FORUM FOR ENGLISH LANGUAGE TEACHERS-FELT

My Digital Lesson (Snakes in India) Telecasted in MANA TV

vinaydharraju@gmail.com (vinayadharraju) — Wed, 1 Feb 2017 17:40:00 -0800

Telangana State Mana TV Digital Lessons Schedule

vinaydharraju@gmail.com (vinayadharraju) — Fri, 2 Dec 2016 06:26:00 -0800

Incorporating Authentic Materials and Technology in ESL Class

vinaydharraju@gmail.com (vinayadharraju) — Sat, 10 Sep 2016 07:53:00 -0700

Task objectives. For this task, you will:

· Design and articulate a lesson plan that incorporates a new authentic material OR technology you wish to introduce in your class.

· Write a goal and objectives for the lesson.

· Explain why you wish to incorporate this element in your class.

· Explain each step you will take or have students take in class.

· Explain how the final student action(s) will help achieve the lesson objectives.

· Reflect on and explain how this task contributed to your professional learning and growth

PART I: CLASS DESCRIPTION

Name of course:	Role of Authentic materials and technology integration in ESL class room
Purpose of course:	To make them aware of authentic materials and how they can be used to understand the real use of language outside the class room in the form of graphs and reports. This lesson also include study skills and reference skills to make the learner autonomous user of a language.
Number of students:	25
Student ages:	14 to 16
Language level:	intermediate

PART II: GOALS AND OBJECTIVES

In the table below, write your lesson goal (the overall purpose of this lesson). This
should be short and general.

Then write your lesson objectives. Your objectives MUST be observable and measurable, begin with a verb, and contribute to achieving the goal.

Lesson Goal(write only one)	Lesson Objectives (must be observable and measurable) Goal: After attending this class students will interpret the given graphs and use of authentic materials to create a report for presentation
	1)Students will interpret the given graph and make some notes

	2)Students will write a report based on the notes they prepared collaboratively

	3) Students will evaluate their peers based on given template/check list

PART III: IDEA PURPOSE AND SOURCE

One requirement of this assignment is that you incorporate a new idea you learned from this class (the discussions, articles, resources/links). State the new idea you are incorporating in this lesson plan and explain why you wish to introduce it.

1) What kind of activity are you introducing?	1) Check ONE type only.(It include both authentic materials and technology tools so I checked both the options) ü Authentic Materials activity Please include a link or attachment of the authentic material. *http://www.mapsofindia.com/parliamentaryconstituencies/andhrapradesh/general-election-results.html* *http://www.mapsofindia.com/parliamentaryconstituencies/results.html* Technology activities. Google forms to create online check list Email services
2) What is the new idea?	2) Use of graphs (Authentic materials) to write a report
3) Why do you wish to use this new idea/ activity?	3) Reading graphs and writing report help the students to learn the use of language in real context or links class room learning with the real world experience.
4) Where did you get the new idea? (Give the resource link and/or name of the article. If the idea was shared by a participant in the course or the instructor, include the person’s name.)	I practiced this idea during some of my teacher training sessions to teach them use of Authentic materials and in my class room teaching to make my students to write a report on results of general elections in our country. Shaping the way we tech course I & II from Coursera

PART IV: LESSON PROCEDURE

The lesson procedure must be written step-by-step and detailed enough so that another teacher can do the lesson easily.

Note: The lesson procedure is divided into three sections:

· Introduction/Warm-up: include any activities that are a review of a previous lesson or preparation for the main lesson.

· Body: should include all the activities for the main lesson.

· Conclusion/Wrap up: includes any repeat, review or wrap up of the main lesson or activity that brings closure to the lesson in preparation for the end of class or movement to the next part of the lesson.

Use the table below for your lesson procedure. Add any additional rows as needed or delete if not needed.

Teacher action	Student action	Materials/equipment needed	Time needed
*Introduction/Warm up*
1) Teacher distribute a paper written some years like 2000, 2001 etc ask them to think of its important in their life. (What happened in their life during that time? Achievements and success stories etc. )	Student will think of its importance and explain it to the class. Ex: I got a promotion in the year 2002 it is a lucky year for me.	Piece of paper written with 2001,20002,2003……	5 minutes
*Body*
1) Please go to the teacher’s table/use internet link and find a graph you would like to write about.	Look at the newspapers/internet link and decide on a graph to write about	Resource -1 Resource - 2	10 Minutes
2) After students return to their seats: You can write a description of the graph, Use your imagination to read the data given in the graph and refer the link given	Begin to write/brainstorm, with graph before they refer the given link	*Writing reports using graphs*
3) Let’s get started! You can write as much as you like in any order. Just get some ideas down. Let’s brainstorm Then circulates to each student pair to ask if they need help, check what they are writing, and encourage them to just write phrases or ideas to begin with; helps with vocabulary words needed	Begin to write/brainstorm, with graph after referring the link.		15 mints
4) OK, let’s stop for a moment and share what we have written Circulates as students share in pairs; discusses their ideas and encourages them to speak in English to their partner	Stop work and talk to neighbors. Use the checklist to introspect your writing.	.Check-list	10 minutes
5) Calls on several students to talk about their ideas. Encourages them to use English as much as possible to express themselves	Report back individually when called upon by the teacher. The partner may mention what was discussed in pair work		10 minutes
*Conclusion/Wrap Up*
1) Makes notes on topics and comments from students and their partners for evaluation and to decide who will need further help	Refer the links and discuss. Prepare final draft for presentation Asks partner if they have anything more to add about their partner’s idea	link(4) Basics of report writing	15 minutes
Monitors and concludes	Present it to the class		5 minutes
Home work: Ask the students to revise their final draft and send to him with in specified time for grading	They revise the written draft at home and send to their teacher through email for grading.

