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English for Communication

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Study and practice English listening, speaking, reading, and writing skills with a focus on listening and speaking for basic communication. regarding everyday-life situations, feeling and opinion expressions, role-play performance as well as basic grammatical structures and usage.

Learn how to talk about everyday-life situations, feeling and opinion expressions, role-play performance.Understand basic grammatical structures and the usage.

The course is for Elementary to Intermediate Levels.

English Course

Course Objectives

After completing through this course, students can be able to:

  1. introduce themselves and someone else to others;
  2. ask for and give directions accurately;
  3. describe the features of things, places, and people;
  4. ask for clarifications appropriately;
  5. make and respond to invitations and suggestions appropriately;
  6. express feelings as well as opinions towards the given situations;
  7. apply knowledge to advanced English courses or further study;
  8. use language expressions to deal with everyday situations;
  9. have positive attitudes towards learning English.

Teaching Methods are based on Teaching with Technology Approach

  1. PPT with introduction to the topic/ Lecture
  2. Group /pair/individual tasks
  3. Presentation and discussion
  4. Additional assignments and supplementary worksheets

Evaluation

1.1 Attendance and participation

1.2 Speaking test

1.3 Worksheets and assignments

1.4 Role-play

Final Interview / Spoken  Examination

Most of all, I want my students to experience some immediate success in conversation in English. Small, speedy success helps learners to communicate in their foreign language and also motivates the student to keep studying.

It is necessary because language learning is a long, difficult task that requires persistence.

An introduction to the values of being fluent in English.

Welcome to my new course

Improve speaking competence and English fluency. images

DESCRIPTION

This course is for Pre-Intermediate to Intermediate English Language Learners.

Expected results:

After completing this course, you will be able to:

  1. Improve speaking competence and English fluency
  2. Increase your communication efficiency
  3. Clarify and ask Questions politely
  4. Use strategies for making Small Talk effectively
  5. Use expressions for Problem Solving
  6. Get ready for a variety English speaking environments

Learning using traditional methods, memorizing single words and grammar rules should be avoided.

  • We will be practicing English through expressions, collocations, models, patterns, language chunks, phrasal verbs as well as idioms.

Music in English Teaching helps to get into the act of learning English in an enjoyable manner. Students are going to Learning English with the song’s lyrics.

Different strategies of storytelling and final discussion.

 

LEARNER TIME

1 hours per week in class, and an estimated 1 – 2 hours per week independently.

DISCUSSION

Share comments and questions with your friends and other Outschool users.

 

Halina’s Invitation

Welcome to Halina’s English Online ClassesEnglish_MY

Learn with top instructors from the best universities in Europe

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Halina’s English

 

Learning with a real teacher and a structured course helps you to stay motivated and disciplined

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Private 1 on 1 Skype lessons
Your teacher spends all his/her time on you and you do not have to wait on other students.

Your teacher will provide you with as many online learning materials as you want. You will get YouTube videos, audio files, interactive exercises, pdfs and printable documents.

About Halina’s Teaching

I am a passionate non- native English teacher. Teaching is a big part of my life. For that understanding, I am a lifelong   scholar.

I am in blended learning/ training and flipped classroom.

The traditional physical classroom settings for my lessons are not efficient enough.
In my view, technology gives us many new possibilities.

I prefer blended learning, which means, taking advantage of both, traditional f2f techniques and opportunities confronted by new technologies.

Moreover, thinking in a foreign language is exactly what I want my students to accomplish. I teach without a bridge language.

When I teach Polish, my foreigners and I have to speak only Polish, and my English classes are run entirely in English.

This means they are required to forget about native language and start speaking as well as thinking in a foreign language.

My students learn English in different contexts, mostly singing phrases, expressions, collocation, idioms, and phrasal verbs also telling stories. Moreover, I encourage them to talk to everybody, even to themselves in a foreign language. As a result of this, they can establish a set of compelling stories.

I correct only little mistakes.  I do not want them to stop talking. I also encourage my students to listen to songs, watch movies with subtitles in a language they learn, read a lot and so forth.

Moreover, I often use YouTube videos to improve student’s pronunciation, as well as, movies with English subtitles and of course songs.

I believe in using music in English teaching. My approach is that we do not speak the language, but we sing it.

English bears a unique melody, rhythm as well as intonation.

