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Induction May 2021 1Y IncomingParents - Email[8]

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Teaching Other Subjects Through English (Resource Book)

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Brain gym exercises are simple activities that improve cognitive function. These exercises help enhance learning, communication ability, attention, memory, academic performance in children and also help maintain a healthy lifestyle ( 1), ( 2). While they were initially designed for kids, they also may help delay Alzheimer's XA brain disorder that impacts memory, thinking, and cognitive functions due to the shrinking of brain cells. disease, Parkinson's 3), ( XA brain disorder that leads to degeneration of the nerve cells and causes involuntary movement of the arms, legs, or the jaw disease, cancer, type 2 diabetes, cardiovascular disease, respiratory problems, and depression and anxiety in adults ( 4), ( 5), ( 6).

This article explores the 15 best brain gym exercises and their benefits. Keep reading.

Why Are Brain Gym Exercises Good?

Michael Hamlin, Certified Personal Trainer, says, "Brain gym exercises are based on the idea that certain movements, such as shaking your hands, rocking, and stretching, can help brain function. There needs to be more research on brain gyms. But a substantial amount of research has found that exercise, in general, can help relieve anxiety and depression by releasing endorphins and improving blood flow in the brain. For example, researchers found that those who exercised regularly showed fewer signs of anxiety and depression when exposed to stress."

Most brain gym exercises are appropriate for people of all ages. For example, some simple movements such as walking and stretching have been shown to be effective in easing anxiety, regardless of a person's age or fitness level. In fact, tasks such as sleeping or listening to music also allow the brain to rest and recover, which can help with mental health.

Make you smarter and sharper.

Boost your confidence levels.

Improve your self-esteem.

Improve attention and memory.

Boost thinking and decision-making abilities.

Revitalize your natural healing mechanisms.

Restore health and harmony.

Help improve eyesight.

Enhance creativity and communication skills.

Cheer you up when you feel disappointed or rejected.

The best part of brain gym is that anyone can do these exercises, from kids to older adults, and improve their quality of life. Explore the brain gym activities in the following section.

15 Brain Gym Exercises

According to Hamlin, "These exercises are designed to develop, increase, and improve functions of the body, such as vision, concentration, balance, coordination, and communication.

Next to this, brain gym exercises are the foundation for developing a more alert and relaxed body and mind, and this translates into improved physiological function. These exercises help improve the functionality of specific neural pathways so that the body and mind work harmoniously together and students can be more balanced and grounded in their physical, mental, and emotional activities."

Let's take a look at the brain gym exercises you can do.

1. Marching In Place

Marching in place is a great way to warm up your muscles. This low-to-moderate intensity exercise preps your muscles and improves breathing, balance, and hand-leg coordination.
How To March In Place
2. Cross Crawl

Cross crawl exercise helps improve the coordination between the right and left brain. You can do it either by standing, sitting, or lying, depending on your comfort level.
How To Do Cross Crawl

Stand straight with your legs hip-width apart, shoulders rolled back, and chest up. Look ahead.

Lift your right hand above your head. This is your starting position.

Lift your left leg off the floor, and bend your left knee.

Simultaneously, bend your right elbow and try to touch the left knee with your right elbow.

Get back to the starting position. Do the same with your left hand and right leg.

Do three sets with eight repetitions.

You may sit on a chair and do this exercise if you have a knee injury or are relearning to balance your body.

3. Ankle Touch
Similar to the previous exercise, the ankle touch exercise helps enhance balance and coordination between the left and right limbs. How To Do Ankle Touches
4. Ankle Touch Behind Your Body

This brain gym is another variation of the ankle touch. It is an effective way to improve balance and coordination between the right and left limbs.
How To Do Ankle Touches Behind Your Body
5. Step Touch
Step touch, also known as the dancer's warm-up, is great for lateral or side-to-side movement coordination. How To Do Step Touch

Stand with your legs close together.

Take a step toward your right with your right leg.

Place your left foot next to your right leg.

Take a step toward your left with your left leg.

