The Level 5 Teacher's Resource Book contains extra photocopiable grammar and communication activities and full pages of teaching tips and. The Level 5 Teacher's Resource Book contains extra photocopiable grammar and communication activities and full pages of teaching tips and ideas specially. English in Mind 5 Teacher's Resource Book. Файл формата pdf; размером 50, 09 МБ. Добавлен пользователем Czech
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English in Mind Level 5 | This second edition updates a course which has proven to be a The Level 5 Teacher's Resource Book contains extra photocopiable. English in Mind is a six-level course for teenagers. Level 5 is for upper- intermediate to advanced level students. The Teacher's Book offers a. English in Mind is a six-level course for teenagers. Level 5 is for upper- intermediate to advanced level students. The Teacher's Resource Pack.
Any more means on other slides you will spend less time or go over the allotted time. Be aware of your camera space: Test your camera ahead of time to check how you look, how to correctly show your props and rewards, etc. Lastly, sit back a bit from the camera so you can properly use the camera space.
This way, your face, hands and props show without being cut off! Wear an orange shirt: Though it is no longer required to wear an orange shirt while teaching, you do get extra points for wearing one during the interview. It shows your awareness of the company and its policies.
Just wear a plain non-distracting shirt. Step 3: Teacher Training After completing step 2, you will be given 6 hours of training materials to review. The materials, which will be in the form of videos and PowerPoint, will give you an overview of VIPKID, their policies, standards, technology and curriculum.
After reviewing the materials, you will be given a quiz. No need to stress about it, you can redo the quiz multiples times. The mock class will be just like a real class, the purpose of this is to see how you handle teaching online. You will teach a class to your mock mentor, who will also play the role of a 5-year-old Chinese student. Each mock class lasts about an hour and will be broken up into three parts. Below is a general breakdown of how the mock classes will go. Introductions: The first five minutes will be introductions.
This will be your opportunity to ask questions you may have, like how to teach a slide or explain something. Teach Class: You will teach for 25 minutes, however it will be broken up into 2 parts. For Mock Class 1, you will teach 2 levels: Beginners level 2 , and Intermediate level 5. For the first part you will teach a level 2 lesson for 15 minutes, then the mock mentor will stop you to give feedback.
After this short pause you will teach a level 5 lesson for the remaining 10 minutes. Be sure to implement the feedback you are given during the second half. It will show your ability to quickly apply feedback. As for Mock Class 2, assuming you pass Mock Class 1, you will teach only one level whichever level you scored the highest on Mock 1. You will teach the first 14 slides for 15 minutes then get feedback and teach the remaining slides for 10 minutes.
If your mentor is nice, they might tell you your next step. The next step could be moving straight into teaching less common , doing a second mock class more common or unfortunately, not being accepted as a teacher with VIPKID :.
Nonetheless, the official decision of your next step will come via email.
As for me, I was part of the lucky few that went straight to signing my contract and becoming a teacher after the first mock class. Having to do a second mock class is seriously becoming the norm! In addition to those tips, here are a few extras: 1. Implement feedback: Take the feedback you were given during the interview or mock 1 to improve your teaching!
Show or simplify instructions: Rather than explaining to the student what they will do next, just demonstrate it.
Remembering this and doing it during class will definitely help!
Encourage student output: The student should be talking on every slide as well as saying the target sentences you get the list of sentences before class as often as possible. Also, remember to encourage the student to answer in full sentences! The hard part is over!
For the next half of this step you will upload additional things to create your profile for the VIPKID parents and students. This will include a short greeting video, a few photos of yourself and a completed W-9 form so you can get paid! Now you can open time slots so students can book you!
I am going to keep it a hundred! The first month will be slow, as you have to build your reputation, get regulars and increase your VIPKID booking rates. And even though VIPKID helps you the first month by giving you a few classes to start off, they do not guarantee a steady stream of classes.
This is when bookings are drastically decreased, as students are enjoying their week vacation! Although there is already a set curriculum, teachers have the freedom to teach the way they want! Oh, and did I mention that there are no papers to grade, no essays to read or crazy parents to deal with!?
Besides teaching the class, the only other thing required of teachers is writing feedback for each student. Share via Email Creative curriculum: inspiring young imaginations using the arts is just one of the ways Anna Warren teaches her pupils. Photograph: Tom Finnie As a creative school, with a track record in fantastic English results , we are often asked what our specific approach is: how do we teach through the arts yet manage to maintain such high expectations from all our pupils?
I'd like to share some of these approaches with you: Immersion activities How can children access stories, poems and other texts if their minds and imaginations not fully engaged? We have found that immersing children in a range of creative activities before reading the text means that they are fully prepared, and excited, about the reading journey ahead of them.
Through painting, music composition, a film project, in role drama or sculpture, the kids have had a chance to share vocabulary, ideas and concepts which gives their reading fresh meaning and purpose. Clear purpose What's the point of reading and writing anything if you don't know why you're doing it? We aim to provide children with a clear purpose to all reading, and especially writing tasks. Whether it's an invitation to the headteacher to attend a class assembly, an email to an author or an article for a school newspaper, our children know why the quality of their writing matters: because there will be a real audience for their published work.
Professional publishing One effective way of valuing children's work as well as providing a real incentive, is to plan for a range of ways to publish their writing.
Recent examples include a whole school bookmaking project.
Following a whole school Inset on bookbinding techniques, every class published their own shared book; one example being an anthology of short spooky stories composed by year 6. Their stories were mounted on handmade paper, accompanied with each child's art work lino cut style prints on metallic paper with a dramatic paper cut out front cover. The effort the children put into their work was immense, and the results were stunning as a result.
The anthology has been enjoyed by parents and other pupils and the children's pride in their work is clear to see. Meaningful planning Where possible, learning in English is linked with subjects within the creative curriculum we follow: the international primary curriculum IPC.
Well in advance of teaching, teachers collaborate and share their ideas for planning through a mind mapping process. Meaningful, creative activities are planned for, ensuring that all staff members know exactly what the children will be learning and why.
Focused on strategies The teaching of reading is not easy. As children's fluency in reading increases, it's hard to know what reading skills need to be taught, and when.
We ensure that specific reading strategies are modelled explicitly to the class; this provides children with a holistic bank of skills to draw upon. This could include scanning a text, making an inference, predicting or creating a mental image. Our teachers use 'think aloud' statements to model to the children how these skills are used, and how they can help them become better readers.
These strategies are then shared as a class, and then assessed in follow up guided reading activities.