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AND NOW I'M WAITING FOR THE WEEK 5 BADGE

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AND NOW I'M WAITING FOR THE WEEK 5 BADGE

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A little video motion on techno CLIL 2017

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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learning designer fliped classroom on sensors

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Bontempo Gregorio WEEK 4 Extensive Reading and CLIL connections

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Integrating Technology Hosting and Consulting Services You

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Moodle for Teachers (M4T): Log in to the site

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You may login as a guest (look to the left). Some courses allow guests to view the content and do some of the activities. If you already have an account with a username and password, but not with one of the social services, please use it in the login area on the left, log in with other websites at the bottom or use Yandex below.

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It's an online interactive English dictionary and thesaurus that helps you find the meanings of words and draw connections to associated words. You can easily see the meaning of each by simply placing the mouse cursor over it.

Why use Snappy Words visual dictionary?

Easy to use dictionary and thesaurus.

Learn how words associate in a visually interactive display.

Get ideas to help write content for your blog, article, thesis or simply play with words!

No registration required.

No limit on number of searches. Look up as many words as you need anytime.

No software installation needed. All you need is an internet connection and a browser (Firefox, Safari, Internet Explorer and others).

It's free and fun!

How do I use it?

Type words in the search box and click Go or simply hit Enter. Once the words branch off the main query, you can double click a node to find other related words. To explore the features:

1. Place the mouse cursor over a word to view the meaning.

2. Double click a node from the branch to view other related words.

3. Scroll the mouse wheel over words to zoom in or out. This helps you see more
associations or view words and meanings more clearly.

4. Click and drag a word or branch to move it around and explore other branches.

What dictionary does Snappy Words use?

The Snappy Words interface queries the WordNet lexical database developed by Princeton University and made available for students and language researchers. This dictionary groups synonyms into synsets through lexical relations between terms. These meanings and semantic relationships are revealed graphically by the interactive web technology made available by Snappy Words.

Useful Sites

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Free Visual Dictionary & Thesaurus | Online Dictionary | Associated Words | Synonyms Dictionary at SnappyWords.com

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Snappy Words is a free visual English dictionary and thesaurus that lets you search the meaning of words and other associated words. It's fun to use and great way for students, teachers, bloggers and writers of all types to get ideas when creating content.

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Memorize real English phrases and chunks of language,
make your way to becoming fluent

Phrases are constantly being collected by the Phraseum community from blog posts,
news, presentations, interviews, emails and other authentic materials and real situations.

Displaying 1-11 of 11 results.

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Phrases are constantly being collected by the Phraseum community from blog posts, news, presentations, interviews, emails and other authentic materials and real situations. Displaying 1-11 of 11 results.

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In simple terms Extensive Reading is reading as many easy books as possible for pleasure, and can be contrasted with intensive reading which is slow, careful reading of a short, difficult text. Day and Bamford (1998), Day (2002), Prowse (2002), and Maley (2008 and 2009) have identified a number of key characteristics of Extensive Reading in language learning. Here is a digest of what I think are the seven most important principles for successful Extensive Reading:

1. Students read a great deal, quite quickly (at least 150-200 words a minute) and often.

2. The reading material is relatively easy for the level of the students. Too much unknown language prevents students from reading quickly and fluently.

3. It is the student, not the teacher, who chooses what to read.

4. Students have a wide variety of genres and topics to choose from.

5. Students read for pleasure, information or general understanding.

6. Reading is individual and silent.

7. The teacher asks as a guide, monitor and role model.

What are the benefits of Extensive Reading?
There is a wealth of research into the benefits of Extensive Reading for language learners. Here is a digest of what I consider to be the seven most important benefits:

It is widely accepted that people become good readers through reading, and that learning how to read should mean a primary focus of attention on the meaning rather than the language of the text. It is pretty obvious that extensive reading helps students become better readers. Research by Richard Day amongst many others shows that we learn to read by reading. The more language students read, the better readers they become. An integral part of this is learning new vocabulary.

Probably the most cited benefit of Extensive Reading is that it can extend and sustain students' vocabulary growth. We know that vocabulary is not learned by a single exposure. Experts in language and literacy development such as Harvard University Education Professor Catherine Snow believe that you need to encounter a word or phrase in different contexts between 15 and 20 times to have a high possibility of learning the word or phrase. Students are highly unlikely to encounter vocabulary sufficient times within the classroom to learn it. However, if they read extensively they are much more likely to get multiple encounters with words and phrases in a variety of contexts.

Students who read extensively also make gains in writing proficiency (Elley and Mangubhai 1981, and Hafiz and Tudor 1989). This is probably because as students encounter more language, more frequently, through extensive reading, their language acquisition mechanism is primed to produce it in writing.

Students improve overall language competence

In addition to gains in reading and writing proficiency, research demonstrates that students who read extensively also make gains in overall language competence. For example, Cho andKrashen (1994) reported that their four adult ESL learners increased competence in both listening and speaking abilities through reading extensively. So Extensive Reading would seem to benefit all language skills, not just reading and writing.

Students become more motivated to read

It is highly motivating for students to discover that they can read in English and that they enjoy it. For this reason it is essential that the books are interesting to students and at a level appropriate to their reading ability. If students find the books compelling and interesting, and can understand them, they may become more eager readers. This can also help to boost their confidence and self-esteem as language learners.

Students develop learner autonomy.