Place your right foot next to your left leg.

Do this 30 times at a slow to moderate pace.

6. Neck Circles

Neck circles are good for the neck muscles and head movement coordination. This activity also improves balance if you do it while standing. Keep your eyes closed when you do this exercise.
How To Do Neck Circles
7. Cook's Hook-Up

The cook's hook-up exercise helps calm the nerves and improves hand and brain coordination.
How To Do Cook's Hook-Up
8. Brain Button

This exercise helps improve the flow of electromagnetic energy. It relaxes the eyes, shoulder, and neck and promotes body balance.
How To Do Brain Button Exercise
9. Lazy Eights

In lazy eights, you trace the number eight or infinity symbol with a marker on a whiteboard or with a pen/pencil on white paper. Following the shape with your eyes have several benefits. It improves eye muscle movement, visual tracking, peripheral vision X The ability to see objects away from the center that are out of the direct line of sight or from the corner of the eyes. , attention span, and coordination. This activity enhances your abilities to understand languages, study comprehension, and eliminate reversals and transpositions.
How To Do Lazy Eights
10. The Elephant

The elephant brain gym helps improve attention, recognition, perception, memory, speech, spelling, thinking ability, depth perception, and eye coordination.
How To Do The Elephant
Note: You can also do this exercise in a sitting position.

11. The Energy Yawn

The energy yawn exercise helps release tension in the jaw and relaxes the eyes.
How To Do Energy Yawn
12. The Thinking Cap

The thinking cap activity is one of those brain exercises for memory that effectively improve learning speed and mood, increases attention span, and boosts memory in kids and adults.
How To Do Thinking Cap

Sit on a chair. Place your index finger and thumb on your ear.

Massage the top of your ear and gradually come down to the auricle XThe outermost layer of the ear made of skeleton and skin (also called the pinna) that helps collect and transmit sound waves. .

Massage from the back to the top of your ear.

Do this slowly for 15 times.

13. Belly Breathing

This exercise helps increase oxygen supply in the body, which, in turn, helps you relax and improves your reading and speaking abilities.
How To Do Belly Breathing
14. Trace X

The trace X exercise helps improve eye coordination, vision, depth perception, hearing, and body coordination. It enhances your skills in writing, organization, mathematics, spelling, grammar, language learning, sports, and executive function (planning and scheduling).
How To Do Trace X
Note: You can also draw a big 'X' spanning the diagonals of a whiteboard and trace it with your eyes.

15. Positive Points

This exercise helps draw positive emotions and reduces the negative ones. It releases stress, relieves memory blocks, and boosts your mood. The positive points brain gym also enhances long-term memory and improves learning, reading, academic skills, and stage and sports performances.
How To Stimulate The Positive Points
Note: Practice it regularly to train your brain to restrict bothering thoughts.

Workout routines are good for maintaining a fit and healthy body. It is a universal truth that exercising improves your muscle tone and fitness, but there are a few exercises that improve your brain fitness or cognitive function as well. You can look up specific exercises to train certain aspects of brain functioning like brain exercises for concentration, brain exercises for focus, brain exercises for learning, and brain exercises for creativity. They help boost your memory and attention span along with academic and athletic performance. Make sure that you are doing the exercises correctly as incorrect form can lead to injuries or muscle pains. Additionally, you can practice mental exercises that stimulate brain function to enhance cognitive and memory functioning. Consult a therapist and primary care physician before beginning these brain gym exercises to learn how to make the most of these exercises.

Frequently Asked Questions

Can you train your brain like a muscle?

Michael Hamlin says, "The brain is not a muscle, but in many ways, it does work like one. The brain is made up of millions of neurons communicating through electrical and chemical signals. Like a muscle, your brain can be trained to become stronger over time using activities such as brain gym exercises."

Is brain gym evidence-based?

Yes. Brain gym exercises help improve cognition, mental health, and overall well-being.

Which brain gym exercise is best for students?

The following exercises are best for students:

Belly breathing

Positive points

Thinking cap

Brain button

How do you exercise your left brain?