PART V: STUDENT ACCOUNTABILITY

A. How will students be accountable for what they do in this lesson?

Please check any and all that apply. If none of them are applicable, check “other” and please describe what the students will do.

______ Write a summary and turn it in.

ü Report back to the whole class.

______ Complete a handout (e.g. CLOZE activity, fill-in-the-blank, etc.).

ü Complete a check list for self assessment

ü Collaboratively write a report or summary and submit.

ü Collaboratively write a report

_____ Write answers/responses to questions.

______ Draw a picture.

______ Take a quiz.

______ Post to a class blog or social networking site.

______ Create a podcast.

ü Send teacher or students an email or text.

ü Take an online check list.

______Other? Please describe:

B. Describe more specifically how and for what part(s) of the lesson the students will do the above the task(s).

Students work together to read the given graph and interpret the data, which in turn help them to write the outline of the information they get from the graph, based on that information they write their first draft and go for check list so that they can revise their first draft and prepare final draft, present it to the class.

C. Describe how the actions in Parts A and B above will help achieve the lesson objectives.

Part A helps to work (Actions) together to achieve the said objectives and goal.

Part B helps or provides evidences of their collaborative work otherwise, it helps to understand what we imagine (Goals and Objective) and what we do (action plan i.e. Part A)

PART VI: SELF-ASSESSMENT (to be completed after you receive peer feedback and revise your task) Please answer each question in 100 words or less.

1. What aspect of this task was the most challenging to you? What did you learn from that challenge?	Selection of authentic materials i.e. graphs and linking the lesson with technology tools like Google forms and web links and creation of check lists. I learned how to use graphs in my class room to make my students more interesting. Technology integration also helpful to make my class more effective so that students learn the new things on their own by referring the web links.
2. What was the most useful feedback you received? How did it help improve your task?	The most useful feedback I got from my peers is as follows: Ø I made some changes to warm up activity based on peer feedback. Ø Some links provided in the lesson are not working now they are working properly. Ø Changed the title of my course. Ø Added a resource link. Ø Checked the resource links whether they are working or not
3. What is the strongest aspect of your work here? Why?	Use of graphs in class room: why? Graphs are authentic materials, they provide real use of language outside the class room, and they are of more interesting in the form of lines and boxes charts etc Supports the students to develop the study skills and reference skills also. Use Google forms to create check lists: Google forms provide an opportunity for the students to send their responses individually, it is helpful for the teacher to assess the students understanding and also evidences of their work.
4. What would you change if you had more time? Why?	If I have more time I would prefer to Ø Add a graphic organizer to check their understanding. Ø Add some more items in the given check list. Ø Add evaluation form (Google form) and online quiz to grade their understanding.

Ø They can preserve their final draft in their portfolio.

Ø Keep print out of all the resources, check list etc

Teaching Grammar Using Newspaper (Communicative Grammar Teaching)

vinaydharraju@gmail.com (vinayadharraju) — Sat, 20 Feb 2016 21:37:00 -0800

Newspaper Activity

TOPIC: Newspaper making	LEVEL: secondary	Time: One month
Target language (grammar and vocabulary):	Understanding the Grammar Beyond the News Headlines
Skill in focus:	Writing_ News Report
Secondary skill focus:	Speaking- Presentation
Lesson objectives :	1. By the end of the project students understand Grammar rules focused in New Headlines and are able to write the news headlines. 2. By the end of the project students comprehend the layout and design of newspapers and able to make a newspaper of their own.

Preliminary considerations:

What vocabulary/grammar/information/skills do your students already know in relation to today’s lesson?

• Ss will already have studied and be familiar with the following:

· Design and layout of news reports

· Poster or advertisement making skill

• Ss will have recently reviewed how the news paper and its items are organized and presented to readers.

S.No	Rule to be Observed	Examples	Identifies similar news heading
1	Use present simple tense for past events	1.Parliament confirms new stray dog policy 2.Lion escapes zoo
2	Leave out auxiliary verbs	1. Temperatures rising as climate changes (temperatures are rising)
3	Use infinitives for future events	1 Parliament to decide new policy tomorrow 2. President to visit France for further talks.
4	Leave out articles (a, an, the)	1.Prime Minister hikes Alps for charity (The Prime Minister hiked the Alps) 2.Man releases rabid dog in park (A man released a rabid dog in a park)
5	Leave out “to say”	Mr. Jones: “They’re not taking my house!”
6	Replace conjunctions with punctuation	1.Police arrest serial killer – close case on abductions 2.Fire in bakery: hundreds dead
7	Use figures for numbers	1.9 dead in glue catastrophe 2.7 days to Christmas – shoppers go mad

I have given an old news papers to every group and ask them to prepare news of their own based on activities in their village or school.

