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*all posts highlighted in PINK can only be opened/edited with Apple mac

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needs to be different from standard textbook (hence the green categories)

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Just an outline of what it should look like - all the images are copyrighted :/ What do you think?

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I've just signed up to it using our email account. This website will be a big part of our assessment (where students will upload their work/ppts/video-audio files etc)

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a really good article, summarises what we are looking to cover in terms of SPEAKING
*all articles will be highlighted in yellow

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The Internet TESL Journal Hayriye Kayi
http://unr.edu/homepage/hayriyek
kayih[at]unr.nevada.edu
University of Nevada (Nevada,USA)

Introduction

Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. In order to teach second language learners how to speak in the best way possible, some speaking activities are provided below, that can be applied to ESL and EFL classroom settings, together with suggestions for teachers who teach oral language.

What Is "Teaching Speaking"?

What is meant by "teaching speaking" is to teach ESL learners to:

Produce the English speech sounds and sound patterns

Use word and sentence stress, intonation patterns and the rhythm of the second language.

Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.

Organize their thoughts in a meaningful and logical sequence.

Use language as a means of expressing values and judgments.

Use the language quickly and confidently with few unnatural pauses, which is called as fluency. (Nunan, 2003)

How To Teach Speaking

Now many linguistics and ESL teachers agree on that students learn to speak in the second language by "interacting". Communicative language teaching and collaborative learning serve best for this aim. Communicative language teaching is based on real-life situations that require communication. By using this method in ESL classes, students will have the opportunity of communicating with each other in the target language. In brief, ESL teachers should create a classroom environment where students have real-life communication, authentic activities, and meaningful tasks that promote oral language. This can occur when students collaborate in groups to achieve a goal or to complete a task.

Activities To Promote Speaking

Discussions

After a content-based lesson, a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Before the discussion, it is essential that the purpose of the discussion activity is set by the teacher. In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting with each other about irrelevant things. For example, students can become involved in agree/disagree discussions. In this type of discussions, the teacher can form groups of students, preferably 4 or 5 in each group, and provide controversial sentences like "people learn best when they read vs. people learn best when they travel". Then each group works on their topic for a given time period, and presents their opinions to the class. It is essential that the speaking should be equally divided among group members. At the end, the class decides on the winning group who defended the idea in the best way. This activity fosters critical thinking and quick decision making, and students learn how to express and justify themselves in polite ways while disagreeing with the others. For efficient group discussions, it is always better not to form large groups, because quiet students may avoid contributing in large groups. The group members can be either assigned by the teacher or the students may determine it by themselves, but groups should be rearranged in every discussion activity so that students can work with various people and learn to be open to different ideas. Lastly, in class or group discussions, whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on.

Role Play

One other way of getting students to speak is role-playing. Students pretend they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and..." (Harmer, 1984)

Simulations

Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment. For instance, if a student is acting as a singer, she brings a microphone to sing and so on. Role plays and simulations have many advantages. First, since they are entertaining, they motivate the students. Second, as Harmer (1984) suggests, they increase the self-confidence of hesitant students, because in role play and simulation activities, they will have a different role and do not have to speak for themselves, which means they do not have to take the same responsibility.

Information Gap

In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information. Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need. These activities are effective because everybody has the opportunity to talk extensively in the target language.

Brainstorming

On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristics of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas.

Storytelling

Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes. For instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes as an opening. In this way, not only will the teacher address students' speaking ability, but also get the attention of the class.

Interviews

Students can conduct interviews on selected topics with various people. It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized. After interviews, each student can present his or her study to the class. Moreover, students can interview each other and "introduce" his or her partner to the class.

Story Completion

This is a very enjoyable, whole-class, free-speaking activity for which students sit in a circle. For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed to add from four to ten sentences. Students can add new characters, events, descriptions and so on.

Reporting

Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.

Playing Cards

In this game, students should form groups of four. Each suit will represent a topic. For instance:

Diamonds: Earning money

Hearts: Love and relationships

Spades: An unforgettable memory

Clubs: Best teacher

Each student in a group will choose a card. Then, each student will write 4-5 questions about that topic to ask the other people in the group. For example:
If the topic "Diamonds: Earning Money" is selected, here are some possible questions:

Is money important in your life? Why?

What is the easiest way of earning money?

What do you think about lottery? Etc.

However, the teacher should state at the very beginning of the activity that students are not allowed to prepare yes-no questions, because by saying yes or no students get little practice in spoken language production. Rather, students ask open-ended questions to each other so that they reply in complete sentences.

Picture Narrating

This activity is based on several sequential pictures. Students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric. Rubrics can include the vocabulary or structures they need to use while narrating.

Picture Describing

Another way to make use of pictures in a speaking activity is to give students just one picture and having them describe what it is in the picture. For this activity students can form groups and each group is given a different picture. Students discuss the picture with their groups, then a spokesperson for each group describes the picture to the whole class. This activity fosters the creativity and imagination of the learners as well as their public speaking skills.

Find the Difference

For this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis. Students in pairs discuss the similarities and/or differences in the pictures.

Suggestions For Teachers in Teaching Speaking

Here are some suggestions for English language teachers while teaching oral language:

Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.

Try to involve each student in every speaking activity; for this aim, practice different ways of student participation.

Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students.

Indicate positive signs when commenting on a student's response.

Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more.

Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials and efficient use of your voice..."

Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech.

Involve speaking activities not only in class but also out of class; contact parents and other people who can help.

Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs.

Provide the vocabulary beforehand that students need in speaking activities.

Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.

Conclusion

Teaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them.

References

Celce-Murcia. M. 2001. Teaching English as a Second or Foreign Language (3rd ed). USA: Heinle&Heinle.

Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades K-8. Boston: Allyn&Bacon.

Baruah, T.C. 1991. The English Teacher's Handbook. Delhi: Sterling Publishing House.

Brown, G. and G. Yule. 1983. Teaching the Spoken Language. Cambridge: Cambridge University Press.

Harmer, J. 1984. The Practice of English Language Teaching. London: Longman.

McDonough, J. and C. Shaw. 2003. Materials and Methods in ELT: a teacher's guide. Malden, MA; Oxford: Blackwell.

Nunan, D., 2003. Practical English Language Teaching. NY:McGraw-Hill.

Staab, C. 1992. Oral language for today's classroom. Markham, ON: Pippin Publishing.

The Internet TESL Journal, Vol. XII, No. 11, November 2006
http://iteslj.org/ http://iteslj.org/Articles/Kayi-Teaching Speaking.html

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Teaching Speaking: Activities to Promote Speaking in a Second Language

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The Internet TESL Journal Hayriye Kayi http://unr.edu/homepage/hayriyek kayih[at]unr.nevada.eduUniversity of Nevada (Nevada,USA) Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). Speaking is a crucial part of second language learning and teaching.

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This will be useful for us to decide what grammar to include in each topic - but we need to find out which letter represents intermediate/pre-intermediate

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Grammar areas to study at each CEFR level

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we should use this to (language) grade our texts

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you can simplify a text on this website

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Some activities that might be interesting

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From the dinosaur activities british council website

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CEFR Handbook for Primary School in Malaysia

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CEFR Handbook for Primary School in Malaysia

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...to be presented to peers

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need to find activities for each topic (unit names have been updated)

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Feel free to leave any questions or comments ;)

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this can be opened and edited in Microsoft (MS).

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Came across this blog. Might find some useful materials but this is for 7-8 year olds  I think. Just sharing it with you Hanna :)

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A sharing platform of teaching aids and materials collections that could assist the lessons especially the English lessons in the classroom from the internet and from self-production. The materials in this blog are for free and for the use in the classroom for teaching and learning purposes only.

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(sent by Katie). Combines language with cultural awareness. There are example questions with activities at the bottom.

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This is just a breakdown of our assignment and a suggestion of how much time we should spend on each part

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Steve's Lecture: Speaking & Listening (21.03.18)

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Steve's Lecture: Speaking & Listening (21.03.18)

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-Advice: produce 8h materials for the middle of the syllabus (NOT the beginning, because it doesn't reflect the whole course)
-USP should be clear and concise (and positive) for your rationale - what are you going to offer the publisher that is new/different/BETTER?
-USP should NOT be negative eg. saying what it's not "unlike standard textbook", say what it IS "more opportunity and variety to promote speaking and motivating-autonomy and self evaluations, includes creativity/technology aspects" etc.
-when deciding the order of the units, first summarise language concepts to 8 (IF you use CEFR) for example,
and choose the easiest one to produce 8h
AND/OR
-write about the difficulty ordering units in the rationale, and your reasons "I chose to order the units like this because..."
-ASK YOUR MENTOR ABOUT THIS

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need to check out these software-  might be useful for recording

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-record Ss presentations (NOT full lessons), then let them watch and evaluate themselves only
-give them aspects to focus on (eg. intonation), so that they are aware of what/how to evaluate specifically-  they then know what to look out for

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where students can build their portfolio- good for our assessment!