Do coordinated moves of the right limbs to exercise your left brain.

Is the brain gym an effective educational intervention?

Yes. The brain gym might help improve thinking, reading, and speaking abilities. However, no evidence shows the brain gym to be an effective educational intervention.

Which brain gym technique to use to calm children down?

You can use Cook's hook-ups and cross-crawls to help children calm down after experiencing anxiety and distress. Hook-ups can help control their breathing while cross-crawls can improve their focus and release stress.

Does brain gym help autism?

No, current scientific evidence shows that brain gym does not increase engagement in children with autism ( 7).

How much brain training should you do in a day?

You can practice 60 to 90 minutes of brain training or brain workout every week to keep your brain sharp and healthy.

What time of the day is your brain sharpest?

Studies suggest your brain is sharpest in the mornings following a good night's sleep ( 8), ( 9). Ideally, you can perform cognitive-heavy tasks in the morning.

Key Takeaways

Learn how to improve your focus and concentration with brain gym exercises. Discover simple and effective techniques in the video below to help you stay focused and productive.

Sources

Articles on StyleCraze are backed by verified information from peer-reviewed and academic research papers, reputed organizations, research institutions, and medical associations to ensure accuracy and relevance. Read our editorial policy to learn more.

THE EFFECT OF BRAIN GYM® ON ACADEMIC ENGAGEMENT FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES
https://files.eric.ed.gov/fulltext/EJ1029010.pdf

Memory and Time of Day
https://www.researchgate.net/publication/233046511_Memory_and_Time_of_Day

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Top 15 Simple Brain Gym Exercises For Children & Adults

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Brain gym exercises improve learning, memory, attention, academic performance, planning, and mood. Here are the 15 brain gym exercises for kids and adults.

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10 Must Do Brain Gym Exercises for Children

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You can boost your child’s cognitive skills with a few exercises. Read further to know the brain gym exercises that young child must do for mental growth.

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Brain gym | simple brain boosting exercises | brain exercises easy | 7 ultimate brain  gym exercises

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Outdoor Classroom Day is a day to celebrate and inspire learning and play outside the classroom, and we want YOU to get involved!

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CLIL Teaching Materials

School vocabulary

Did you get a good mark, or did you do badly in your exam? How hard did you study? Did you know that word, or did you look it up in the dictionary? Enable students to discuss their school subjects in English with common expressions used by native speakers. The ...

Geography vocabulary

This reference sheet illustrates useful geography vocabulary, including words for geographic features, natural disasters and natural resources, while worksheet exercises help consolidate the terms.

Weather and Climate

Over two hundred weather and climate words from ‘affect’ to ‘wispy’! Definitions and contextual sentences in clear English provide a very useful record of essential vocabulary for you and your students.

Environment

These wordlists help students learn the meaning of useful words such as biodegradable and non-renewable, and demonstrates how to use them in a sentence.

All CLIL Teaching Materials

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In this section, you’ll find CLIL lesson plans for a wide range of curriculum subjects as well as guidance on ways to teach CLIL and materials helping you to liven up your lessons.

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What is CLIL?

Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. CLIL is not a new form of language education and it is not a new form of subject education. It is, however, closely related to and shares some elements of a range of educational practices.

CLIL is a methodology that, when applied correctly, can shape our learners’ futures. Teachers hold the key to making that happen and it all starts with a lesson plan. Due to the complexity of the methodology (the above not even scratching the surface!), it may not always be easy to plan effectively for CLIL.

So, here are my top tips and some of the more important aspects of CLIL that should be considered when you start planning.

1. Provide a holistic educational experience

CLIL is content-driven, and this is where it both extends the experience of learning a language, and where it becomes different to existing language-teaching approaches. CLIL is also an inclusive term that binds together the essence of good practice found in different environments where its principles have been adopted. Good CLIL practice is realised through methods which provide a more holistic educational experience for the learner – something that isn’t usually achievable.