I selected this activity because it provides an opportunity for the students to explore the following:

Ø Identifies how the news is organized in a newspaper.

Ø Checks the lay-out of newspaper.

Ø How news in reported i.e. news reporting.

Ø Checks the advertisements

Ø Observes the different news heading.

Ø Content relevant images

Ø Observers the cartoons.

Ø Observes the T.V guides

Ø Entertainment pages

Ø Reads the stories

Ø Solves the puzzles.

Ø Observes the lay-out of each page.

And many more………….

Pre Task: Conducted a brainstorming activity to observe the newspaper and its components, lay-out and design.

Language focus: Look out the news headlines they are incomplete sentences full of action words without helping verbs

Ask the students to select each one a page and observe the components of the page so that the task can be completed collaboratively.

Complete the following Table (Grammar beyond News headings) observing the news paper given to you: Presentation (Grammar focus)

During Task:

Practice :( Grammar focus)

Ask the students to make full length sentences of news headlines with in group.

Production: (Grammar focus-Table supports to finish this activity)

They exchange their news headings with other group (full length sentences) and prepare news heading

Every student in the group should complete one activity all together they have to complete one page; their page must include the following items:

Ø Lay-out (student-1)

Ø Design ( student-2)

Ø 3 or 4 news items ( each student in group completes one news item)

Ø One advertisement (student-3)

Peer Assessment:

They assess their peers work based on the following rubrics:

Rubrics for News paper Preparation:

Contents of Newspaper	A	B	C
Color and Patterns	Enhance readability	Support the readability	Detract from readability
Lay-out	Creativity enhances the information	Balanced and adequate white spaces	Not balanced and inadequate white spaces
Graphics and Photos	All graphics are engaging and enhancing the text	Graphics enhance the text	Graphics don’t enhance the text
Titles and sub titles	All text is clear and readable	All text is clear and readable change in size and color enhances the understanding	Frequent change in size and color distracts the understanding
Writing	Well written organized, clear and easy to follow	Adequately organized and easy to follow	Poorly written, not clear and hard to understand
Quality of Information	Description is clear and concise	Description is mostly clear and could be little more concise.	Description in unclear, incomplete and not concise
Grammar (News headlines) Check the following	if it is 100% Put trick mark	If it 50%	If it is 25%
Use present simple tense for past events
Leave out auxiliary verbs
Use infinitives for future events
Leave out articles (a, an, the)
Leave out “to say”
Replace conjunctions with punctuation
Use figures for numbers

Language focus:

Collect the entire news heading and write them on small slips

Pass out one of the headlines to each student. Give them a few minutes to think about the meaning of each headline.
Ask students to read their headlines aloud and give an explanation of what they think the article in question concerns.
As a class, brainstorm on possible structural meanings behind the "strange" grammar found in headlines

Post Task: After completing the task they have to go for presentation as it should be presented like news reporting in T.V channel.

They should begin like, this is vinay from BBC today’s headlines are……………..

It works well because students are aware of the grammar behind the news headlines with the help of table supplied and they are able to use them in their own news heading and found the real use of language in social context, got an experience of writing newspaper reports, putting proper headings, organization of information, designing of paper and its lay-out etc.

Moodle MOOC-7 Reflections and E-Portfolio

vinaydharraju@gmail.com (vinayadharraju) — Sat, 5 Dec 2015 00:36:00 -0800

MOODLE MOOC-7 Reflections and E-Portfolio

WEEK-I

Opening Ceremony:

Learnt the following things:

How to navigate through the Moodle site.
How to login to the Moodle site.
What are the different role that we are going play during the course.
Understanding the Block on left and right.
Information about Badges that we are going to get during the course.
Got the information about weekly tasks
Giveaways information.
Use of check boxes.
Discussion forums.
How to use the support form to get information.
Updating our profile.
Use of Podle tool to introduce ourselves.

In 1st week we learnt what is Moodle by discussing in a forum, really it's a fun to chat with the people all around the world and understanding each other by sharing knowledge.

WEEK-II

In 2nd week we learnt how to add resources using Moodle and Teaching Practice Area(TPA)

and presented using screencasting tools like Jing, Movenote etc. I used Jing to prepare my presentation. Here is the link to my presentation using Jing .

Tools I used here is Jing and Screencast-o-matic .

Webinar:Moodle Activities and Plugins by Dr. Nellie Deutsch.

WEEK-III

Adding Activities in Moodle:

Story Board Webinar:

Adding Blocks and Plugins in Moodle:

WEEK-IV

Online Assessment webinar by Mignon Smith

1. Did you connect with the other attendees and/or the speaker? If so, how?

No I watched its recorded version

2. What questions came up during the event? List them.

Online Assessment Webinar:

1. Are your practicing Continuous assessment?

3. How has done a course on online assessment?

4. Anybody say what’s happening here?

5. Did you beg? Nille’s questions

6. How did the content relate to you as a teacher and/or learner or individual?

The content of the webinar is so useful for me to create online test using Moodle, Particularly Multiple choice questions.