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Follow this link if you wish to know more about the concept and history of the ELP, download components, or create an ELP of your own, but also to consult the full list of accredited or registered ELP models.
In this part of the website you will find:

documents on the ELP's origin, guiding principles and history

reports on the ELP project at European level

reports on international seminars held under the aegis of the Council of Europe

lists of ELPs accredited (2000-2010) and registered (2011-2014) by the Council of Europe

a guide to compiling an ELP model

templates and other resources that can be used when compiling an ELP

some key publications on designing and using an ELP

In view of the large number and wide range of validated and registered models now available, the Council of Europe stopped registering ELPs at the end of 2014.

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European Language Portfolio (ELP) - Homepage - European Language Portfolio (ELP) - www.coe.int

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Homepage of the European Language Portfolio (ELP) website

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I went with a rainbow theme. Is the colour too much?

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we need to choose ONE unit (either 2, 3 or 4) - for our 8h materials.

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still to do (on both learner and teacher versions):
1. the blurb
2. Izyanie author info
(please write a few sentences)

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8h materials = UNIT 3: Curious About Cultures

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8h materials = UNIT 3: Curious About Cultures

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need to find speaking activities and assessments for this topic (this article gives an idea of what to look for...)

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is the characteristics and knowledge of a particular group of people, encompassing language, , cuisine, social habits, music and arts.

The Center for Advanced Research on Language Acquisition goes a step further, defining culture as shared patterns of behaviors and interactions, cognitive constructs and understanding that are learned by socialization. Thus, culture can be seen as the growth of a group identity fostered by social patterns unique to the group.

"Culture encompasses religion, food, what we wear, how we wear it, our language, marriage, music, what we believe is right or wrong, how we sit at the table, how we greet visitors, how we behave with loved ones and a million other things," Cristina De Rossi, an anthropologist at Barnet and Southgate College in London, told Live Science.

Many countries, such as , , , the , , and are noted for their rich cultures, the customs, traditions, music, art and food being a continual draw for tourists.

The word "culture" derives from a French term, which in turn derives from the "colere," which means to tend to the earth and grow, or cultivation and nurture, according to Arthur Asa Berger. "It shares its etymology with a number of other words related to actively fostering growth," De Rossi said.

Western culture

The term "Western culture" has come to define the culture of European countries as well as those that have been heavily influenced by European immigration, such as the United States, according to Khan University. Western culture has its roots in the Classical Period of the Greco- era (the fourth and fifth centuries B.C.) and the rise of Christianity in the 14th century. Other drivers of Western culture include Latin, Celtic, Germanic and Hellenic ethnic and linguistic groups.

Any number of historical events have helped shape Western culture during the past 2,500 years. The fall of Rome, often pegged to A.D. 476, cleared the way for the establishment of a series of often-warring states in Europe, according to Stanford University historian Walter Scheidel, each with their own cultures. The Black Death of the 1300s cut the population of Europe by one-third to one-half, rapidly remaking society. As a result of the , writes Ohio State University historian John L. Brooke, Christianity became stronger in Europe, with more focus on apocalyptic themes. Survivors in the working class gained more power, as elites were forced to pay more for scarce labor. And the disruption of trade routes between East and West set off new exploration, and ultimately, the incursion of Europeans into North and South America.

Today, the influences of Western culture can be seen in almost every country in the world.

Eastern culture

Eastern culture generally refers to the societal norms of countries in Far East Asia (including China, Japan, Vietnam, North Korea and South Korea) and the Indian subcontinent. Like the West, Eastern culture was heavily influenced by religion during its early development, but it was also heavily influenced by the growth and harvesting of rice, according to a research article published in the journal in 2012. In general, in Eastern culture there is less of a distinction between secular society and religious philosophy than there is in the West.

However, this umbrella covers an enormous range of traditions and histories. For example, Buddhism originated in India, but it was largely overtaken by Hinduism after the 12th century, according to Britannica.

As a result, Hinduism became a major driver of culture in India, while Buddhism continued to exert influence in China and Japan. The preexisting cultural ideas in these areas also influenced religion. For example, according to Jiahe Liu and Dongfang Shao, Chinese Buddhism borrowed from the philosophy of Taoism, which emphasizes compassion, frugality and humility.

Centuries of interactions - both peaceful and aggressive - in this region also led to these cultures influencing each other. Japan, for example, controlled or occupied Korea in some form between 1876 and 1945. During this time, many Koreans were pressured or forced into giving up their names for Japanese surnames, according to History.com.

Latin culture

The geographic region encompassing "Latin culture" is widespread. Latin America is typically defined as those parts of Central America, South America and where Spanish or Portuguese are the dominant languages. These are all places that were colonized by or influenced by or Portugal starting in the 1400s. It is thought that French geographers used the term "Latin America" to differentiate between Anglo and Romance (Latin-based) languages, though some historians, such as Michael Gobat, author of "The Invention of Latin America: A Transnational History of Anti-Imperialism, Democracy and Race" (American Historical Review, Voll 118, Issue 5, 2013), dispute this.

Latin cultures are thus incredibly diverse, and many blend Indigenous traditions with the Spanish language and Catholicism brought by and Portuguese colonizers. Many of these cultures were also influenced by African cultures due to enslaved Africans being brought to the Americas starting in the 1600s, according to the African American Registery. These influences are particularly strong in Brazil and in Caribbean nations.

Latin culture continues to evolve and spread. A good example is Día de los Muertos, or Day of the Dead, a holiday dedicated to remembering the departed that is celebrated on Nov. 1 and Nov. 2. Day of the Dead dates back to before Christopher Columbus landed in North America, but was moved to its current celebration date by Spanish colonizers, who merged it with the Catholic All Saints Day.

Mexican immigrants to the United States brought the holiday with them, and in the 1970s, artists and activities brought focus to Día de los Muertos as a way of celebrating their Chicano (Mexican-American) heritage, according to the Smithsonian American Art Museum. The holiday is now well-known in the United States.

Middle Eastern culture

Roughly speaking, the Middle East encompasses the Arabian peninsula as well as the eastern Mediterranean. The North African countries of Libya, Egypt and Sudan are also sometimes included, according to Britannica. The term "Middle Eastern culture" is another umbrella that encompasses a huge diversity of cultural practices, religious beliefs and daily habits. The region is the birthplace of Judaism, Christianity and Islam and is home to dozens of languages, from Arabic to Hebrew to Turkish to Pashto.

While there is significant religious diversity in the Middle East, the predominant religion by numbers is Islam, and Islam has played a large role in the cultural development of the region. Islam originated in what is today Saudi Arabia in the early seventh century. An influential moment for the culture and development of the Middle East came after the death of the religion's founder, Muhammad, in 632, according to the Metropoliton Museum.

Some followers believed the next leader should be one of Muhammad's friends and confidants; others believed leadership must be passed through Muhammad's bloodline. This led to a schism between Shia Muslims, those who believed in the importance of the bloodline, and Sunni Muslims, who believed leadership should not pass through the family. Today, about 85% of Muslims are Sunni, according to the Council on Foreign Relations. Their rituals and traditions vary somewhat, and divisions between the two groups often fuel conflict.

Middle Eastern culture has also been shaped by the Ottoman Empire, which ruled a U-shaped ring around the eastern Mediterranean between the 14th and early 20th centuries, according to Britannica. Areas that were part of the Ottoman Empire are known for distinctive architecture drawn from Persian and Islamic influences.

African culture

Africa has the longest history of human habitation of any continent: Humans originated there and began to migrate to other areas of the world around 400,000 years ago, according to the Natural History Museum in London. Tom White, who serves as the museum's senior curator of non-insect invertebrates, and his team were able to discover this by studying Africa's ancient lakes and the animals that lived in them. As of the time of this article, this research provides the oldest evidence for hominin species in the Arabian peninsula.

African culture varies not only between national boundaries, but within them. One of the key features of this culture is the large number of ethnic groups throughout the 54 countries on the continent. For example, Nigeria alone has more than 300 tribes, according to Culture Trip. Africa has imported and exported its culture for centuries; East African trading ports were a crucial link between East and West as early as the seventh century, according to The Field Museum. This led to complex urban centers along the eastern coast, often connected by the movement of raw materials and goods from landlocked parts of the continent.

It would be impossible to characterize all of African culture with one description. Northwest Africa has strong ties to the Middle East, while Sub-Saharan Africa shares historical, physical and social characteristics that are very different from North Africa, according to Britannica .

Some traditional Sub-Saharan African cultures include the Maasai of Tanzania and Kenya, the Zulu of South Africa and the Batwa of Central Africa. The traditions of these cultures evolved in very different environments. The Batwa, for example, are one of a group of ethnicities that traditionally live a forager lifestyle in the rainforest. The Maasai, on the other hand, herd sheep and goats on the open range.

What is cultural appropriation?

Oxford Reference describes cultural appropriation as: "A term used to describe the taking over of creative or artistic forms, themes, or practices by one cultural group from another."

An example might be a person who is not Native American wearing a Native American headdress as a fashion accessory. For example, Victoria's Secret was heavily criticized in 2012 after putting a model in a headdress reminiscent of a Lakota war bonnet, according to . These headdresses are laden with meaningful symbolism, and wearing one was a privilege earned by chieftains or warriors through acts of bravery, according to the Khan Academy. The model also wore turquoise jewelry inspired by designs used by Zuni, Navajo and Hopi tribes in the desert Southwest, illustrating how cultural appropriation can lump together tribes with very different cultures and histories into one stereotyped image.