2. Set your goals

Make sure that you have clarified your global goals, teaching aims and learning outcomes. The global goals refer to your vision for the course: is the lesson helping you to achieve that vision? The global goals should be embedded in the unit planning. Following this, check that the teaching aims are clear – there should be no grey areas. The learning outcomes also need to be defined and you should know which ones can be measured and how you will measure them.

3. Build your scaffolding

Now, we move onto content. The most important consideration here is scaffolding. If you haven’t considered how to scaffold the content learning, there is a good chance that you’ll leave behind more than a few of your learners. In a similar vein, check that your presentations of new content are clear and that the content is accessible.

4. Check your students are involved

Language should be next on your checklist: are the students involved in using the target language? If the answer is no, then it isn’t a CLIL lesson. Hot on the heels of this, check to see if students are involved in learning new language and if there are adequate opportunities for them to practice the new language structures. As with any lesson that incorporates language teaching and learning, ensure that your instructions are clear, at the appropriate level, and that they relate to the cognitive demands.

5. Adapt to differing cognitive levels

On a similar note, check that any questions or problems to be solved are also at the appropriate cognitive level. You need to ensure that the learners can progress cognitively and find ways of measuring this progress. Considering that classes are very rarely homogeneous, it’s also important to build in ways of assisting the learners in developing a range of strategies through the CLIL language.

6. Be aware of classroom culture

A vital, yet often overlooked, component of CLIL is that of culture. There are several questions that you should ask yourself. The first being, how will my lesson contribute to changing classroom culture? You may have a class that is more prone to arguing and not taking account of others’ views, yet your lesson may require them to listen and manage differences of opinion: this must be reconciled in your lesson plan. It’s also very beneficial to look for opportunities to raise awareness of any cultural differences between your class and that of the language and content. In shaping our learners, we should also try to identify and exploit links to other subjects that the learners may be studying.

7. Remember the 4 C’s

Activities and tasks are the building blocks to any lesson. In CLIL we need to ensure that they relate to the global goals, aims and outcomes in terms of the 4Cs: content, communication, cognition, and culture. Progression should also be built into our activities and tasks, which should help to develop talk for learning. Similarly, when planning our lessons, we should consider which language (L1 or L2) is needed to carry out each activity.

8. Support learning

Successful CLIL lessons support learning and to do this most effectively, we must identify which types of teacher scaffolding we need to employ at the various stages of the lesson. The only way to do this is by analysing the content and cognition for potential difficulties. Furthermore, we need to be recycling language from previous lessons in order to support learner progression.

9. Assessment

All lessons must have forms of assessment built into them, but in CLIL it is even more important due to its dual-focused educational approach. In the planning stages of a CLIL lesson we must build in stages that will allow both the learners and us, the teachers, to know what has been learned. Of utmost importance is making a decision on what will be assessed to ensure that feedback informs further learning. Similarly, we must decide what kind of formative and summative assessment tasks will be needed.

10. Reflection

The final stage of successful CLIL planning is that of reflection. This is applicable to lessons of all methodologies, which is all the more reason not to overlook it. Firstly, check that there is a variety of interaction patterns (groups, pairs). Secondly, we all know that time is every teacher’s enemy, so triple-check that enough time has been allocated to each stage. Next, when looking over your lesson plan, think about what you might want to add or leave out (our old friend time!). Finally, perhaps not in every lesson, but certainly with a degree of frequency, build in ways of collecting the learners’ views of your lessons. Then, of course, we need to act on that feedback and build it into the next lesson.

Do you teach content subjects like History, Science or Maths, for example, in English? Or are you planning to move into general primary or secondary teaching? Receive support from our expert team of tutors during our Online One-to-One CLIL course and gain an additional certificate to impress employers. Apply now or get in touch to find out more about this course.

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Top 10 Tips for Effective CLIL Lesson Planning * Oxford TEFL

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Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. CLIL is not a new form of language education and it is not a new form of subject education.

