In the first article we discussed what gamification is and why it can help English teachers to motivate millennial teens to work hard at English lessons.
We started our introduction of gamification with the basics — PBL, which stand for points, badges and leaderboard. In the first article we talked in detail why points are better than school marks and how to build a leaderboard which will motivate not only the top students, but also those at the bottom. And we said a few words about narrative which should be added to any PBL framework to give epic meaning to the lessons and not to turn gamification into a meaningless points accumulation.
В своей статье два учителя-практика делятся опытом подготовки и проведения бинарного урока. В качестве примера взят урок в 6 классе по теме «Стоит ли бояться привидений, или Урок доброты» по рассказу О.Уальда «Кентервильское привидение». На уроке отчетливо прослеживается интеграция литературы, английского языка, мировой художественной культуры, страноведения.
Practical Extensive Reading
Ed. Kate Cory-Wright
Fostering a love of reading in our students is a goal that many language teachers share. We know the lifelong benefits of loving books, especially as many of us learned English - or another language – through reading. The challenge is: how to help our students become lifelong readers?
During the month of March 2017 a group of EFL/ESL teachers participated in a one-month online course on Extensive Reading (ER). The course was delivered by Kate Cory-Wright and hosted by the International Teacher Development Institute (iTDi). Each week we attended a webinar, completed tasks, and took part in online discussions about Extensive Reading
The course participants were qualified educators, each with at least 10 years’ experience of teaching plus a higher education degree or a Masters. Participants included a broad spectrum of experience, too, ranging from teaching young learners and teenagers to college students and adults. Last but not least, the course was enhanced by a variety of cultural backgrounds, owing to the locations the participants work: Brazil, Bulgaria, Ecuador, Greece, India, Iran, USA, and Vietnam (See “About the Authors” for more information). In summary, it was a lively course, with plenty of active participation.