More recently, in 2019, Gucci faced a similar backlash for selling an item named "the indy full turban" which caused considerable anger from the Sikh community, according to . Harjinder Singh Kukreja, a Sikh restaurateur and influencer, wrote to Gucci on Twitter, stating: "the Sikh Turban is not a hot new accessory for white models but an article of faith for practising Sikhs. Your models have used Turbans as 'hats' whereas practising Sikhs tie them neatly fold-by-fold. Using fake Sikhs/Turbans is worse than selling fake Gucci products."

Constant change

No matter what a culture looks like, one thing is for certain: Cultures change. "Culture appears to have become key in our interconnected world, which is made up of so many ethnically diverse societies, but also riddled by conflicts associated with religion, ethnicity, ethical beliefs, and, essentially, the elements which make up culture," De Rossi said. "But culture is no longer fixed, if it ever was. It is essentially fluid and constantly in motion."

This makes it difficult to define any culture in only one way. While change is inevitable, most people see value in respecting and preserving the past. The United Nations has created a group called The United Nations Educational, Scientific and Cultural Organization (UNESCO) to identify cultural and natural heritage and to conserve and protect it. Monuments, buildings and sites are covered by the group's protection, according to the international treaty, the Convention Concerning the Protection of the World Cultural and Natural Heritage. This treaty was adopted by UNESCO in 1972.
Additional reporting by Live Science Contributors Alina Bradford, Stephanie Pappas and Callum McKelvie.

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Culture encompasses religion, food, what we wear, how we wear it, our language, marriage, music and is different all over the world.

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*everything that has been mentioned in lectures*

Images
1. ELTpics
2. Unsplash
3. Compfight
4. Pixabay
5. pexel

Text analysis
1. Oxford Text Checker
2. Vocabkitchen
3. Lextutor
4. English Vocabulary Profile
5. The Sketch Engine
6. monitorcorpus
7. google ngrams

Listening - creating materials
1. Vocaroo/ voicethread
2. Text-to-speech
3. https://www.ivona.com

Writing - creating materials
1. The No-nonsense guide to writing
2. A webinar
3. ELT Teacher 2 Writer database.
4. click here for details of their How to write…’ ebooks for ELT writers
5. A recording of a talk by Rachael Roberts

Other
1. stroop mode
2. ELF
3. loom
4. moodle
5. webCT
6. nicenet
7. blackboard learn
8. edmodo
9. google class
10. kaizena
11. nearpod
12. H5P
13. hot potatoes
14. morgue file
15. flickr
16. google jeopardy (template)
17. duolingo
18. rosetta stone
19. babble
20. memrise
21. padlet
22. kahoot
23. triptico (plus)
24. quizlet free
25. tedEd
26. blogger
27. screencast-o-matic
28. ELLLO
29. MaWSIG - http://mawsig.iatefl.org/resources/
30. CEFR
1. Cefr introduction- https://www.youtube.com/watch?v=rb2-vXQDFmI
2. Cefr familiarization- https://www.youtube.com/watch?v=sO9cYEO3Cu4
3. Language learning portfolios – promoting autonomy- https://www.youtube.com/watch?v=2Cn5Qyv48Sk
4. Cefr for self-assessment- https://www.youtube.com/watch?v=oV6hUWZ2iO4

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English as an International Language (EIL) - Towards intercultural communicative competence in ELT

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English as an International Language.pdf

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Course Plan, Outline (Grid) and Schedule

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Course Plan, Outline (Grid) and Schedule

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by Georgia & Mirian

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by Georgia & Mirian

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*all have been mentioned in lectures*
*citations can be found in lecture handouts/moodle
*download articles from google scholar/warwick uni website

Lecture 1 - intro to course

Lecture 2
1. Long 2015 - TBL / needs analysis - L2
2. Nunan & Lamb 1996 - needs analysis - L2
3. Widdowson 1983 - ‘objectives’ definition - L2
4. Graves 1996 - syllabus grid / needs analysis - L2
5. Seedhouse 1995 - needs to materials - L2
6. Ellis 2003 - task based syllabus - L2

Lecture 3
1. Cots 2006 - values/attitude of TL - L3
2. Piaget - constructivism - L3
3. William & Burden 1997 - learning=filter info - L3
4. Dewey 1938 - learning misconception - L3
5. Vygotsky - learning theory - L3

Lecture 4
1. Reinders & White 2010 - tech task design - L4
1. Goodwin 2005 - technology - L4
2. Zhao 2005 - L4
3. Lamy & Hampel 2007 - SAMR model -  L4
2. Benson 2003 - computer’s role - L4
3. Chapelle 2001 - CALL task appropriateness -  L4
4. Stanley G 2013 - tech lang learning -  L4
5. Strasser T 2012 - Apps / internet -  L4
6. Walker A 2013 - tech enhanced learning  -  L4
7. Jamie Keddie - ELT online lessons  -  L4

Lecture 5 & 6
1. James 2001 - curriculum Vs syllabus  -  L5 & 6
2. Widdowson 1990 - syllabus design   -  L5 & 6
3. Breen 2001 - syllabus design   -  L5 & 6
4. Nation & Macalister 2009 - curriculum design  -  L5 & 6

Lecture 7
1. Flutch, DeNoyelles & Thompson - technology=comfort  -  L7
2. (Peachey) Tomlinson & Whitaker 2013 - blended learning  -  L7
3. Salmon - 5 step plan / technology  -  L7
4. Greet 1981  -  L7
5. Rogers 1961 - autonomy / facilitators  -  L7
6. Maslow 1968 - autonomy / facilitators  -  L7
7. Mark Clarke 2003 & 2007 - teaching / learning  -  L7
8. Lara 2013  -  L7
9. Emmitt 2010 - stimulus response theory  -  L7

Lecture 8
1. McGrath 2002 - suitable tech materials  -  L8
2. Littlejohn 2011 - materials framework  -  L8
3. Maley 2011 - empowering materials - L8

Lecture 9
1. Scott Thornberry & Luke Meddings - communicative teaching / no objectives / grammar - L9
2. Scott Thornberry - DOGME ELT emergent language - resisting coursebooks BOOK - L9
3. Allen C 2015 - teachers and coursebooks - L9
4. Allwright 1981 - coursebook opinions / content - L9

Lecture 10
1. Hymes 1972 - communicative competence / grammar - L10
2. Gilmore 2007 - authentic language - L10
3. Hoey 2005 - lexical priming  -  L10
4. Swales 2004 - genres / social context  -  L10
5. Paltridge 2006 - genres  -  L10

Lecture 11
1. Henry Sweet 1899 - authenticity / repetition - L11
2. Van Lier 1996 - authenticity - L11
3. Widdowson 1978 & Breen 1985 - authenticity - L11
4. Kramsch 1993 - authentic lang outside classroom - L11
5. Russell Stannard - digital content ‘how to’ videos - L11
6. Mishan 2010 - authentic tasks - L11
7. Little 1988 - authentic for L1 - L11
8. Day 2003 - authentic text - L11
9. Saville Troike 1996 - communicative competence intro’d - L11
10. Mishan 2005 - ICT / authentic texts - L11
11. Gray J 2012 - celebrities  -  L11

Lecture 12
1. Lightbown 2000 - different contexts / classroom teaching - L12
2. Lightbown & Ellis - SLA and classroom - L12
3. Erlam R 2006 - successful SLA - L12

Lecture 13
1. Walters 2007 - reading comprehension and fluency - L13
2. Walker 2007 - shorter texts for pre-int Ls  -  L13
3. McDonald and McWhinney 1990 - comprehension=cognitive - L13

Lecture 14
1. Ellis 1994 - grammar helps - L14
2. Gatbonton & Segalowitz 1988 - fluency - L14
3. Swan 2006 - does grammar work? - L14
4. Norris 2000 - teaching grammar evidence - L14
5. Gass 2008 - teaching grammar evidence - L14
6. Spada 2010 - teaching grammar evidence - L14

Lecture 15 & 16
1. Stephen Krashen - natural language acquisition / input / monitor theory  -  L15
2. Munro and Derwing 1995.1999.2000 - accent / intelligibility / pron.- L15
3. Seidlhofer 2011 - English as a lingua franca - L15
4. Dornyei 1995 - communication strategies - L15
5. Lam 2006 - communication strategies - L15
6. Norton 2006 - communication strategies - L15
7. Bejarno 1997 - communication strategies - L15
8. Nakatoni 2005 - metacognitive strategies - L15
9. Halbach 2015 - metacognitive strategies - L15

Lecture 16
1. David Brazil - discourse / intonation model  -  L16
2. George Skuse - talk skills project  -  L16
3. Neil Mercer - improving class conversation  -  L16
4. Barbara Sinclair - autonomy  -  L16
5. Jenkins 2000 - pronunciation / intelligibility  -  L16
6. McCarthy 2011 - fluency / pronunciation  -  L16

Lecture 17 - presentation prep

Lecture 18
1. Green 2003

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We could provide Ss this an outline, to help gather info on their chosen country and create a video

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This four page printable is designed to encourage children to do some really good research about a country of their choice, and put together a book that they will be proud of! We've asked them to compile all sorts of interesting facts but left room for creativity too.