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This research evaluates an English language textbook from CLIL perspective. For this purpose, an intermediate level (grade-11) English language textbook has been selected and analyzed utilizing Coyle's conceptual framework of 4Cs (i.e. content, cognition, communication and culture).Content, communication, and culture have been explored through a checklist, whereas cognition has been explored by developing a corpus from the questions given in the exercises of the textbook and analyzing in the light of Bloom's taxonomy. The results reveal certain breeches between CLIL features and the textbook's contents. Layout, learning outcomes, organization of the content, subject matter, authenticity of the text, exercises, and focus on language skills does not seem to match with CLIL perspectives. Listening and speaking skills are observed to be ignored. Moreover, the exercises do not seem to foster critical thinking and interaction between students and teachers. Most of the questions are observed covering only first two levels (i.e. knowledge and comprehension) of Bloom's taxonomy. The study concludes that CLIL principles are not integrated in the textbook. Therefore, the textbook is not suitable to an ESL/EFL setting.

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Using CLIL for Business Administration Students

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This research evaluates an English language textbook from CLIL perspective. For this purpose, an intermediate level (grade-11) English language textbook has been selected and analyzed utilizing Coyle's conceptual framework of 4Cs (i.e.

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Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. Developed by James Asher, a professor of psychology at San Jose State University, California, it draws on several traditions, including developmental psychology, learning theory, and humanistic pedagogy, as well as on language teaching procedures proposed by Harold and Dorothy Palmer in 1925. Let us briefly consider these precedents to Total Physical Response.

Total Physical Response is linked to the " trace theory " of memory in psychology, which holds that the more often or the more intensively a memory connection is traced, the stronger the memory association will be and the more likely it will be recalled. Retracing can be done verbally (e.g., by rote repetition) and/or in association with motor activity. Combined tracing activities, such as verbal rehearsal accompanied by motor activity, hence increase the probability of successful recall.

Asher's emphasis on developing comprehension skills before the learner is taught to speak links him to a movement in foreign language teaching sometimes referred to as the Comprehension Approach (Winitz 1981). This refers to several different comprehension-based language teaching proposals, which share the belief that (a) comprehension abilities precede productive skills in learning a language; (b) the teaching of speaking should be delayed until comprehension skills are established; (c) skills acquired through listening transfer to other skills; (d) teaching should emphasize meaning rather than form; and (e) teaching should minimize learner stress.
Theory of language
Asher's language learning theories are reminiscent of the views of other behavioral psychologists. For example, the psychologist Arthur Jensen proposed a seven-stage model to describe the development of verbal learning in children. The first stage he calls Sv-R type learning , which the educational psychologist John DeCecco interprets as follows:

In Jensen's notation, Sv refers to a verbal stimulus—a syllable, a word, a phrase, and so on. R refers to the physical movements the child makes in response to the verbal stimulus (or Sv). The movement may involve touching, grasping, or otherwise manipulating some object. For example, mother may tell Percival (age 1) to get the ball, and Percival, distinguishing the sound "ball" from the clatter of other household noises, responds by fetching the ball and bringing it to his mother. Ball is the Sv (verbal stimulus), and Percival's action is the response. At Percival's age, children respond to words about four times faster than they respond to other sounds in their environment. It is not clear why this is so, but it is possible that the reinforcing effects of making proper responses to verbal stimuli are sufficiently strong to cause a rapid development of this behavior. Sv-R learning represents, then, the simplest form of verbal behavior.

This is a very similar position to Asher's view of child language acquisition. Although learning psychologists such as Jensen have since abandoned such simple stimulus-response models of language acquisition and development, and although linguists have rejected them as incapable of accounting for the fundamental features of language learning and use, Asher still sees a stimulus-response view as providing the learning theory underlying language teaching pedagogy. In addition, Asher has elaborated an account of what he feels facilitates or inhibits foreign language learning. For this dimension of his learning theory he draws on three rather influential

There exists a specific innate bio-program for language learning, which defines an optimalpath for first and second language development.

2. Brain lateralization defines different learning functions in the left- and right-brain hemispheres.

3. Stress (an affective filter) intervenes between the act of learning and what is to be learned; the lower the stress, the greater the learning.

