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Telling stories has been a significant part of the fabric of my teaching for many years. It is more than a strategy to excite students into narrative, more than a form of communication or building relationships, more than a model for language development for monolingual and multilingual learners―story is what holds us together as human beings. All 13 lessons updated for 2018/19 for the CAMBRIDGE NATIONALS in CREATIVE iMEDIA R084 - Storytelling with a Comic Strip. FEATURES: ALL 13 Animating Lessons all ready to teach in POWERPOINT AND KEYNOTE!!! Nearly 1 hours worth of video covering all aspects of Comic Life and. Asset gathering.!
A shot list will allow you to start organizing your visual story. This process will require you to make make decisions. The organization of this detail is a crucial step in the process leading to production. Storytelling in the classroom involves teaching through narrative-style stories rather than telling (‘didactic learning’). Teachers can tell stories by reading books (see: Read Aloud strategy), turning a dry explanation into an allegorical story off the cuff, or bringing people into the classroom who have an engaging personal story to tell. The unit culminates with the Storytelling Festival. Parents and families are invited into the classroom, and each student commands the room with a story well-told. A numbert of them will subsequently develop a taste for attention and applause, but that’s show business.
The “Common EuropeanFramework of Reference for Languages: Learning, teaching, assessment” (CEF)(1) saw the light in its French and English versions in 2001, the European Yearof Languages. It was translated later into more than 20 languages.
The CEF describes in acomprehensive way what language learners have to learn to do in order to use alanguage for communication, and what knowledge and skills they have to developso as to be able to act effectively. It also defines levels of proficiencywhich allow learners’ progress to be measured at each stage of learning, and ona life-long basis.
Theapproach used in this document is an action based approach .Language use,embracing language learning, comprises the actions performed by persons who asindividuals and as social agents develop a range of competences, both general andin particular communicative languagecompetences. They draw on the competences at their disposal in various contexts under various conditions and under various constraints to engage in language activities involving language processes to produce and/orreceive texts in relation to themes in specific domains, activating those strategieswhich seem most appropriate for carrying out the tasks tobe accomplished. The monitoring of these actions by the participants leads tothe reinforcement or modification of their competences.
The CEF promotes the use of the language portfolio. What is theportfolio? This instrument is a way of recording the experience of learning alanguage. It has three main objectives:
a)to promote a life-long learning;
b)to give a control of the linguistic abilities that is recognizedinternationally;
c)to promote a socio-cultural conscience and a tolerant attitudetowards other cultures and languages
Each pupil will have his or her portfolio that will accompany himor her during the whole learning process.
The European Language Portfolio consists of three elements:
The Language Passport
It offers a general perspective of the linguistic abilities ofeach pupil in one or more languages. It includes the linguistic competence inthe four skills and it includes elements of self-evaluation and evaluation madeby the teacher, as well as any certificate the pupil has acquired during his orher learning process.
This instrument wants the pupil to evaluate the learning process.It also wants a reflection on it so that pupils can plan their future learning.It encourages pupils to think what they can do in the foreign language and itincludes information about the linguistic and cultural experience acquired inand outside the school. It finally pretends that the pupil recognizes that he orshe can understand and speak the foreign language.
The dossier contains the practical work that illustrates theachievements indicated in the language passport and linguistic biography.
Storytelling Unitms. Schrader's Teaching Portfolio Allocation
We have recently publishes a series for English for Primary (2)where we have tried to produce a practical version of the portfolio so thatteachers and pupils in Spain can use it without difficulty. We tried tofamiliarize them so they can use them in the future in Secondary Educationbecause we think that they will be a general tool in a couple of years. We alsothink it is an important tool for the secondary education teachers who willknow exactly what their students have done in the previous courses.
In our version of the portfolio we have included several elementswe think that are important for a primary school learner. First of all itincludes a proposal of the language that has been taught and learned. Thisproposal that the pupils have to tick comes in sentences that begin with “Iknow..” We also give them a record sheet where they can select the languagethe use more or they like most. Here we emphasize that the language they havelearnt is the language they can use.
There is a section where they can record the additional activitiesthey have done as well as the projects they have done with their teachers andexceed the English class.
Apart from thedifferent skills and linguistic abilities we have incorporated aself-evaluation sheet and a learning strategies record sheet that we includebelow:
Cisco anyconnect 4.5 download for mac. It is important theyoung learner has an opportunity to think about how the foreign language islearned.
Storytelling Unitms. Schrader's Teaching Portfolio Lesson
In general, we thinkthat this new approach to collecting data for teachers and learners willimprove the quality of the teaching and learning in all European countries.
(1)European Commission (2002), CommonEuropean Framework of Reference for Languages. Brussels
Storytelling Unitms. Schrader's Teaching Portfolios
(2)Bazo, Peñate et al (2005), CoolKids, Oxford University Press. Series for Primary Education.