7. What were some of the thoughts that went through your mind during the event?

I like the statement “I didn’t want to test them actually I want to help them during online assessment webinar.

I like the student’s response that I don’t need to write on paper.

8. How did you feel during the event? If you felt good, what made you feel good? If you felt discomfort, what made you feel discomfort?

I feel good throughout the session because it helped me a lot, I have made a course with the help of Moodle but not able to teach, this session is going to act as a inspiration for do the same as a project in my school.

9. What challenges might you encounter in implementing some of the ideas?

· Use of Technology

· Lack of resources

· Internet

· Motivating the school management etc

10. What steps can you take to resolve challenges?

· Convince the management

· Try to find out the sponsors to sort out the technology problems.

11. What would you like to do in the future as a result of what you heard, read, saw in the event?

Try the similar project in future.

12. Write a question or 2 that you would like to research (look into) as a result of the event.

How the moodle would helps to make the learning more effective?

Is there any influence of technology in language learning?

Closing Ceremony:

This webinar focused on use of MOODLE, the following issues are described here;

What do Moodle allow the users:

It allows to user to use as a course creating tool.
It allows the user to use as Learning Management system.
It allows the personalised learning.
It allows to use Audio and Video files.
It allows to use documents to upload
It allows the user to use no of plugins as add ons...
It allows the learners/ teachers to use no of tools to conduct webinars.
It allows the learners to use help each other.
It allows the learners to ask questions.
It allows the learners to avoid the classrooms.
It allows the teachers/learners could be anywhere.....
You don't have use pencil and pen.
It allows the students to work in groups
It allows the learner to work alone......
It allows the learner to get information using internet.
It allows the learners to collaborate projects
It allows the learners to work from anywhere and all the time

I am not able to watch all the webinars, but I am sure that I will watch them soon, I learnt a lot about Moodle and its use in class room, I like engaging features of Moodle particularly activities like online quizzes, external tools and plugins....... what not!!! everything.

New Hand Book Class VI to X for Vidya Volunteers

vinaydharraju@gmail.com (vinayadharraju) — Mon, 19 Oct 2015 19:59:00 -0700

Assessment Indicators for Creative Writing - Discourses Major discourses - Group A

vinaydharraju@gmail.com (vinayadharraju) — Sun, 11 Oct 2015 10:00:00 -0700

90 Project Ideas to Use in ESL Class-Room

vinaydharraju@gmail.com (vinayadharraju) — Sun, 26 Jul 2015 22:16:00 -0700

List of 90 Project Ideas to be Used in ESL Class-Room:

1. Role-Play:Students rewrite the ending to a story or movie and perform it as a role-play.

2. Teacher-for-the-day: Students prepare and lead a grammar or vocabulary activity or game for the rest of the class.

3. Advertisements: create an advertising campaign to sell a product. The product can be real or imaginary. Try using this to teach persuasion, as an assignment for speech class, or to reinforce skills learned in a consumer class.

4. Album Covers: create artwork for an album. The album may be connected to a skill (such a multiplication) and should demonstrate or explain how that skill is used. Or the album cover may be connected to a novel and the art work might present a relevant theme in the story. Another use would be to have students create natural disaster album covers in a science class where the cover would depict and explain the event.

5. Autobiographies: write the story of your life. This assignment may help you teach autobiography or reinforce a broad range of writing skills.

6. Awards: create awards to present to historical figures, scientists, mathematicians, authors, or characters from a novel.

7. Banners: create an informational banner. Students could create time lines of the American civil war or the Spanish alphabet.

8. Bar Graphs: create illustrated bar graphs. These may be used to explore data sets, use statistics to support a point, or illustrate a growth or change in a market.

9. Biographies: write the life story of someone else. It could be a friend, family member, historical figure, or a fictional character.

10. Blogs: create blogs for literary characters or historical figures. Create an actual blog for free at blogger.com or just have students write and organize articles on white printer paper if the internet is not available.

11. Blueprints: create blueprints or floor plans of a scene described in a novel, an historic setting, or an earthquake proof bridge or structure.

12. Boardgames: create boardgames where students review course concepts. Game play should be based around answering review questions correctly.

13. Book Clubs: Students read either novels or selections from the text book and discuss the readings in small groups. Students might be required to take notes about the discussion or provide an audio recording of the discussion as the artifact to be evaluated. Students might also create discussion questions beforehand and have these approved by the instructor. This activity may be applied to reading selections in any subject.

14. Booklets: create an informational booklet. In the past I’ve had students create booklets showing comma rules, narrator’s perspective, genre, figurative language, and more. Booklets can be applied to almost any unit of study and all they require to make are some blank white printer paper folded in half, one of my favorites.

15. Bookmarks: create illustrated bookmarks with relevant information. A bookmark might summarize previous chapters or contain the definitions of challenging vocabulary words.