Let us consider how Asher views each of these in turn.
1.THE BIO-PROGRAM
Asher's Total Physical Response is a "Natural Method" inasmuch as Asher sees first and second language learning as parallel processes. Second language teaching and learning should reflect the naturalistic processes of first language learning. Asher sees three processes as central,

(a) Children develop listening competence before they develop the ability to speak. At the early stages of first language acquisition they can understand complex utterances that they cannot spontaneously produce or imitate. Asher speculates that during this period of listening, the learner may be making a mental "blueprint" of the language that will make it possible to produce spoken language later,

(b) Children's ability in listening comprehension is acquired because children are required to respond physically to spoken language in the form of parental commands,
2.BRAIN LATERALIZATION
Asher sees Total Physical Response as directed to right-brain learning, whereas most second language teaching methods are directed to left-brain learning. Asher refers to neurological studies of the brains of cats and studies of an epileptic boy whose corpus callosum was surgically divided. Asher interprets these as demonstrating that the brain is divided into hemispheres according to function, with language activities centralized in the right hemisphere. Drawing on work by Jean Piaget, Asher holds that the child language learner acquires language through motor movement - a right-hemisphere activity. Right-hemisphere activities must occur before the left hemisphere can process language for production. Similarly, the adult should proceed to language mastery through right-hemisphere motor activities, while the left hemisphere watches and learns. When a sufficient amount of right-hemisphere learning has taken place, the left hemisphere will be triggered to produce language and to initiate other, more abstract language processes.
3.REDUCTION OF STRESS
The criterion for including a vocabulary item or grammatical feature at a particular point in training is ease of assimilation by students. If an item is not learned rapidly, this means that the students are not ready for that item. Withdraw it and try again at a future time in the training program.

The movement of the body seems to be a powerful mediator for the understanding, organization and storage of macro-details of linguistic input. Language can be internalized in chunks, but alternative strategies must be developed for fine-tuning to macro-details.

Types of learning and teaching activities

Imperative drills are the major classroom activity in Total Physical Response. They are typically used to elicit physical actions and activity on the part of the learners. Conversational dialogues are delayed until after about 120 hours of instruction. Asher's rationale for this is that "everyday conversations are highly abstract and disconnected; therefore to understand them requires a rather advanced internalization of the target language". Other class activities include role plays and slide presentations. Role plays center on everyday situations, such as at the restaurant, supermarket, or gas station. The slide presentations are used to provide a visual center for teacher narration, which is followed by commands, and for questions to students, such as "Which person in the picture is the salesperson?". Reading and writing activities may also be employed to further consolidate structures and vocabulary, and as follow-ups to oral imperative drills.

The teacher plays an active and direct role in Total Physical Response. "The instructor is the director of a stage play in which the students are the actors". It is the teacher who decides what to teach, who models and presents the new materials, and who selects supporting materials for classroom use. The teacher is encouraged to be well prepared and well organized so that the lesson flows smoothly and predictably. Asher recommends detailed lesson plans: "It is wise to writeout the exact utterances you will be using and especially the novel commands because the action is so fast-moving there is usually not time for you to create spontaneously". Classroom interaction and turn taking is teacher rather than learner directed. Even when learners interact with other learners it is usually the teacher who initiates the interaction:
Teacher:Maria, pick up the box of rice and hand it to Miguel and ask Miguel to read the price.
Asher stresses, however, that the teacher's role is not so much to teach as to provide opportunities for learning. The teacher has the responsibility of providing the best kind of exposure to language so that the learner can internalize the basic rules of the target language. Thus the teacher controls the language input the learners receive, providing the raw material for the "cognitive map" that the learners will construct in their own minds. The teacher should also allow speaking abilities to develop in learners at the learners' own natural pace.
The role of instructional materials Procedure
Where is the towel? [Eduardo, point to the towel!]
Role reversal.
The instructor wrote on the chalkboard each new vocabulary item and a sentence to illustrate the item. Then she spoke each item and acted out the sentence.The students listened as she read the material. Some copied the information in their notebooks.

