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    TIN MỚI CẬP NHẬT

    Luyện thi FCE, speaking online

    Free Practice Tests for learners of English
    The following practice tests are at B2 level: The ability to express oneself in a limited way in familiar situations and to deal in a general way with nonroutine information.All practice tests at this level
    About FCE Reading 1 Reading 2 Reading 3
    Use of English 1: Use of English 2 Use of English 3 Use of English 4
    Listening 1 Listening 2 Listening 3 Listening 4
    writing 1 writing 2. Grammar test FEC Listening test

    Chào mừng quý vị đến với website của Phan Thanh Tân

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    Nếu đã đăng ký rồi, quý vị có thể đăng nhập ở ngay phía bên trái.

    Learner Centredness

    Nhấn vào đây để tải về
    Báo tài liệu có sai sót
    Nhắn tin cho tác giả
    (Tài liệu chưa được thẩm định)
    Nguồn:
    Người gửi: Phan Thanh Tân (trang riêng)
    Ngày gửi: 21h:14' 16-04-2011
    Dung lượng: 1.7 MB
    Số lượt tải: 1
    Số lượt thích: 0 người
    What makes an EFL/ESL program learner-centred?
    Edizon ‘Ed’ Angeles Fermin
    Miriam College High School
    Quezon City, Philippines
    efermin@mc.edu.ph
    SHIFTING PARADIGMS
    PRACTICE
    PRINCIPLES
    THEORY
    ESL/EFL PROGRAMS
    SHIFTING PARADIGMS
    PRACTICE
    PATTERNS
    PRINCIPLED THEORIES
    ESL/EFL PROGRAMS
    WORKING BACKWARDS TOGETHER
    Episode 1: The Image of Outer Space
    Episode 2: The Space Teams
    Episode 3: The Magic Space Carpet Ride
    Episode 4: The Space Journey
    The Image of Outer Space
    In pairs: What is your idea of outer space? How does it look like? (2 minutes)
    Listen very carefully twice.
    What words or phrases were used to describe outer space?
    Can you imagine how it is like to travel in outer space?
    Beyond the earth’s surface is a vast region where stars of various shapes and sizes create dazzling and shimmering streaks of light. This is where millions and millions of heavenly bodies rotate in distinct orderliness. This is where galaxies are formed like huge nests made of colorful layers of gas and other substances. Its infiniteness makes you feel cold, alone, and even scared, especially when you witness explosions and collisions that bring about thick clouds of dust and unimaginable chaos. You feel uncertain if you could survive in such incalculable space where both peace and confusion seem to happily coexist.
    The Space Teams
    Form 6 teams with five members each.
    Captain:
    leads the team in navigating through the activity
    Co-Captain:
    takes care of the materials
    Space Scribe:
    records team’s responses
    Timekeeper:
    alarms team regarding use of time
    Space Marshall:
    observes team behavior
    The Magic Space Carpet Ride
    Open the mission envelope.
    Each must have a yellow and blue sheet.
    You have 10 minutes for the task given in the yellow sheet.
    Each team will be given a minute to demonstrate the output for the yellow sheet.

    How would you like your performance to be assessed?
    The Space Journey
    Complete the blue form in 5 minutes.
    Discuss and write about your team’s insights in 10 minutes.
    Present the written output to the class.

    What do the episodes tell us?
    Describe the teacher-student relationship.
    What can be said about the lesson content and the tasks that articulated it?
    Were learning responsibilities shared and owned healthily?
    What forms of assessment were used?
    What aspects of learning were assessed?
    The 5 M’s of ELT (Fermin, 2004)
    Learner-centredness in ELT today
    Reconceptualising ELT
    Nature of knowledge and relations
    Reconceptualising ELT
    Language, communication, and content
    Reconceptualising ELT
    Learning and teaching processes
    Reconceptualising ELT
    Responsibility and assessment
    Reconceptualising ELT
    Learning outcomes
    ESL/EFL PROGRAMS BEFORE
    TEACHER
    PROGRAMS
    LEARNER
    ESL/EFL PROGRAMS BEFORE
    PROGRAMS
    TEACHER
    LEARNER
    LEARNER
    PROGRAMS
    TEACHER
    ESL/EFL PROGRAMS TODAY
    THE
    EDUCATOR`S
    PLEDGE
    I accept not only the responsibility to instruct my students, but also the responsibility
    to take advantage of the opportunity to stimulate and excite young people educationally.
    I accept the responsibility to encourage my students to believe in themselves, and I will do this by helping them to develop specific awareness of the power that each one of them possesses to determine their own destiny.
    I will challenge my students
    to reach just beyond that point
    where they are comfortable,
    so they will discover
    that their own perceptions
    of their potential
    are not their true limits.

    I will take advantage
    of the opportunity
    to guide my students to a concrete understanding of their own abilities:
    to question, rather than to just accept
    what they are told,

    to seek answers,
    when there are no simple solutions,

    to seek to understand,
    when true understanding requires
    grappling and wrestling
    with difficult concepts and ideas,

    to reason, using their own minds
    as sources of original thought,
    and to become contributors to,
    rather than just partakers of,
    the well being
    of the world in which they live.

    My educational goal is the empowerment of my students.
    Thank you for your
    active participation!
    What makes an EFL/ESL program learner-centred?
    Edizon ‘Ed’ Angeles Fermin
    Miriam College High School
    Quezon City, Philippines
    efermin@mc.edu.ph
     
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