16. Brochures: brochures can be made as either tri-fold or bi-folds. Students can create informational brochure’s about geographic locations, a story’s setting, or a natural event such as how a tidal wave is formed or how the food chain works.

17. Calendars: create a calendar charting the dates of key events. This can be applied to an historical event (like a famous battle), a scientific event (such a the path of Hurricane Katrina), or the sequence of events in story.

18. Casting Calls: select people (fictional, famous, or otherwise) to play the role in a movie version of story or historic event. Explain which character traits were considered in each selection.

19. Cheers: create a cheer explaining a scientific or mathematical process. Alternately, a cheer could summarize the events of a novel or an historic episode.

20. Classified Ads: create classified type ads as seen in newspapers. It could be a wanted ad or a M4F type ad depending on the age of your students. Update the concept and have students create Craigslist ads or Ebay listings. Example applications include covering vocabulary words, introducing multiple characters in a drama, examining figures in an historical event, or studying endangered and extinct plants and animals.

21. Coat of Arms: create a family coat of arms for a character from a novel or a person from history. A good activity for teaching symbolism.

22. Collages: create a collage or collection of images related to a topic. Images can be hand drawn, printed, or clipped from a magazine or newspaper. These work best with large thematic ideas that give students the ability to maneuver, like a collage representing slavery, the 1920s, or an entire story.

23. Comic Strips or Books: create an illustrated comic strip or book representing events from history or a work of fiction.

24. Crossword Puzzles: create a crossword puzzle to review definitions of challenging vocabulary words. Great for science, social studies, reading, and even math terms.

25. Diary Entries: create a diary entries for a person from history or a fictional character who experienced an historic event. Can also be applied to characters in a story or survivors of a disaster.

26. Dramas: create a play. Students might adapt an existing story or create original works and plays can be centered around any event in history.

27. Editorials: provide an opinion about a hot topic in history or science. Should the space program be reduced? Is US military intervention in current conflicts appropriate? Is global warming a concern?

28. Fables: create fables that teach a lesson. Students may create illustrated story boards of their original fables or even dramatic adaptations which they then perform. A good character building activity.

29. Flags: create a flag representing either an actual county (like Libya) or fictitious place (like Narnia). This project should be accompanied by a brief report explaining what ideas the colors and images on the flags represent.

30. Flash Cards: create cards helpful for study and review. Flash cards can be created for any subject and topic.

31. Flowcharts: students create flowcharts analyzing and representing a mathematical process, a natural event, or an event in history or literature.

32. Glossaries: If students need to understand a large array of vocabulary words, consider having them construct glossaries to help them study and review.

33. Hieroglyphics: create pictures that represent vocabulary words. Alternately, students could retell the events of a story or historical episode in simple pictures.

34. ID Badges: create identification cards for characters from a work of literature or for people involved in an historical event. Include relevant details on the badges.

35. Illustrated Quotes: Have students choose a meaningful quote from a text that they are reading. They should explain why the quote interests them and then write the quote on a blank sheet of paper and draw related images.

36. Instructions: write instructions on how to perform an operation or experiment, diagram a sentence, or start a World War.

37. Inventions: create and illustrate your new invention that address a problem in nature or society. Address environmental or sociological issues.

38. Limericks: write limericks about events from history or scientific discoveries such as, “There once was a man named Sir Newton…”

39. Magazines: create magazines covering large units of study such as the Industrial Revolution or Darwin’s Theory of Evolution, that way many articles can be written. Images may also be drawn or printed and added to the publication.

40. Maps: create maps based on actual geographic or national boundaries and landmarks or maps illustrating the setting of a story and the journey of a character.

41. Merit Badges: create vocabulary merit badges where the term is defined in three or fewer words and a small image is drawn to represent the definition.

42. Movie Adaptations: plan a movie version of a novel, scientific discovery, or historical event. Pick who will play what role, plan scenes, write dialog, even create a soundtrack.

43. Murals: create a mural or a large drawing of many images related to a larger idea. A mural about the Harlem Renaissance might contain images of Langston Hughes,Â Countee Cullen, and W.E.B. DuBois.

44. Myths: write creation myths to account for scientific or historic events or for a creative writing assignment.

45. Newscasts: deliver important information from literature, history, science, or math in the form of a newscast. Newscast can be prerecorded or presented live.

46. Pen-pals: write letters to and from important people from history or the characters in a story.

47. Poems and Raps: write a poem or rap reviewing any topic.

48. Postcards: similar to the pen-pals assignment above, but postcards have illustrations representing thematic concepts.

49. Posters: create posters to review skills. As a bonus, many of these posters can often be displayed during state tests, so if your students create high quality posters, the posters may be a useful resource during the test.

50. Questionnaires: create a questionnaire and survey students to gather an understanding about thematic issues from a text or social problems for a speech or presentation.

51. Radio Broadcasts: create a script for a radio program covering any appropriate field of study.

52. Reader’s Theater: silently act out the events of a story or text alone or with a group of people while someone reads the text aloud. Students should be given time to prepare their acting.