Total Physical Response is in a sense a revival and extension of Palmer and Palmer's English Through Actions, updated with references to more recent psychological theories. It has enjoyed some popularity because of its support by those who emphasize the role of comprehension in second language acquisition. Krashen (1981), for example, regards provision of comprehensible input and reduction of stress as keys to successful language acquisition, and he sees performing physical actions in the target language as a means of making input comprehensible and minimizing stress (see Chapter 9). The experimental support for the effectiveness of Total Physical Response is sketchy (as it is for most methods) and typically deals with only the very beginning stages of learning. Proponents of Communicative Language Teaching would question the relevance to real-world learner needs of the TPR syllabus and the utterances and sentences used within it. Asher himself, however, has stressed that Total Physical Response should be used in association with other methods and techniques. Indeed, practitioners of TPR typically follow this recommendation, suggesting that for many teachers TPR represents a useful set of techniques and is compatible with other approaches to teaching. TPR practices therefore may be effective for reasons other than those proposed by Asher and do not necessarily demand commitment to the learning theories used to justify them.

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Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. Developed by James Asher, a professor of psychology at San Jose State University, California, it draws on several traditions, including developmental psychology, learning the­ory, and humanistic pedagogy, as well as on language teaching proce­dures proposed by Harold and Dorothy Palmer in 1925.

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Getting it Together: from colonies to Federation is a Museum of Australian Democracy schools learning product where students use historical sources such as newspaper extracts, cartoons, speeches and biographies in a series of classroom activities.

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English  11

Maths  2

Social Studies  1

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Foundation Year 2

Year 1 4

Year 2 7

Year 3 17

Year 4 17

Year 5 17

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Year 7 2

Location

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Templates 27

Worksheets 11

types

Teaching Resource 31

availability

Premium 31

file formats

Adobe Reader (.pdf) 30

Google Slides 21

Microsoft Word (.docx) 1

publishers

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31 teaching resources for those 'aha' moments

teaching resource

Mind Map Template (Brain)

A printable mind map template for students to use when gathering thoughts and ideas.

teaching resource

See, Think, Wonder Template

A See, Think, Wonder Template is useful in encouraging students to make careful observations and interpretations.

teaching resource

Graphic Organiser Worksheets

A collection of 14 different blank graphic organisers to use in a variety of ways in all subject areas.

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Graphic organisers can assist students to organise their thinking and learning. As a tool in the classroom, these resources can help students draw out...

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Ceylin-H ile Spor Zamanı -  Head, Shoulders, Knees & Toes Exercise Song for Children Learn Colors

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Ақмола облысы Білім басқармасының Целиноград ауданы бойынша Білім бөлімі Талапкер ауылының жалпы орта білім беретін мектебі

Средняя общеобразовательная школа села Талапкер отдела образования Целиноградского района управления образования Акмолинской области

Short term lesson plan

Learning objectives(s) that this lesson is contributing to

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.L4 understand the main points of supported extended talk on a range of general and curricular topics

6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

6.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

6.S1 ask simple questions to get information about a limited range of general topics

6.S2 give an opinion at sentence level on a limited range of general and curricular topics

All learners will be able to:

Identify the theme, new words and use them as the basis for discussion.

Demonstrate knowledge for usage of the structures: there is/ are, lots of, a lot of, some, much/ many and Present Simple to speak about the game.

Select, compile, and synthesize information for an oral presentation

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Make a presentation about sport games and after Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Make a presentation about a game.

Find detailed information in a short conversation with some support

Use basic interrogative sentences and get information about the topic

Demonstrate a point of view in connected sentences

Social Science, Psychology, History, P. E.,Information Technology, Medicine.

Class routine: Greeting

Teacher greets students. Students greet the teacher .

Fun Game. "Jump In Jump Out"

Playing game create friendly atmosphere in the class Starter:

Warm up. Free talk.

1. What do you do in your free time?

What kind of Sport do you know?

How can you play it? And ets.