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Name of country: Malaysia

Capital city: Kuala Lumpur

Population: 32.10 million people

Language: Malay (official language), English (dominant second language)

Races: Malay, Chinese & Indian

Religion: Islam (official religion), Buddhist, Christian, Hndu

Festivals: Independence Day (31st August), Hari Raya Puasa (Eid) – (Muslims), Chinese New Year (Chinese), Diwali (Indians)

Cuisine: Nasi Lemak

Currency: Malaysian Ringgit (RM)

Climate/Weather: Located near the equator, the Malaysian weather is categorized as equatorial, being hot and humid + wet months throughout the year.

The peninsular or West Malaysia is a mix of Malay, Chinese and Indian flavors with an efficient and modern capital, Kuala Lumpur. Malaysian Borneo features some of the most interesting places in Malaysia with a wild jungle, orangutans, granite peaks and remote tribes. Combined with some beautiful islands, luxury resorts and colonial towns, Malaysia, for most visitors, presents a happy mix.

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http://www.eslprintables.com/vocabulary_worksheets/places/the_funfair/Entertainment_Let_s_go_to_the_389371/

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https://www.pinterest.com/pin/563161128388067183/

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https://learnenglishkids.britishcouncil.org/en/short-stories/the-cold-planet

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https://www.youtube.com/watch?v=YsP2Hyk38IM

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so far...(04.05.18)

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Day 1 - Lesson Plan: Countries - Check RESOURCES!

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Day 1 - Lesson Plan: Countries - Check RESOURCES!

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Day 1 - Lesson Plan: Countries

LOs:
-name and describe countries, nationalities

resources: map, flashcards, IWB< computers/ipads…

Warmer - 10 min
Dancing Dojo - 3 min
Chatterbox Challenge - 7 min

SESSION A - (45 min)

PORTFOLIO PROJECT INTRO - 10 min

Activate Schemata - 4 min
Q: How many continents on Earth?

Activity 1 - 3 min
Match continents to map

Video - 3 min
Magic cat countries
Pre video Q - how many countries were mentioned?

Activity 2 - 3 min
Which countries speak English

Activity 3 - 5 min
Match flags to countries

GAME - 8 min
pin country on map

Activity 4 - 9 min
write country names on map. draw/colour flags

BREAK - 10 min

SESSION B - (45 min)

pre-teach vocab - 7 min
nationalities

Activity 5 - 8 min
match nationality to country

GAME - 10 min
Bingo (country/nationality)

Activity 6 - 20 min
read texts, write in table

PROJECT PREP - DAY 2 - 20 min
In pairs, research, plan and prepare your portfolio project

Self Reflection - 10 min
record and upload video journal

COOLER - 10 min
Review: Kahoot quiz - 7 min
Dancing Dojo - 3 min

RESOURCES: Day 1
- flashcard flags x4 - COMPLETE
- country names x4 - COMPLETE
- nationality names x4 - COMPLETE
- bingo cards x4 - COMPLETE
- dancing dojo videos x2 - COMPLETE
- YouTube videos - COMPLETE
- online map link: mapchart.net
- padlet link (texts x4) - COMPLETE
- kahoot quiz link: https://play.kahoot.it/#/?quizId=f131b765-5cf8-4f60-882e-d6782441d6bd - COMPLETE

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so far...(04.05.18)
Look at the weekly schedule - what do you think?

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Nasi Lemak - Traditional Malaysian Breakfast

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Nasi Lemak - Traditional Malaysian Breakfast

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Day 3 - Lesson Plan: Religions and festivals - Check RESOURCES!

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Day 3 - Lesson Plan: Religions and festivals - Check RESOURCES!

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Day 3 - Lesson Plan: Religions and festivals

LOs:
-name and describe religions
-name and describe famous festivals

resources: map, flashcards, IWB, computers/ipads…

Warmer - 10 min
Dancing Dojo - 3 min
Chatterbox Challenge - 7 min

SESSION B - (45)

Activate Schemata - 5 min
Q: What religion/belief do you people n your country follow? what other religions are in your country? What is the name of no religion=  atheism)

pre teach  - 5 min
pre teach- drill religion name  (Islam, christ, hindu/sikh, buddh) with symbols

Where do people pray/worship? elicit and show examples pics-  drill names + pic

Activity 1 - 10 min
match religion+symbol to place of worship, Cut + Stick and colour to worksheet)

CREATIVITY - 10 min
reinforce. make religious symbols with play dough/arts crafts (photocopy off page T)

pre-teach vocab - 8 min
Q: what famous festivals do you have in your country? (Christmas, Eid…what/when/how?)
mind map

Drill names of 4 festivals (UK, T, SK, M)
- UK = Bonfire night - pic
- TZ - Farmers
- SK - Spring festival
- M - Independence day

Activity 5 - 7 min
match festival to country/flashcards

BREAK - 10 min

SESSION B - (45 min)

GAME - 7 min
reinforce - Bingo (festivals/country)

Activity 6 - 5 min
infer. discuss what, when, how celebrated

Activity 7 - 12 min
research. read texts, write in table about each festival - Gap fill

CREATIVITY - 12 min
each group assigned a festival
make a prop

Activity 7 - 9 min
role play (costumes, make gifts, offerings…)

UK - bonfire
TZ -
M - flag
SK -

PROJECT PREP - DAY 2 - 30 min
In pairs, research, plan and prepare your portfolio project

Self Reflection - 10 min
record and upload video journal

COOLER - 10 min
Review: Group discussion - 7 min
Dancing Dojo - 3 min

RESOURCES: Day 3
- dancing dojo videos x2 - COMPLETE
- online religion pics x4
- online worship place pics x4
- worksheet:cutstickcolour religion+symbol to worship place.
- religious sumbols playdough template
- online festival pics x4
- festival pics + country+flag  flashcards
- bingo cards x4 country-festival
- festival texts (gapfill) x4

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LATEST VERSION - 15.05.18

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LATEST VERSION (Day 1-4 really Complete!) - 15.05.18

almost done alhamdulillah!

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Ingredients

1. Pre-cooked ingredients:

a) Rice
b) Carrots - cut into matchsticks
c) Omelette - cut into strips
2. Seaweed
3. Yellow radish
4.  Sugar
5. Salt
6. Sesame oil
7. Soy sauce

Follow the recipe in the link below.

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Day 2 - Lesson Plan: Food Check RESOURCES!

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Day 2 - Lesson Plan: Food Check RESOURCES!

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Day 2 - Lesson Plan: Food

LOs:
-Name and describe national dishes
-Express and ask food preferences: “Do you like…?” I don't like ...but I  like ...
-food adjectives

resources: taste test ingredients, kimbap ingredients, flashcards, computers/ipads…

Warmer - 10 min
Dancing Dojo - 3 min
Chatterbox Challenge - 7 min

SESSION A - (45 min)

Activate Schemata - 5 min
Q: name national dishes in your country - what do you like to eat?

Activity 1 - 5 min
triptico-  randomise  groups x4
discuss and describe - traditional dishes your country - in groups - e.g.
(country - write answers in box
name: Nasi Lemak
ingredients: what are they made of: rice, coconut milk, peanuts, cucumber, anchovies, eggs, S)
when: breakfast)

T elicits feedback and draws diff a box on the board for each groups dish, Ss from each group write one answers in their box on the board

pre teach vocab - 4 min
T Introduce large pics of 3-4 dishes pics - drills names full English, ugali, kimbap, nasi lemak
posters, sticks them on the board/online pics from IWB

Activity 3 - 5 min
x4  flashcards -  dish name+pic, country name + flag - match together in pairs/groups
T feedback - stick correct flashcards on the board.

Activity 4 - 4 min
Pairs - how many ingredients can you name from the pics?
discuss + feedback.

Activity 4 - 12 min
find out: when/how it is eaten. RESEARCH on computer/ipad-Google, and write answers in the box in your book
e.g.
name Ingredients When *How
kimbap seaweed rice veg lunch chopsticks
T elicits feedback. write on boxes on board

GAME - 10 min
supermarket (for ingredients) WITH flashcard (17 relevant cards) - OR memory “I went to the supermarket and I bought…”

BREAK - 10 min

SESSION B - (45 min)

pre teach vocab - 7 min
food adjectives elicit flavours: drill
+  adjs: delicious, yummy, tasty
-  TOO sweet, bland (no flavour), salty, sour, spicy

grammar (negative) = too

Activity - 10 min
taste test
food+name card: honey, cereal, crisps, lemon, chilli
ingredient chart write flavours in book

T elicits feedback, through taste test

pre teach vocab - 7 min
T demo preferences - write on the board, select volunteer Ss for role play

Basic
Q: Do you like… (food)kimchi?
A: (volunteer S) Yes, I like Kimchi/No I don’t like Kimchi.