53. Recipes: students can create recipes about how atoms combine to form molecules (H2O), or how to create events like the French Revolution or World War I (add one Arch Duke).

54. Scrapbooks: create a scrapbook of your favorite poems or important events from a decade.

55. Skits: create a short skit to bring an historical event to life.

56. Slide Shows: if you have access to enough computers and a projector, I suggest having students create PowerPoint presentations. With just a little instruction, students should be able to create pretty flashy presentations, and you can combine this project with a research paper as a culminating activity.

57. Soundtracks: create a soundtrack for a movie version of a novel or historical or natural event. Use actual songs or just describe the mood of each song if you do not know song titles. Explain why you feel that each song matches the event. A good activity to review mood.

58. Stamps: students create commemorative stamps honoring people, depicting elements from the periodic table, or challenging vocabulary terms.

59. Storyboards: create story boards summarize a short story or to plan a narrative, movie, or presentation.

60. Tests: write a test to help you review unit goals and objectives. Questions can be multiple choice, matching, and true or false. Answer keys should be provided.

61. Vocabulary Quilts: create quilts with badges representing the meanings of vocabulary terms. Badges should have an image and a few words.

62. Websites: design websites that historical figures, scientists, mathematicians, authors, or characters from novels would have had. Also, student can create websites for historical movements, scientific theories, or literary concepts.

63. Worksheets: create review worksheets. Worksheets can be applied to any subject and topic of study.

64. Yearbooks: create yearbooks reviewing the characters and events from several stories that the class read or containing information about many important figures from history.

76. Brochures. Students can create brochures on a number of interesting topics. One very popular topic is the tourist brochure. Students choose a city in their country and create a brochure for visitors. They have to include pictures, top touristic spots, climate information, etc. They can create them by hand with paper and glue or design one on the computer.

77. Recipe demonstration: Students write a recipe in English and then demonstrate how to prepare it. (After the whole class could put together a cook book.)

78. Surveys: Students write a survey on a topic of their choice, collect answers and prepare a poster or presentation of their findings. This is a particularly good project when studying question formation in English. Surveys can be done in class or out of class.

79. Maps: Students create a map of their town/city and label all the parts in English. This is really fun with younger and beginning learners.

80. Group presentations: Students work together to create a presentation on a given topic. Two of my favorite topics are: new invention and a trip to an exotic place.

81. Grammar/Vocabulary project: Students choose something in English that they find intriguing, do some research and give a presentation. I've had some great project ideas come from students. One group decided to look at the use of "like" and "all" as synonyms for "said." (As in, I'm like, No way! and she was all, Yes way!)! The idea is to get students intrigued in some aspect of English in order to make it feel more real and alive.

82. School redesign: Students re-design some element of the school - the courtyard, playground, cafeteria, classroom, etc. They have to make a visual aid to show what it would look like and discuss why they chose to make those changes and how they would make the school better.

83. New Business Plan: Students create a new business along with a business plan and advertising (print, radio, TV, online).

84. Job Announcement: Students create job announcements, prepare CVs and do interviews to see who gets the job.

85.. Planning a Tour: Students plan a one-week tour for tourists, including sites visited, hotels, restaurants, etc.

86. Advertisement: Students design an advertising campaign to attract tourists to their country.

87. Hometown Heroes: Moral and physical challenges are center in today’s society, and facing such challenges requires tremendous courage. Yet honoring courage is often overlooked with an abundance of negative images and messages. This unit is based on the premise that hometown heroes exist and should be honored. It is also based on the belief that teenagers desire to and can make a difference in their schools and communities. Students are asked by a community task force to create a video Public Service Announcement (PSA) to honor their hometown heroes. Teams of approximately four students who share common interests collaborate with task force members and conduct research and interviews to define courage and explain how courage benefits humanity.

88. Sharing Our Stories: Everyone has a story. Our cultural experience, point of view and purpose will determine how we read, view and relate these stories. This three week project is designed to make students aware of the stories around them, including their own.

89. Publish My Profile: As 21^st Century learners, students will be expected to create a photo essay and a written autobiography to showcase their abilities and defining characteristics to be published in various media formats. Creating an individual profile lends itself to student investigation and making connections in the 21^st Century.

90. Job Today - Gone Tomorrow!: Groups of students will research a current job in today’s society knowing that the future expectations of this job could possibly change by the time they are competing for this job. Students will create a new job from this existing job. Students will create a written composition defining this new job. Then groups of students will create an oral presentation to be given to community leaders

Self-Assessment

Name:

Presentation Group:

Please check the following items you feel you successfully completed with your presentation.

Team Work:
_____ I collaborated with my team members.

______ I reviewed deadlines and worked with the team to complete necessary work for the presentation.

_____ I was supportive of other team members.

Content:

_____ I gave valuable information on my topic.

_____ I used credible sources.

Organization:

_____ I begin work promptly.

_____ I organized ideas in a meaningful way.

_____ I stayed on task and met deadlines needed to complete work for the presentation.

Complete the following statements:

My strengths on this project were:

My challenges on this project were:

Changes I would make for the next project I will do are:

Learning Log

Project: Student Name:

What goals do I want to accomplish for this project?

