and sending the to your learners. This means that your learners' scores will not be stored or sent to you.

You can create your classes by clicking on Create a Class in the left-hand menu. It does not matter that the Quizlet website does not recognise your school in advance. Once created, each Class will have its own special access code that your learners can use to access it.

You can add the Sets that you want your students to study in the Class by using the same procedure as adding a Set to a Folder.

Make your own sets

If you have a specific project, text or theme in mind you might want to create your own sets. You do not have to make these publicly available.

Click on Create on the top blue bar of your Quizlet page to start compiling your own Set.

As you will have seen in the existing Sets, you can add an image for each term in your set. You can either use the suggested image by Quizlet or upload an image from your computer. It is also very likely that the target term, whether in English or one of the other major modern languages, will have an associated audio file that will automatically be added when you create your own Set.

Beware! Quizlet can be very unforgiving. For example, 'sock' is not an acceptable answer to the question about what to call 'a soft covering for the foot and lower leg'. Only 'socks' will do! It all depends on what you enter in the definition on the right-hand side. So one piece of advice is: be consistent. If you use the indefinite article with one item then be sure to use it for all and vice versa. Click on Done at the bottom of the list and you will be ready to share the link to your new Set with your students.
Figure 4 Adding terms and definitions to a new Set
You can always edit the Set later if you want to add, delete or correct items.

Your students

Students can use Quizlet on their computers or as an app on their phones. You can send them links to the Sets you want them to study by email or through the app if they are also registered. Their scores will only be stored if they each open their own Quizlet account and will only be sent to you, the teacher, if they are registered on Quizlet and you have set up a Class for them within the site.

If you think that you will continue to use Quizlet once the schools re-open then it is worth giving serious consideration to getting your learners registered.

There is much more to Quizlet, especially if you get a Premium plan, but the free plan should suffice to get you started! In a time of turbulence and uncertainty, your students may be thankful for an opportunity to revise or learn new vocabulary in a game-like tool such as this.

How much do you know about Quizlet? Test yourself here: https://quizlet.com/_70g8sb?x=1jqt&i=2qfwud

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If you would like to read more blog articles from the Supporting Every Teacher series, click here.

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Quizlet For Teaching Vocabulary | World Of Better Learning

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An important focus of language teaching is on vocabulary acquisition. While this is promoted through communication, extensive reading and so on, there will be times when you want to focus exclusively on a specific word set. If you don't have much opportunity for live communication with your students, Quizlet can be a big help.

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Do you enjoy listening to audio fiction? Listen to our audio fiction series for intermediate (CEFR level B1) learners about a group of people from around the world who are living in London.

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Cultural Crossroads Materials

Відповіді до буклетів "Cultural Crossroads" рівні 1-4. Для отримання коду доступу зверніться будь ласка до офіційного представника видавництва в вашому регіоні.

Cultural Crossroads Audio Materials

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Cultural Crossroads Materials Відповіді до буклетів "Cultural Crossroads" рівні 1-4. Для отримання коду доступу зверніться будь ласка до офіційного представника видавництва в вашому регіоні. Cultural Crossroads Audio Materials

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Objective/Prepare/Super Safari : How to teach remotely

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Objective/Prepare/Super Safari : How to teach remotely

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World of Better Learning | Cambridge University Press

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This week we continue our 'how to' guides series to support teachers working from home. Subsequently, many teachers are using our course books and digital resources in a virtual classroom. This post focuses on a guide on how to teach remotely with , one of our courses for students taking Cambridge English examinations and IELTS.

This guide demonstrates how the course can be taught online. In addition, it makes suggestions for how to use the Objective Student's Books and offers other supplementary materials to support your online classes.

This guide is based on a mixed model of remote teaching. We suggest using online platforms that allow:

live lessons online

discussion forums moderated by the teacher

collaborative group tasks without the teacher

individual self-access study

It is based on the principle that live lessons give students the chance to speak and ask questions about issues they're encountering. Students can complete other tasks such as reading, listening and controlled practice exercises on their own and use the classroom to check answers.

Take a look for yourself using ISSUU below, where you can download the guide and read at your own leisure. Just click on the download icon.

Objective

With its lively approach, the Objective series is suitable for students taking Cambridge English examinations and IELTS. And, in addition, to those looking for an effective course to improve their general English. Our short units emphasis progress and motivating students. Above all, courses in the Objective series provide solid language development, lively class discussion and thorough training in exam skills.
If you would like to find guides for other products or read articles to help you teach online from the Supporting Every Teacher series, click here.

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How To Teach Remotely With Objective | World Of Better Learning

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This week we continue our 'how to' guides series to support teachers working from home. Subsequently, many teachers are using our course books and digital resources in a virtual classroom. This post focuses on a guide on how to teach remotely with , one of our courses for students taking Cambridge English examinations and IELTS.

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Learn English : Word on the  Street video

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Learn English : Word on the  Street video

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Watch our Word on the Street video series for intermediate (CEFR level B1) or upper intermediate (CEFR level B2) learners. Watch clips with Ashlie and Stephen as they explore the UK, then watch teacher Rob explain the language they use.

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Supporting Neurodiversity in online teaching

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Supporting Neurodiversity in online teaching

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'Neurodiversity' describes the different ways brains develop, which result in different strengths and challenges related to thinking and learning. This guide helps you to make your remote teaching more supportive and encouraging for neurodivergent learners.

Download the guide below

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Supporting neurodiversity in online teaching

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'Neurodiversity' describes the different ways brains develop, which result in different strengths and challenges related to thinking and learning. This guide helps you to make your remote teaching more supportive and encouraging for neurodivergent learners. Download the guide below

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The Remote Teaching Tips series provides practical ideas and guidance for teachers supporting their learners using a variety of platforms and approaches, across different contexts.

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Here you can find a wide range of practical resources to use in your classroom, whether you are teaching primary students, secondary students, or adults and business students.