Students can read anywhere, at any time, and reading extensively helps them become more autonomous learners. To promote learner autonomy extensive reading should be a student-managed activity. That is to say that students should decide what, when, where and how often they read.

Neuroscientific and social science studies have shown that people who read literary fiction extensively are more empathic. People who read novels about other people who are very different from themselves and their backgrounds are particularly empathic.

Conclusion
There are many benefits of Extensive Reading in language learning. These include gains in reading and writing competence, oral and aural skills, vocabulary growth, and increases in motivation, self-esteem and empathy. Students who read extensively also become more autonomous learners.
Seven Extensive Reading websites:

The Extensive Reading Foundation is a not-for-profit organisation whose purpose is to support and promote extensive reading.

Extensive Reading is a repository for information on extensive reading, with an emphasis on foreign language learning.

Rob Waring's website is another repository for information on extensive reading.

ER-Central is a not-for-profit organization dedicated to developing an Extensive Reading and Extensive Listening approach to foreign and second language learning. There are wealth of free Extensive Reading and Extensive Listening resources for students.

is an innovative and interactive series of beginner level easy-English graded readers for all ages 11 and up. The series follows an interactive gamebook format, in which the reader takes on the role of the main character and makes plot choices at set points in the story. These choices lead to one of eight different endings.

MReader is a website designed to help schools wishing to implement an Extensive Reading program. It allows teachers and students to verify that they have read and understood their reading.

ERF Graded Reader List is a comprehensive, searchable, downloadable database of graded readers from around the world providing useful information for educators and language learners.
Seven books and articles on Extensive Reading:

1. Day, R. and J. Bamford, 1998, Extensive Reading in the Second Language Classroom, Cambridge University Press.

2. Day, R. and J. Bamford, 2004, Extensive Reading Activities for Teaching Language, Cambridge University Press.

3. Day, R. and Bamford, J. (2002) 'Top Ten Principles for teaching extensive reading.' Reading in a Foreign Language. http://nflrc.hawaii.edu/rfl/October2002/day/day.html

1. Waring, R. The Inescapable Case for Extensive Reading. http://www.robwaring.org/papers/waring_Nova_2011.pdf

2. Maley, A 'Extensive reading: why it is good for our students... and for us.' https://www.teachingenglish.org.uk/article/extensive-reading-why-it-good-our-students%E2%80%A6-us

Stanley, G. Extensive Reading. https://www.teachingenglish.org.uk/article/extensive-reading

Steiner, J. Reading for Pleasure.
www.orianit.edu-negev.gov.il/english/files/reading/articles/extenrdg.doc
I hope you find the articles, websites and resources useful. Are there any other Extensive Reading resources you've used with your students? Let me know in the comments below!
References
Cho, K., & Krashen, S. D. (1994). Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition. Journal of Reading, 37, 662-667.

Day, R. (1998) Extensive Reading in the Second Language Classroom. Cambridge: Cambridge University Press.

Day, R. and Bamford, J. (2002) 'Top Ten Principles for teaching extensive reading.' Reading in a Foreign Language.
http://nflrc.hawaii.edu/rfl/October2002/day/day.html
Elley, W.B (1991) 'Acquiring literacy in a second language: the effect of book-based programmes.' Language Learning. 41. 375-411

Hafiz, F.M and Tudor, I. (1989) 'Extensive reading and the development of language skills.' ELT Journal 43 (1) 4-13

Maley, A (2008) 'Extensive Reading: Maid in Waiting' in B. Tomlinson (ed) English Language Learning Materials: a critical review. London/New York.

Maley, A 'Extensive reading: why it is good for our students... and for us.'

https://www.teachingenglish.org.uk/article/extensive-reading-why-it-good-our-students%E2%80%A6-us (accessed 23 September 2016)

Prowse, P. 'What is the secret of extensive reading?'

http://www.cambridge.org/elt/readers/prowse1.htm (accessed 23 September 2016)

photo credit: Mikhail Pavstyuk

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Seven Benefits of Extensive Reading for English Language Students - Kieran Donaghy

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What is extensive Reading? In simple terms Extensive Reading is reading as many easy books as possible for pleasure, and can be contrasted with intensive reading which is slow, careful reading of a short, difficult text. Day and Bamford (1998), Day (2002), Prowse (2002), and Maley (2008 and 2009) have identified a number ...

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Check out this online class recording on WizIQ. This online class was conducted using WizIQ Virtual Classroom.

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Check out this online class recording on WizIQ. This online class was conducted using WizIQ Virtual Classroom.

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Peer review grid Techno-CLIL Bontempo to Liotta

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My Learning Designer Lesson Plan

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Letizia Cinganotto & Daniela Cuccurullo When

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A quick introduction to Techno-CLIL for EVO 2017 by Letizia Cinganotto & Daniela Cuccurullo

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My first Badge

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I JOINED TO TECHNO-CLIL for EVO 2016 & 2017 Facebook group!

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I JOINED TO TECHNO-CLIL for EVO 2016 & 2017 Facebook group!

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What is CLIL?

CLIL stands for Content and Language Integrated Learning and refers to teaching subjects such as science, history and geography to students through a foreign language.

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My name is Gregorio, I am a teacher in electronics subjects in an upper secondary school, I have started to study English language a few years ago , I have got the B2 level, and I'm continuing to study to teach my subject with the CLIL methodology,