What goals have I successfully accomplished today?

What are the next steps needed to successfully complete my goals for the project?

Any problems, concerns or questions I have about the project?

Task Management Chart

*Project Name*
*Team Member Names*

Task	Who is Responsible for Task	Date Task is Due	Date Task is Completed

British Council Certificate for attending Live Seminar on 'Creativity in teaching and learning: what, why, how?’

vinaydharraju@gmail.com (vinayadharraju) — Fri, 10 Jul 2015 08:52:00 -0700

Do teachers need to be creative? What stops us from being creative? How can we and our students become more creative?

Watch this highly practical, interactive seminar to discover small changes that can make a big difference to creativity in the classroom. There are two speaker sessions which provide successful activities and real-life examples to inspire creative teaching and learning. This is followed by a panel Q and A session with Alan Maley, Marisa Constantinides, Phuong Lee, Nik Peachey and Malu Sciamarelli.

Watch the Recorded Video here:

Attended the live-stream of recent seminar from British Council on ‘Creativity in teaching and learning: what, why, how?’ and enjoyed the event and that the practical ideas shared have positively contributed to your teaching in the classroom, or to your personal learning.

You can download British Council's new publication Creativity in the English language classroom and watch the seminar again on EnglishAgenda.

I have received a certificate of attendance.

If you are looking for opportunities for continuing with your professional development, you can find over 100 videos from the Seminar Series on a wide variety of English language teaching topics at http://englishagenda.britishcouncil.org/seminars.

Tips to Use Discourse Markers

vinaydharraju@gmail.com (vinayadharraju) — Sun, 31 May 2015 23:13:00 -0700

Discourse Markers: conjunctions and prepositions from Ailton Moreira

Lesson discourse markers and backchannels from Claudia Cárdenas

1.Online Test to use Discourse Markers

2.http://www.flo-joe.co.uk/cpe/students/strategy/openclze/conj.htm

3.Audio support to learn Discourse Markers

Useful Websites for Class-room Use

vinaydharraju@gmail.com (vinayadharraju) — Tue, 26 May 2015 19:07:00 -0700

Find new ways to identify, analyse and correct your learners’ mistakes.

vinaydharraju@gmail.com (vinayadharraju) — Thu, 23 Apr 2015 09:28:00 -0700

Think about these questions in relation to your learners.

• What type of mistakes do your learners make?
• What are the causes?

Link 1

Link 2

Identifying and analysing learners’ mistakes Task Use an audio recording device, such as a smartphone, to record your learners during a speaking activity. The audio quality doesn’t have to be very high, just good enough to hear clearly what they say.

After the lesson, listen to the recording and write down any mistakes you hear. Remember to listen for different kinds of mistakes, including the type and source of errors.

Error heard Type of error Source of error

After the lesson

After listening to this lesson clip, look back over the mistakes you heard. Are there any conclusions you can draw from this short study? Are any types of error very common? Can you think of ways to help learners improve their use of this language?

Next time you teach, consider a wide range of anticipated problems and think about how you will solve them.

Over time, collect a list of problems you have with a particular class type or level or language point or skill. In this way, you will be increasingly better prepared, proactively or reactively, for them when they arise.

2 Follow up

Having identified these issues, make an action plan for your next lesson by completing these sentences:
• In my next lessons I will try to … (Say what you are going to do.)
• I will do this by … (Say how you will do it.)
• I will be able to decide whether I have succeeded because … (Say what evidence will show that it worked.)

Using this process should help to anticipate any difficulties that learners may have, and help you to notice more mistakes that learners make. You might have been unaware of these problems before you listened to the recording.

Best practices to Teach Writing - Collection of ideas using Tricider Tool

vinaydharraju@gmail.com (vinayadharraju) — Tue, 31 Mar 2015 07:13:00 -0700

Teaching Paragraph Writing using Rubrics

vinaydharraju@gmail.com (vinayadharraju) — Sun, 29 Mar 2015 10:11:00 -0700

How do Rubrics help?

My Personal Learning Network

vinaydharraju@gmail.com (vinayadharraju) — Fri, 6 Mar 2015 01:13:00 -0800

TESOL Certificate from Oregon State University

vinaydharraju@gmail.com (vinayadharraju) — Sat, 21 Feb 2015 20:04:00 -0800

Completed Online Course from Oregon State Univeristy

Our World Through English Class VIII Listening Passages Audio file

vinaydharraju@gmail.com (vinayadharraju) — Tue, 10 Feb 2015 04:58:00 -0800

Our World Through English Class VIII Listening Passages Audio file by Vinayadhar Raju on Mixcloud

Audio file of Class 9 Listening Passages

vinaydharraju@gmail.com (vinayadharraju) — Sun, 8 Feb 2015 07:36:00 -0800

Audio file of Class 9 Listening Passages by Vinayadhar Raju on Mixcloud

Travel and Tourism Class 9 Lesson Audio file

vinaydharraju@gmail.com (vinayadharraju) — Sun, 8 Feb 2015 07:11:00 -0800

8. Travel and Tourism - Class 9 Lesson by Vinayadhar Raju on Mixcloud

How to Write Teacher Reflections or Teacher's Diary

vinaydharraju@gmail.com (vinayadharraju) — Sat, 24 Jan 2015 19:26:00 -0800

Teacher Reflections/ Comments (Period Wise):

Follow these instructions while writing your diary after teaching:

Lesson objectives:

• Did the students understand what we did in the lesson?