T-S role play

(add connectors - and/but)
Q: Do you like…(food)?
A: Y/N preference, I like x and/but I don’t like y

T-S role play

(add connectors - because)
Q: Do you like…(food)?
A: Y/N preference + because + adj (it is tasty/too salty)

T-S role play

Activity 6 - 6 min
Ss role play - in pairs (add connectors + tastes to the preferences)
“Do you like…?”
“Yes, I like chocolate”
“I like chocolate but I don’t like fruit”
“I like chocolate because it tastes sweet”

Activity 7 - 3 min
production
write your x2 preferences + taste in the lines in the book (is this part of the first activity?)

CREATIVITY - 12 min
Kimbap recipe
demo: mat, seaweed, cook the rice, veg,
making a traditional dish
recipe (20 mins): Kimbap
seaweed, rice, veg (cucumbers, carrots….)
pairs x8

PROJECT PREP - DAY 2 - 20 min
In pairs, research, plan and prepare your portfolio project

Self Reflection - 10 min
watch your video and complete evaluation form

COOLER - 10 min
Review: discussion + feedback - 7 min
Dancing Dojo - 3 min

RESOURCES: Day 2
- dancing dojo videos x2 - COMPLETE
- YouTube videos - COMPLETE
- traditional dish pics+names x4
- flashcard country+flags x4
- food flashcards, supermarket game
- food (flavours) x5: honey, cereal, crisps, lemon, chilli
- recipe, kimbap ingredients and equipment (seaweed, rice, veg & board, knife, containers, spoon for rice)

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https://play.kahoot.it/#/?quizId=f131b765-5cf8-4f60-882e-d6782441d6bd

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DAY 3 (FUN FESTIVALS)

Learning Objectives:

By the end of this unit, students will be able:

a)       To name and describe different religions

b)      To name and describe festivals in the UK, South Korea, Tanzania and Malaysia

Duration: 2 hr 30 mins

Vocabulary:

Grammar:

Social/cultural values: to appreciate cultural diversity

Technology: Triptico

Creativity:

Resources: IWB/Whiteboard and markers pens, ipads/computers, flashcards

Dancing Dojo video/songs:

YouTube videos/Songs:

Teaching Method:

WARMER:

Dancing Dojo - 3 min

Dance with the Ls to one (or both) of the selected songs. You may also select your own songs, which are within the theme of this unit.

Chatterbox Challenge - 7 min

Ask Ls to choose an item from the “chatterbox” and discuss it with their partner/group for 4 mins. Elicit feedback from Ls and write down the answers on the board for remaining the 3 mins.

SESSION A: 45 min

Activate schemata – 5 min

Q: What religion/belief do the people in your country follow? What other religions are in your country? What is the name of having no religion? (atheism)

Pre-teach – 5 min

Show online pictures of different religions (Islam, Christian, Hinduism, Buddhism) with its followers and give examples their symbols. Ask Ls where people pray/worship. Elicit feedback and show them pictures on IWB. Drill the names of the places with the pictures.

Activity 1 – 10 min

In pairs, ask Ls to match the religions to the symbols and places of worship in their activity book. Tell them to cut and stick the words and pictures from page x onto the boxes provided. Then, ask Ls to write the names of the followers for each religion on the dotted lines.

Activity 2 – 10 min

To reinforce what the Ls have done in the previous activity, ask them to make the religious symbols for the four religions with play dough and then write a short sentence under each one of the symbols.

E.g.

I am Muslim.

My neighbour is Christian.

My best friend is _____.

Pre-teach vocabulary – 8 min

Q: What famous festivals do you have in your country? Draw a mindmap to write down Ls’ responses. Include what, when, why, where and how the festivals are celebrated. Then show online pictures of the festivals celebrated in the UK (Bon Fire Night), South Korea (Chuseok – Korean Thanksgiving), Tanzania (Nane Nane - Farmer’s Day) and Malaysia (Merdeka Day – Independence Day). Drill the names of each festival.

Activity 3 – 7 min

In their activity book, ask Ls to match the correct name and country (flag) to the four festivals by drawing a line between them.

BREAK – 10 min

SESSION B: 45 min

Game – 7 min

Provide each L with a bingo card (there are 4 variations). Tell Ls that they have to cross out the name of the followers of the religion (if the name of the religion is called out) or vice versa / the name of the festival (if the name of the country is called out) or vice versa.

E.g.

Islam – Cross out Muslim

Great Britain – Cross out Bon Fire Night

Christian – Cross out Christianity

Chuseok – Cross out South Korea

When all boxes are crossed, ask Ls to raise their hand and shout “Bingo!”. The first to yell Bingo (with all boxes crossed) is the winner. Then, ask Ls to cut and stick their Bingo cards in the space provided in their activity book.

Activity 4 – 5 min

In groups, ask Ls to guess/predict how each festival (UK - Bon Fire Night, South Korea - Chuseok – Korean Thanksgiving, Tanzania - Nane Nane - Farmer’s Day and Malaysia - Merdeka Day – Independence Day) is celebrated. Elicit feedback and write some of the Ls’ responses on the board.

Activity 5 – 12 min

With the same groups, ask Ls to search the Internet to find the correct information about each festival. While the Ls are searching for the information, draw a grid in the board with the Ls’ names and the names of the four festivals.

E.g.

| Name  | Bon Fire Night | Chuseok | Nane Nane | Merdeka Day
| ***** |   |   |   |
| ***** |   |   |   |
| ***** |   |   |   |

Give Ls sticky notes and ask them to write the information that they have found on it. Then, ask them to place it on the class grid. Once everyone has placed their sticky notes on the board, tell them to read each other’s sticky notes and compare their answers.

Activity 6 – 12 min

Ask Ls to choose one festival that they like and tell them to use the arts and crafts materials provided to make and decorate a handicraft. (e.g. flag/costume/gift etc.)

Activity 7 – 9 min

With their handicrafts, ask the Ls to act out and do a role play to describe and explain how they would use their handicrafts to celebrate the festivals.

Portfolio Project Preparation – 20 min

In pairs, ask Ls to research, plan and prepare for their portfolio project. Ask Ls to fill in the Portfolio Project Plan (PPP) form in their activity book.

Self-Reflection – 5 min

Ask Ls to record themselves speaking using a smartphone/camcorder for 3 min about what they have learnt in Day 3 and encourage them to say how they feel + what they like about the day. Give them 2 min to prepare what to say.

COOLER:

Review – 7 min

In groups, ask Ls to draw a spider diagram on A3 paper about what they have learnt (festivals) and stick them on the wall. Then, ask them to go around the class and read what other groups have written down.

Dancing Dojo – 3 min

End the day with another fun dance. You may also use your own songs, which are within the theme of this unit.

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DAY 1 - EARTH EXPLORERS - TEACHER'S GUIDE

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DAY 1 - EARTH EXPLORERS - TEACHER'S GUIDE

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Learning Objectives:

By the end of this unit, learners will be able:

a)       To identify countries around the world where English is spoken (specifically the UK, South Korea, Tanzania and Malaysia)

b)      To know the capital cities, nationalities, languages and the weather of each country

Duration: 2 hr 30 mins

Vocabulary: Continents, countries, capital cities, nationalities, weather, climate, languages

Grammar: Nouns, adjectives

Social/cultural values: To appreciate cultural diversity

Technology: Padlet, Kahoot, Triptico

Creativity: Draw and colour in flags

Resources: IWB/projector, camcorder/smartphone camera, ipad/computers, interactive map, flag, flashcards + country names, blu tack, bingo cards

Dancing Dojo video/songs:

YouTube videos/Songs:

Teaching Method:

WARMER:

Dancing Dojo - 3 min

Dance with the Ls to one (or both) of the selected songs. You may also select your own songs, which are within the theme of this unit.

Chatterbox Challenge - 7 min

Ask Ls to choose an item from the “chatterbox” and discuss it with their partner/group for 4 mins. Elicit feedback from Ls and write down the answers on the board for remaining the 3 mins.

SESSION A: (45 mins)

*Portfolio Project Introduction* - 10 min

Explain to Ls that by the end of this unit that they will be expected to choose a country and record a travel vlog (video) about that country to present to their classmates. (Ls will be working in pairs). The vlog/video should include information about the: location, weather, food, religions, festivals and attractions of their chosen country…etc. (Write these in bullet points on the board). Play the “Brazil” travel vlog video - as an example of what they should do for their project and answer any questions/concerns Ls may have.

ACTIVATE SCHEMATA – 4 mins

Ask Ls how many continents we have on Earth. Elicit and write their responses on the board.

Activity 1 - 3 min

Ask Ls to choose their own pair and discuss, match and write the correct continents on the map in their activity book. Elicit feedback and write the correct answers on the board.

Video - 3 min

Play “The-magic-cat_Countries” video for Ls as an introduction to activity 2.

Activity 2 - 3 min

Use Triptico to randomize groups (4 Ss/group). Show the class a large interactive/online world map (via IWB or projector). Ask Ls: “In which country/countries, do people speak English?” Elicit feedback and ask one L from each group to write their answer on the board. Correct any errors and drill the names of the country. Instruct Ss to write the countries on the map in their activity book. (Answers: Great Britain, USA, Canada, Australia, New Zealand)

Activity 3 - 5 min

Write the names of these 4 countries on the board (Great Britain, Tanzania, Malaysia, South Korea) and ask Ls if they have any relatives or friends from these countries. If so, ask whether they speak (or learn) English there. Drill the country names and explain to the Ls that these are countries in which English is also spoken (or learnt). Give each group of Ls 8 flashcards, (4 country names and 4 flags) and ask Ls to match them together in their groups. Elicit feedback and correct any errors.