My students enjoy English lessons with me because they are never bored.2014_august

Blended Learning vs. Flipped Learning

 

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According to Horn and Staker, blended learning is:
“Any time a student learns, at least in part, at a supervised brick-and-mortar location away from home and, at least in part, through online delivery with some element of student control over time, place, path, and pace. The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.”
The most significant piece of the definition is the “element of student control” highlighting the flowing instructional models to enable improved student-centered learning, giving students greater than before control over the time, place, path, and the step of their learning tracks.
Blended learning offers a balanced approach, focused on redesigning instructional models first, then applying technology, not as the driver, but as the supporter, for high-quality learning experiences that allow a teacher to personalize and make the most of the learning.
The technology helps to supply instructors with data, expand student choices for educational resources and learning materials, and deliver opportunities for students to practice and to exhibit the high-character performance.
Broadly speaking, I am for blended learning, which means taking advantage of both traditional f2f techniques and possibilities presented by new technologies.
Flipped Classrooms provide pre-recorded material (video or audio) followed by classroom activities. Learners watch the video before or after the class; this happens outside F2F meetings. Thank’s to that class time can be used for interaction, such as Q@A sessions, discussions, exercises other learning activities.
This is the unadulterated room to “invert” doings in the class with activities outside the instruction distance.
Flipping is not just about video and technology.
Moreover, technology does not replace good teaching. It enhances good education.
Flipping helps us to get the best use of class time. It is a methodology that allows the teacher to involve students intensely in the collaborative community and develop a shared problem-solving workshop.
My students very frequently have to find some info, primarily online, and in class, they present materials on a particular subject. We use it as a base for richer analysis and activities.
Sometimes, instead of giving lectures, I call for learners to watch chosen PPT, videos or podcasts at home, hence when we meet in the course of study, we can concentrate on the debate, as well as interpretation of the problem.
In my point of view, there are some significant ways to involve students during a lecture such as small demonstrations, surveyed by group debate as well as PPT lecture, followed by expounding, discussing and particularizing the material.
I am convinced that dialogue is necessary for my Polish History and Culture lectures. I take advantage of novel methods to build up active learning skills and to encourage students toward further education, or else to mature students’ thinking skills. For most of my learners, the techniques I use are fresh. They come to study in Poland from all the Globe, and the majority of them are not used to blended learning as well as flipped classes.
They have to be talked into active learning and taking the responsibility of their own knowledge. My role as a teacher is to be a learning coach, mentor and a source of support as well as inspiration.
Flipping provides students opportunities such as; interactive questioning, mind exploration, answer “why this is important for me to recognize this?” and student-created content.
During my language classes, I also use flipped methods because I believe in learning by researching as well as having fun while studying.
• Clayton Christensen Institute: What Is Blended Learning?
• Report: iNACOL Blended Learning Teacher Competency Framework
• Report: Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education
• Report: Maximizing Competency Education and Blended Learning: Insights from Experts
• Wolff, Lutz-Christian, and Jenny Chan. “Defining Flipped Classrooms. “Flipped Classrooms for Legal Education. Springer Singapore, 2016. 9-13.
o http://www.inacol.org/news/what-is-blended-learning/
o http://www.christenseninstitute.org/blended-learning/

How can I motivate unmotivated students?

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“Learning without thinking is labor lost; thinking without learning is dangerous.”
– Chinese proverb.

Developing Effective Communication | Skills You Need http://html5shim.googlecode.com/svn/trunk/html5.js

Empathize

Empathy is trying to see things from the point-of-view of others. When communicating with others, try not to be judgemental or biased by preconceived ideas or beliefs – instead view situations and responses from the other person’s perspective.  Stay in tune with your own emotions to help enable you to understand the emotions of others.

If appropriate, offer your personal viewpoint clearly and honestly to avoid confusion.  Bear in mind that some subjects might be taboo or too emotionally stressful for others to discuss.

Encourage

Offer words and actions of encouragement, as well as praise, to others. Make other people feel welcome, wanted, valued and appreciated in your communications. If you let others know that they are valued, they are much more likely to give you their best.  Try to ensure that everyone involved in an interaction or communication is included through effective body language and the use of open questions.

Find more at: http://www.skillsyouneed.com/ips/improving-communication.html#ixzz4KOhLw7BG

Oxford University Press

IGS-00181940-001Ken Wilson is the author of Smart Choice and in all has written more than 30 ELT titles. We asked teachers from around the world who have been using Smart Choice what one question they would like to ask Ken. He will answer three of these questions in a series of video blogs this month.

For both teachers and students, a very large class can be difficult in terms of motivation and in terms of multi-level instruction. In this video blog Ken will answer two questions to overcome these challenges: “How can I motivate unmotivated students?” and “how can we adapt Smart Choice for different class sizes and classes with students of varying levels?”

Ken suggests techniques to increase student curiosity in class in order to engage learners with simple tasks, such as reading a text. He explains how teachers can devolve student responsibility to empower higher-level students to help…

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