• Was what we did too easy or too difficult?

• What problems did the students have (if any)?

• Was there a clear outcome for the students?

• What did they learn or practice in the lesson? Was it useful for them?

Activities and materials

• What different materials and activities did we use?

• Did the materials and activities keep the students interested?

• Could I have done any parts of the lesson differently?

Students

• Were all the students on task (i.e. Doing what they were supposed to be doing)?

• If not, when was that and why did it happen?

• Which parts of the lesson did the students seem to enjoy most? And least?

• How much English did the students use?

Classroom management

• Did activities last the right length of time?

• Was the pace of the lesson right?

• Did I use whole class work, group work, pair work or individual work?

• What did I use it for? Did it work?

• Did the students understand what to do in the lesson?

• Were my instructions clear?

• Did I provide opportunities for all the students to participate?

• Was I aware of how all of the students were progressing?

Overall

If I taught the lesson again, what would I do differently?

Final Comments:

Download PDF from Here

Diary Writing Samples

Teacher Diary Temp-let

Temp-let of Teaching Diary:

How to Write a Notice (Important Features of Notice Writing)

vinaydharraju@gmail.com (vinayadharraju) — Fri, 16 Jan 2015 01:34:00 -0800

Click Here for Some more Useful Links:
Link-1

Link-2

Link-3

PDF-4

ASER Trends Over Time in Andhra Pradesh and Telangana States

vinaydharraju@gmail.com (vinayadharraju) — Wed, 14 Jan 2015 19:35:00 -0800

Each year from 2006 to 2014,** ASER has collected data for a representative sample of children from every state and almost every rural district in India. On average ASER has reached over 560 districts each year, surveying an average of 650,000 children in more than 16,000 villages
across the country. Information on their schooling status,basic reading and basic arithmetic ability was collected every year. In addition, children's ability to read English was assessed during four ASER rounds (2007, 2009, 2012and 2014).

ASER Trends Over Time provides a summary of trends in selected variables in each of these four domains over this nine-year period.
*To maintain comparability with previous years, combined estimates for Andhrapradesh and Telangana have been presented.
**ASER 2005 is not included because of differences in sampling methodology.

Click here for Details:

Sankranti Greeting from Felt

vinaydharraju@gmail.com (vinayadharraju) — Wed, 14 Jan 2015 08:04:00 -0800

Rubrics for Oral Presentation

vinaydharraju@gmail.com (vinayadharraju) — Fri, 3 Oct 2014 20:17:00 -0700

Oral Presentation Rubric : Oral Presentation

Student Name: ________________________________________

CATEGORY	4	3	2	1
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Vocabulary	Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.	Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.	Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.	Uses several (5 or more) words or phrases that are not understood by the audience.
Uses Complete Sentences	Always (99-100% of time) speaks in complete sentences.	Mostly (80-98%) speaks in complete sentences.	Sometimes (70-80%) speaks in complete sentences.	Rarely speaks in complete sentences.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Time-Limit	Presentation is 5-6 minutes long.	Presentation is 4 minutes long.	Presentation is 3 minutes long.	Presentation is less than 3 minutes OR more than 6 minutes.

Rubrics for Story-Writing

vinaydharraju@gmail.com (vinayadharraju) — Wed, 1 Oct 2014 19:38:00 -0700

Rubrics for Story Writing

Teacher Name: Mr. vinayadharraju

Student Name: ________________________________________

CATEGORY	4	3	2	1
Introduction	First paragraph has a \"grabber\" or catchy beginning.	First paragraph has a weak \"grabber\".	A catchy beginning was attempted but was confusing rather than catchy.	No attempt was made to catch the reader\'s attention in the first paragraph.
Focus on Assigned Topic	The entire story is related to the assigned topic and allows the reader to understand much more about the topic.	Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.	Some of the story is related to the assigned topic, but a reader does not learn much about the topic.	No attempt has been made to relate the story to the assigned topic.
Organization	The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.	The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.	The story is a little hard to follow. The transitions are sometimes not clear.	Ideas and scenes seem to be randomly arranged.
Writing Process	Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful.	Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.	Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.	Student devotes little time and effort to the writing process. Does not seem to care.
Spelling and Punctuation	There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.	There is one spelling or punctuation error in the final draft.	There are 2-3 spelling and punctuation errors in the final draft.	The final draft has more than 3 spelling and punctuation errors.
Setting	Many vivid, descriptive words are used to tell when and where the story took place.	Some vivid, descriptive words are used to tell the audience when and where the story took place.	The reader can figure out when and where the story took place, but the author didn't supply much detail.	The reader has trouble figuring out when and where the story took place.
Creativity	The story contains many creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has really used his imagination.	The story contains a few creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has used his imagination.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.