Game ( “Pin the country on the map”)  - 8 min

Show Ls the interactive map with the 4 countries colored in (no country names). In their groups, Ls must select a flashcard from Activity 3, (with the matching country + flag) and “pin” it on the correct colored area (country) on the map, using blu tack. Firstly, demonstrate using an example flashcard (USA + flag) and then select groups at random to play the game. Corrects any errors at the end of the game.

Activity 4 - 9 min

Ask Ls to write the names of the 4 countries on the map (including the 4 native English-speaking countries mentioned previously - for higher abled Ls) and then ask them to color in the flags correctly for each country in their activity books.

BREAK - 10 min

SESSION B – (45 min)

Pre-teach vocabulary - 7 min

Draw a table with 2 columns on the board. Write “Country” in the first column and “Nationality” in the second. Explain that country is a “noun” - the name of a place- and write this word above the title. Write an example of the country “United States of America (USA)” in the table. Drill the word “nationality” and explain that this is an “adjective” - a word that describes something - and writes this word above the title. Write the nationality “Canadian” in the table and point to the noun/adjective word on the board, explaining that “a Canadian, is a person who comes from Canada”. Elicit the nationality for “Australia” (Australian) and write the answer in the table.

Activity 5 - 8 min

Provide each group of Ls a set of 4 strips, each with a nationality (British, Tanzanian, Malaysian, South Korean). Ask Ls to match the nationality to their (country + flag) flashcards from activity 3 and paste them on with blu tack. Elicit feedback, write the correct answers on the board and drill the 4 nationalities.

Game (“Bingo!”) - 10 min

Provide each L with a bingo card (there are 4 variations). Draw a bingo card on the board with the country names. Explain to the Ls that when a nationality is called out, the Ls must cross off the matching country on their Bingo card. When all boxes are crossed, the Ls need to raise their hand and shout “Bingo!”. The first to yell Bingo (with all boxes crossed) is the winner. Give a demonstration by selecting a word at random from the “Bingo Box” e.g. “Tanzanian”. Ask Ls which country on the board should be crossed off, (Tanzania). Once all Ls have understood, begin the game. Announce the winner and award them points accordingly (provides them coins for their CHATTERBOX). Ls then cut and paste their Bingo cards in the space provided in their activity book.

Activity 6 - 20 min

Use Triptico to randomize groups (4 Ls/group). Ask Ls log onto Padlet using a computer/iPad. INSTRUCTIONS: Each L (in the group), reads one of the four texts on Padlet, and completes the table in their activity books by writing the information from the texts into the correct columns. Then ask Ls to copy information from others in the group who have read the remaining texts into the table.

Portfolio Project Preparation – 20 min

In pairs, ask Ls to research, plan and prepare for their portfolio project. Ask Ls to fill in the Portfolio Project Plan (PPP) form in their activity book.

Self-Reflection – 10 min

Ask Ls to record themselves speaking using a smartphone/camcorder for 3 min about what they have learnt in Day 1 and encourage them to say how they feel + what they like about the day. Give them 2 min to prepare what to say.

COOLER:

Review – 7 min

Ask Ls to log on the Kahoot! website and tell them they will need to answer a quiz about the lesson of the day. Tell them that they have to click on one answer in 10 seconds. Record their points after they have done the quiz.

Dancing Dojo – 3 min

End the day with another fun dance. You may also use your own songs, which are within the theme of this unit.

*I THINK WE HAVE A PROBLEM WITH THE TIMING IN SESSION B. I THINK I HAVE COUNTED MANY TIMES BUT I DON'T KNOW WHETHER I HAVE OVERLOOKED SOMETHING OR THERE IS AN EXTRA ACTIVITY/TASK. CAN YOU CHECK?

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I CAN LIST:
Day 1

1. I can write the names of the seven continents on Earth.

-good!

1. I can name countries that speak English – UK, South Korea, Tanzania and Malaysia.

-I can name English speaking countries around the world.

1. I can draw and color the British, South Korean, Tanzanian and Malaysian flag.

-maybe..."I can identify countries by their flags (or vice versa) and draw/colour them"

1. I can name the capital cities, nationalities, languages and the weather of each country. (UK, South Korea, Tanzania and Malaysia)

Day 2

1. I can name the national dishes in the UK, South Korea, Tanzania and Malaysia.

-name, describe and prepare (cook/make)...

1. I can express and ask for food preferences

-I can understand food flavours and descriptions.

Day 3

1. I can name and describe different religions

-"...the major world religions/the largest religions in the world."

1. I can name and describe festivals in the UK, South Korea, Tanzania and Malaysia.

- "around the world" (not sure whether to be specific to countries or not)

-good!

Day 4

1. I can name and describe famous attractions in the UK, South Korea, Tanzania and Malaysia

-good!

EXTRAS:
-I can research and present important/key/interesting information/facts about countries around the world.
-I can write postcards to friends/family, from different countries in the world

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Day 4 - Lesson Plan: Famous Attractions Check RESOURCES!

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Day 4 - Lesson Plan: Famous Attractions Check RESOURCES!

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Day 4 - Lesson Plan: Famous Attractions

LOs:
-name and describe famous attractions
-modal verbs, what can/will you see/do
there - explain to tourists â€œIn (country) you can visit/see/doâ€¦(attraction)â€�

resources: map, flashcards, IWB< computers/ipads…

Warmer - 10 min
Dancing Dojo - 3 min
Chatterbox Challenge - 7 min

SESSION A - (45 mins)

Activate Schemata - 2 min
Q: What attractions/famous things (people/places…) are there to see in your country? What would tourists like to see if they visit your country? What is it famous for?
Groups - elicit feedback-  write on board

pre teach vocab - 3 min
Introduce 4 attractions  - posters & drill names
Korea - Kpop entertainment = BTS
Tanzania -  mount Kilimanjaro
Malaysia -  Taman Negara (national park)/largest flower
UK - Buckingham palace - where the queen lives

Activity 1 - 4 min
Ss discuss: adjectives
what is in each poster? Use powerful adjectives to describe it. (Dictionary work)
(palace, building, mountain, singers…)

Video - 5 min
show short clip of Korea - boyband: VIDEO (BTS - DNA) - adjectives!

Activity 2 - 5 min
cut and stick match attractions to the country - flashcards/in books - pics&name to country&flag pairs/groups
T elicits feedback

Video - 3 min
Fly to London
pre Q: how many attractions mentioned “taxi, ringo, palace…”/what can you do “tea with friends”

Activity 3 - 3 min
what is there to see/do there? (see queen, climb mountain) discussion + feedback
-groups/pairs

Activity 3 - 7 min
Ss groups: FACT FIND
1-2 attractions/group.
research on google and find out more information about each attraction. write in book

1 poster/group:
what
where
adj
modal verb

T confirms/corrects answers

GAME - 10 min
Articulate. Guess the attraction!

BREAK - 10 min

SESSION B - (45 mins)

pre-teach vocab - 9 min
T pre teaches q&a
T pre teaches/elicits verbs: You can…(verb)
through action
A; what things can you do abroad/travel?

write and elicit
chart: of verbs
see - watch
hear - listen
go to - visit
climb
eat
drink
dance
swim

Activity - 5 min
You can… match verb to pic pic-line (gap fill) no words

GAME - 10 min
Charades - Guess the verb! In pairs

write Q & A
volunteer S and DEMO

Activity 5 - 9 min
Ss role play
Q: what is there to see/do in your country/in (country)?
A: In my country/(country), there is….(attraction)…you can….(do/see)

Activity 6 - 12 min
Production  - creative writing
Make A POSTCARD about 1 of 4 countries attractions.
to family/friend, explain what attraction you are visiting- country-capital-(weather) and
describe it use exciting adjectives
what you can see/do there (see queen, climb mountain)

make a
POSTCARD -
what is it (attraction)
where
how (adj)
what can you see /do there - verbs

-discussion + feedback
-groups/pairs

PROJECT PREP - DAY 2 - 20 min
In pairs, research, plan and prepare your portfolio project

Self Reflection - 10 min
watch your video and complete evaluation form

COOLER - 10 min
Review: Kahoot quiz - 7 min
Dancing Dojo - 3 min

RESOURCES: Day 4
- dancing dojo videos x2 - COMPLETE
- YouTube videos - COMPLETE
- online/poster attractions pics x4
- YouTube BTS DNA video
- worksheet:cutstickcolour attractions to+country/ draw a line in book
- London video
- Taboo flashcards
- verb pic worksheet/gap fill
- Charades verb cards
- postcard template
- kahoot quiz

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DAY 2 - DELICIOUS DISHES - TEACHER'S GUIDE

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DAY 2 - DELICIOUS DISHES - TEACHER'S GUIDE

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DAY 2 (DELICIOUS DISHES)

Learning Objectives:

By the end of this unit, learners will be able:

a)       To know the names of national dishes in the UK, South Korea, Tanzania and Malaysia

b)      To express and ask for food preferences

Duration: 2 hr 30 mins

Vocabulary: Food names, food ingredients, description of tastes

Grammar:“Do you like…?” “I don't like... but I like...”, Connectors (and/but/because), Food adjectives

Social/cultural values: To appreciate cultural diversity

Technology: Triptico

Creativity: Making “Kimbap”

Resources: IWB/Whiteboard and markers pens, ipads/computers, flashcards, ingredients for making ‘Kimbap’

Dancing Dojo video/songs:

YouTube videos/Songs:

Teaching Method:

WARMER:

Dancing Dojo - 3 min

Dance with the Ls to one (or both) of the selected songs. You may also select your own songs, which are within the theme of this unit.