I see most of you like sport games.
Oral assessment: Well done, good job.
Introduction: Teacher introduces the theme and lesson objectives of the lesson.

From link

Slide (useful phrases)

Video. https://youtu.be/nArWYd7Gw5Y
https://youtu.be/L30pnCBIOHI

Development:Vocabulary extension.

Teacher gives words of sport and Students read these words individually.

Catch pass bounce kick shoot score throw

Teachers gives the pictures about basketball game.

[ I ] Students match the words with pictures.
Descriptor: a learner:
- looks at the picture

- read the verbs

Assessment: peer assessment by traffic light . Students check each other by ready keys and show the red color-work better! Yellow-you made a progress! Green-great!

Differentiation by teacher's support: Teacher helps to less able learners with the pictures of sports
Listening.
Pre-Listening .

[P] Glossary. Match the pictures with the words.

Students match the pictures with the words. [S-S]
Speak about: 1. General information about basketball 2.Aims of the game 3. Rules of the game.
Dr. James Naismith is one of the most important persons in sports history. He invented one of the most popular sports today, basketball.
[W]While -listening:
Listen the text attentively.Underline new words concerning sport
Descriptor: a learner:
-listens to the text

-underline new words
Assessment:Self assessmentby smiles: Post-listening:
Fill in the gaps the sentences.
Descriptor: a learner:
- reads the text again;

- answer the questions;
Assessment: peer assessment with thumb
The class is divided into 3 groups. Teacher gives each group text about type of sports. Each group will speak about aims and rules of a game.

Student Book p.65
CD2.09. https://youtu.be/Qszm4R4_DJ8
Video about basketball.

Student Book p.65
Writing Worksheet
Student Book p.65

Teacher's Photocopiable Resources p.p.218 - 219

Ex.3 p.65. Answer the questions.

Giving the home task ex4 . p.65
Rules of a game (w)
Students express their attitude to the lesson and give self-assessment using the method:

Plenary. Feedback. "Baskets":

Teacher asks the students to give their opinion and write it on the ball and stick them to the each basket.

Green ball: the lesson was interesting, I did everything

Yellow ball: the lesson was interesting , but some tasks were difficult

Red ball: the lesson was boring and difficult to complete tasks

Differentiation -how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment -how are you planning to check learners'learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Demonstrate the ability to participate in a conversation.
Descriptor:
A learner:

selects an appropriate answer.

completes the task.

uses appropriate subject-specific vocabulary while speaking.

discusses questions and answers the questions within the group.

Observation

Feedback on the work

Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others' ideas

Қосымшалар:

Жаңартылған күні: 07.02.2020 08:32
Құрылған күні: 07.02.2020 08:32

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Short term lesson plan. CLIL. Physical Education: Rules of a game. Teacher's name: Shrakhmetova Zh.T

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Ақмола облысы Білім басқармасының Целиноград ауданы бойынша Білім бөлімі Талапкер ауылының жалпы орта білім беретін мектебі Средняя общеобразовательная школа села Талапкер отдела образования Целиноградского района управления образования Акмолинской области Short term lesson plan Learning objectives(s) that this lesson is contributing to 6.C1 use speaking and listening skills to solve problems

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CLIL Pathway - PHYSICAL EDUCATION

CLIL Pathway for Physical Education has been divided into Modules organised around a sequence of lessons following a logical sequence growing from the most general class approach towards a more specific approach.
Each Module is organised around a lesson(s) template, a pre and post-test and resources as follow which are to be applied by all partners' countries.
The Amazing World of Football    ZŠ ŠKULTÉTYHO 1, NITRA, SLOVAKIA

Lesson 1 - Warm-up before football

PE 1 pre-post test

PE 1 lesson plan

Hands on CLIL - P.E. from Luboš Topor on Vimeo.

ZŠ ŠKULTÉTYHO 1, NITRA, SLOVAKIA

​

Lesson 2 - Running and ball control skills

Lesson 2.2 - Development of passing ball skills

The Amazing World of Badminton

LESSON 1 - AE de Marco de Canaveses | Portugal