Chatterbox Challenge - 7 min

Ask Ls to choose an item from the “chatterbox” and discuss it with their partner/group for 4 mins. Elicit feedback from Ls and write down the answers on the board for remaining the 3 mins.

SESSION A: (45 mins)

ACTIVATE SCHEMATA:

Pre-teach – 5 min

Ask Ls to name the national dishes in their country ask them what they like to eat.

Activity 1 – 5 min

Use Triptico to randomize groups (4 Ls per group). Instruct Ls to discuss and describe a traditional cuisine in their country. Give example (in a table/box) of a traditional cuisine like Nasi Lemak, what it is made of (the ingredients) and what time of the day it is normally eaten. Elicit feedback and ask students to write their findings/answers on the board. Prepare a box or table on the board where Ls can fill in their answers. Ask students to write the findings in their activity book after the discussion.

Pre-teach vocabulary – 4 min

Show large online pictures/posters of traditional cuisines in Great Britain, South Korea, Tanzania and Malaysia (UK: English Breakfast, South Korea: Kimbap, Tanzania: Ugali, Malaysia: Nasi Lemak) and paste them on the board. Drill the names of the cuisines and make sure that the Ls can pronounce them correctly.

Activity 2 – 5 mins

Ask Ls to find a pair and give flashcards of the cuisine names and picture + flag and country names of the four countries and asks the Ls to guess and match which cuisine belongs to which country with their pairs. Give feedback and paste the correct flashcards on the board.

Activity 3 – 4 mins

Ask Ls to work with the same pairs and identify the names of the ingredients that they can see from the pictures. Elicit responses from the Ls and writes them on the board.

Activity 4 – 12 min

Tell Ls to use their ipads/computers and research on the correct ingredients which are used to make each dish, the time of day in which the dishes are eaten and how it is eaten. Ask Ls to give their answers and write them in a table on the board.

E.g:

| Name of cuisine | Ingredients | When it’s eaten | How it’s eaten
| Kimbap | Seaweed, rice, carrots, cucumber, radish etc. | Snack, during picnics | Using chopsticks

Game – 10 mins

Tell Ls that they are going to play the “Supermarket” game. Instruct Ls to form a big circle. Then give different flashcards of different ingredients (16 altogether) to each L and ask them to play the game. Ask the first L to say e.g “I went to the supermarket and bought rice” and the second L should continue saying what the first L said with the ingredient that he/she has in his/her hand. The game continues until it ends with the last L having to say all 16 ingredients. To be fair, play the game twice but start the second round with the last L.

BREAK – 10 mins

SESSION B: 45 mins

Pre-teach vocabulary – 7 min

Ask Ls to name different flavors and adjectives to describe the taste of food that they know and elicit feedback. Drill the words – Flavor: sweet, salty, sour, spicy, bland (no flavor) + Adjectives: Delicious, yummy, tasty, etc. Tell Ls to add TOO to describe if the flavor is too extreme or not to their liking (negative form): TOO sweet, salty, sour, spicy, bland (no flavor).

Activity 5 – 8 mins

Tell Ls that they will be having a taste test. Place the food: honey/candy, lemon/lemon juice, peanuts/crisps, cereal/oat/water, pepper/hot sauce with name cards next to the food and ask Ls to taste the five food items and describe their flavors in groups. Elicit feedback and ask Ls to write their answers in the table in their activity book.

Pre-teach role play – 7 min

Write on the board preferences for food:

Q: Do you like (name of food – e.g. kimchi)?

A: Yes, I like kimchi / No, I don’t like kimchi.

Ask a L to volunteer to come to the front of the class and demo the roleplay. Change different names of food so the L can answer both in the positive and negative form.

Tell Ls that they can also add connectors like and/but/because to show their preference of food.

Q: Do you like (name of food – e.g. rice?)

A: Yes/No (preference), I like (name of food) and/but (connector) I don’t like (name of food).

Roleplay with another L.

Q: Do you like (name of food)?

A: Yes/No (preference) because (connector) it is tasty/too tasty (adjective).

Roleplay with another L.

Activity 6 –  6 min

Ask Ls to work in pairs and do a roleplay to describe what foods they like/don’t like and why. Then ask them to swap their turn with their partners. Encourage them to use the connectors and the tastes to their preferences which they have learnt.

E.g.:

“Do you like chocolate?”
“Yes, I like chocolate.”
“I like chocolate, but I don’t like carrots.”
“I like chocolate because it tastes sweet.”

Activity 7 – 3 min

Ask Ls to write foods that they prefer and why in their activity book. Instruct them to use the connectors (and/but/because) and food adjectives (delicious, yummy, tasty/ too salty, sweet, sour, bland, spicy).

Activity 8 – 12 mins

Ask Ls to choose a pair and tell them that they are going to make “Kimbap”. Demo to the Ls on how to make “Kimbap” and later distribute the ingredients of “Kimbap” to each pair and ask them to make their own. Look at the video below on how to make "Kimbap".

Portfolio Project Preparation – 20 min

In pairs, ask Ls to research, plan and prepare for their portfolio project. Ask Ls to fill in the Portfolio Project Plan (PPP) form in their activity book.

Self-Reflection – 10 min

Ask Ls to watch their Day 1 video journal which they have recorded and uploaded on Edmodo and ask them to fill in the self-evaluation form for Day 4 in their activity book.

COOLER:

Review – 7 min

Ask Ls to log on the Kahoot! website and tell them they will need to answer a quiz about the lesson of the day. Tell them that they have to click on one answer in 10 seconds. Record their points after they have done the quiz.

Dancing Dojo – 3 min

End the day with another fun dance. You may also use your own songs, which are within the theme of this unit.

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VEGETARIAN KIMBAP (KOREAN SEAWEED RICE ROLL)

Easy Vegetarian Kimbap (Korean Seaweed Rice Roll) 야채 김밥

Delicious, gluten free, dairy free, vegetarian kimbap (Korean Seaweed Roll 야채 김밥). Fresh vegetables and omelette rolled up in a blanket of Korean rice and seaweed. A lovely, healthy lunch, picnic or party food. And my kids love it too!

Watch my Easy Vegetarian Kimbap Recipe Video (5m 13s)

is a two word combination of and . means dried sheets of laver seaweed and means cooked rice. The cooked rice is spread out over a sheet of dried seaweed whilst vegetables and other ingredients are laid on top and rolled up into what must be one of the healthiest convenience foods out there.

Kimbap is often eaten on picnics and in bento lunches. In Korea, it is a convenient food as you can buy them quickly from a restaurant (made fresh to order) or a convenience store (7-11, Family Mart etc...) for takeaway and eat them in the car or at work. There are hundreds of different kinds of Kimbap. You are only limited to your imagination and maybe what's left in your fridge! Tuna Kimbap, Bulgogi Kimbap, Kimchi Kimbap, etc, etc. I will post them on my blog in the near future, so, keep watching!

Kimbap is always the most popular dish for picnics in South Korea. When I was a primary school student, there was a school picnic in Spring and a Sports Day in Autumn. Spring and Autumn are the best seasons in South Korea as it is not too hot or too cold. On a school picnic day, my mum made hundreds of Kimbap in the morning. My siblings (two sisters and one brother) and I ate them for breakfast, lunch and dinner! We had a spare belly for Kimbap. We called it Kimbap bae , bae means belly in Korean. 🙂

On our Sports Day in school, my mum made lots as you can imagine! The school sports day in South Korea is totally different to the one in my daughter's school here in the UK. In Korea, it is an all day party! All the family members come and put a picnic matt on the ground. My parents brought lots of snacks, drinks and Kimbap. There is loud dance music all around the school grounds (yes, we like loud music on!) and there are flags from all over the world decorated in the grounds with a long thread from the gate to the school building. Aww.. I miss those days. What is your sports day like in your country?

When I was working in a company after university, we all would get hungry (actually starving!) around 11 o'clock just before lunchtime and around 4 pm. One of us had to go to a convenience store or Bunsik (a cheap Korean restaurant) and get some Kimbap and cola or lemonade. They are a perfect snack for this kind of time.

When I was doing my Master's course, I didn't have much time to wait in a restaurant for them to cook the dinner and then wait for the food to cool down, so, I used to get Kimbap takeaway so often for my breakfast, lunch or dinner. There are so many different kinds of Kimbap at Kimbap restaurants in Korea (yes, we do have restaurants which sell only Kimbap and nothing else and there are lots of those restaurants even franchise ones. ^^) Because there are so many variations you will never get bored with Kimbap. Basically, I can eat this all day every day! Seriously.

The most important tip in Kimbap making is to stir the cooked rice, salt and sesame oil with a rice paddle or wooden spoon for a couple of minutes before spreading it over the seaweed. Stirring helps to separate the cooked rice grains making it easier to spread evenly. You MUST use Korean short grain sticky rice or Japanese sushi rice. Long grain rice just won't work.Try to spread the rice over the seaweed as thinly as possible. The best kimbap has a tiny amount of rice and lots of other ingredients. You can swap out any of the veg or omelette with your favourite fillings. You really can use anything! And finally, brush a little sesame oil or water on your knife before you slice the kimbap. It stops the rice sticking to the blade and keeps your kimbap looking pretty. A friend of mine who is a chef told me that secret!

Enjoy with a bowl of Korean Ramen or on their own in your bento lunchbox or on a picnic.

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VEGETARIAN KIMBAP (KOREAN SEAWEED RICE ROLL) - Gilded Gingerbread

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Delicious, gluten free, dairy free, vegetarian kimbap (Korean Seaweed Roll 야채 김밥). Fresh vegetables and omelette rolled up in a blanket of Korean rice and seaweed. A lovely, healthy lunch, picnic or party food. And my kids love it too! is a two word combination of and .

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https://play.kahoot.it/#/k/f90a9ec6-3452-4735-a4c9-e19db52d4b34

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DAY 4 - AMAZING ATTRACTIONS -TEACHER'S GUIDE

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DAY 4 - AMAZING ATTRACTIONS -TEACHER'S GUIDE

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Learning Objectives:

By the end of this unit, learners will be able:

a)       To name and describe famous attractions in the UK, South Korea, Tanzania and Malaysia

Duration: 2 hr 30 mins

Vocabulary:

Grammar: Modal verbs (can),  Verbs, Adjectives

Social/cultural values: To appreciate cultural diversity

Technology: Triptico, Edmodo

Creativity: Making a postcard

Resources: IWB/Whiteboard and markers pens, ipads/computers, flashcards

Dancing Dojo video/songs:

YouTube videos/Songs: “Fly to London”, Korean boyband videoclip

Teaching Method:

WARMER:

Dancing Dojo - 3 min

Dance with the Ls to one (or both) of the selected songs. You may also select your own songs, which are within the theme of this unit.

Chatterbox Challenge - 7 min

Ask Ls to choose an item from the “chatterbox” and discuss it with their partner/group for 4 mins. Elicit feedback from Ls and write down the answers on the board for the remaining 3 mins.

SESSION A: 45 min

ACTIVATE SCHEMATA:

Use Triptico to randomize groups (4 Ss per group).Ask Ls to name famous attractions/things (people/places etc) that they have in their country and what tourists like to see when they come and visit. Elicit feedback from Ls and write their answers on the board.

Pre-teach vocabulary – 3 mins

Introduce four main attractions in the UK, South Korea, Tanzania and Malaysia (without mentioning the countries). Use online pictures to show the attractions (Buckingham Palace, Kpop, Mount Kilimanjoro, Taman Negara/National Park). Drill the names and ensure that the Ls pronounce the words correctly.

Activity 1 – 4 min

Ask Ls to describe what they see in the online pictures and encourage them to use powerful adjectives while explaining them. Ask students to write down the adjectives in their activity book.

Video – 6 min

Play the clip of the Korean boyband and ask them to describe what they think of the video. Ask whether they have that kind of attraction in their country.

Activity 2 – 5 min

Give Ls flashcards of the 4 famous attraction pictures + names and name of countries + flags and ask students to guess and match each of the attractions to the correct country in pairs. Elicit feedback and correct the answer.

Video – 3 min

Pre video question: Ask Ls to watch and listen carefully to the video that will be played and look out for famous attractions that will be mentioned in the video.

Play the “Fly to London”video.

Activity 3 – 3 min

Ask Ls to look at the pictures from Activity 1 and discuss in groups what there is to see and what can be done there (e.g. Buckingham Palace – see the Queen, Mount Kilimanjoro – climb the mountain, etc.). Elicit feedback from the Ls.

Activity 4 – 8 min

Ask Ls to be in the same groups and assign them with 1 attraction from the 4 countries to each group. In their groups, instruct them to research on Google and find out more precise information about the attraction. Tell Ls to fill in the answers in the activity book. Check and correct the answers.

Game (Guess the Attraction!) – 10 min

Give Ls strips of paper with the names of the attractions to each group. Ask one student from each group to take one of the strips of paper without looking at it. Tell the students that they have to take turns and describe the attraction that they get without telling the other group members the name of it. The other group members have to guess the name of the attraction.

BREAK – 10 min

SESSION B: 45 min

Pre-teach vocab – 9 mins

Ask students what they can do abroad and elicit the verbs that they say.

E.g.: Q: What can you do when you travel abroad? A: You can ______. (verb)

Elicit answers and write down some of their responses on the board.

Activity 5 – 5 min

Ask Ls to match the verb to the correct picture in their activity book.

Game (Charades) – 10 min

In pairs, distribute flashcards to play Charades. Ask Ls to act out the picture on the flashcard and ask their partner to guess what the action (verb) is.

Activity 6 – 9 min

Call a L to come in front and do a demo of a roleplay.

Q: What can you see/do in your country?

A: In my country, there is/are _____ (name of attraction). You can _____ (what you can do/see - verbs).

With the same pair, ask Ls to do a role play of what there is to see in their country and their partner has to answer. Ask Ls to take turns with their partner.

Activity 7 – 12 min

Ask Ls to choose one of the 4 attractions from Activity 1 and write a postcard to their family or friend. Tell them to pretend that they are visiting the place and they should write a postcard to explain what attraction they are visiting and from which country +capital + weather etc. Encourage Ls to use exciting adjectives while writing in their postcards. Things they can include in the postcard:

-          What is the attraction?

-          Where is it?

-          What can you do there? (use verbs)

-          What is it like there? (explain using adjectives)

-          Etc

Portfolio Project Preparation – 20 min

In pairs, ask Ls to research, plan and prepare for their portfolio project. Ask Ls to fill in the Portfolio Project Plan (PPP) form in their activity book.

Self-Reflection – 10 min

Ask Ls to watch their Day 3 video journal which they have recorded and uploaded on Edmodo and ask them to fill in the self-evaluation form for Day 4 in their activity book.

COOLER:

Review – 7 min

Ask Ls to log in to the Kahoot! website and tell them to answer the end-of-unit quiz.

Dancing Dojo – 3 min

End the day with another fun dance. You may also use your own songs, which are within the theme of this unit.

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AUTHOR’S NOTE: (Teacher’s Book)

Thank you for choosing the “Chatterbox English Speaking Series.”

We hope that you will enjoy using this coursebook as much as we have enjoyed writing it! We designed this book in a way that can help your learners to progress and take control of their own learning in a fun, amusing and enjoyable way. We wish to foster your learners’ creativity and help them develop collaborative language learning skills in the most exciting manner! We aim to facilitate learners to develop their ability to listen and respond to different stimuli and their ability to speak in various social contexts both in and out of the classroom more confidently. Most importantly, it is hoped that your learners will feel more motivated to learn and speak English!

By the end of this program, we hope that you will be able to find your ultimate ‘Charming Chatterbox!’

Have fun! 😊

AUTHOR’S NOTE: (Student’s Book)

Thank you for choosing the “Chatterbox English Speaking Series.”

We hope that you will enjoy using this coursebook as much as we have enjoyed writing it! We designed this book in a way that can help you to progress and take control of your own learning in a fun, amusing and enjoyable way. We encourage you to plan, prepare and produce creative pieces of art in the most exciting way! We also aim for this speaking series coursebook to be able to help you speak in a range of social contexts more confidently and most importantly it is hoped that you will enjoy learning and speaking English!

By the end of this program, only one of you will hold the title of the ‘Charming Chatterbox!’

Aim for the stars and have fun! 😊

Blurb:

The “Chatterbox English Speaking Series” is a fun, innovative and comprehensive English speaking course designed to boost confidence and enhance speaking skills for 10 – 11 year olds!

This coursebook offers personalized, inspiring and authentic content that promotes motivation for language learning especially speaking. It provides plenty of opportunities for peer interaction and aims to give learners an enjoyable experience in learning English through fun-filled, meaningful and purposeful activities!

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https://play.kahoot.it/#/k/f131b765-5cf8-4f60-882e-d6782441d6bd

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TEACHER'S GUIDE - latest version 20.05.18

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TEACHER'S GUIDE - latest version 20.05.18

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to do:

-day 5
-assessment resources
-unit 1-5 summaries

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Chatterbox Learner's book (final draft - inshallah!) - 20.05.18 UPDATED

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Chatterbox Learner's book (final draft - inshallah!) - 20.05.18 UPDATED

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to do:
-the course outline grid
-the contents page
-(check the icons)

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change the old globe (boring) into this one (exciting)