MILD SUAVE

Definições de mild

adjetivo

gentle and not easily provoked.

she was implacable, despite her mild exterior

sinônimos: gentle, tender, softhearted, tenderhearted, sensitive, sympathetic, warm, placid, calm, tranquil, serene, peaceable, good-natured, mild-mannered, amiable, affable, genial, easygoing

Sinônimos

adjetivo

gentle, lenient, slight, warm, bland, soft, meek

+35 sinônimos

Exemplos

For winter bloom (in mild climates), mix in plenty of calendula, pansies, primroses, or violas.

+29 exemplos

Veja também

mild steel, mild soap, mild climate, mild weather, mild-mannered, mild winter, mild criticism

Traduções de mild

adjetivo
	suave		soft, smooth, gentle, mild, tender, suave
	moderado		moderate, mild, modest, temperate, gentle, medium
	brando		mild, soft, bland, gentle, slow, tender
	manso		meek, gentle, tame, mild, pet, lamblike
	meigo		gentle, mild, bland
	tenro		tender, mild, mellowy, pappy
	benigno		benign, merciful, mild, favorable, benignant, propitious
	calmo		calm, quiet, peaceful, cool, still, mild
	compassivo		compassionate, merciful, humane, soft, mild, condolatory

Drill

A drill is a classroom technique used to practise new language. It

involves the teacher modelling a word or a sentence and the learners

repeating it. There are different kinds of drilling, such as choral

drill, which involves the whole class, and substitution drill, where

the teacher changes the cue words after each repetition.

Example

The following sequence is an example of a substitution drill

Teacher: I like cheese

Learners: I like it

Teacher: I like apples

Learners: I like them

Teacher: I like Sue etc

In the classroom

Drilling is a classroom technique which some teachers reject due to a

possible lack of communicative quality and its highly controlled,

teacher-centred nature. However, there are advantages to it also, such

as offering learners an opportunity to practise pronunciation in a

non-threatening dynamic.



http://www.bridgetefl.com/why-to-activate-your-esl-students-

background-schema/

This post was written by Laura Greenwood

Why should you activate your ESL students’ background schema when

teaching English as a foreign language?

When doing receptive skills work (listenings and readings) with your

students, it is important to take time at the very beginning of the

lesson to activate your students’ experiences with and knowledge of

the topic of the listening/reading. In TEFL this is called activating

background schema. Doing this immediately engages your Ss, gets them

using English, and sets them up for more successful listening/reading

comprehension. Read more about Schema Theory to understand why this

approach is successful.

• This component of a receptive skills lesson is called a ‘Lead In.’

• Include visuals, realia, discussion, and personalization – a broad

look at the topic/subject/content area of the listening or reading.

• Ask some general questions and have your Ss brainstorm

ideas/knowledge of the listening/reading topic or ‘What I want to

Know’ (about the topic).

• Read a background text, watch a video clip, listen to others discuss

the topic of the listening/reading, etc. to stimulate discussion.

• Make an explicit link between the topic of the text and students’

own lives and experiences in order to prepare them for successful

listening/reading.


If you don’t activate your Ss background schema when teaching English

as a foreign language, your Ss might not be interested in

listening/reading, have a purpose for listening/reading, or even be

ready to successfully listen/read.

Beyond all of the above excellent reasons for activating background

schema when teaching English as a foreign language, is the fact that

you will learn a lot of interesting and remarkable facts about your

Ss.

Three Types of Reading

RELATED TAGS: Community Bulletin Board, Literacy, All Grades, All Subjects

More Related Discussions

“To read is to fly: it is to soar to a point of vantage which gives a view over wide terrains of history, human variety, ideas, shared experience and the fruits of many inquiries.”  - A C Grayling, Financial Times (in a review of A History of Reading by Alberto Manguel)

As educators, one of our biggest jobs is to help our students develop a love of reading. After all, without reading, as A.C. Grayling describes above, one cannot engage fully in the world.  But what if our learners have trouble accessing or reading print in the normal way? You see, 1 in 5 students in America has Dyslexia, a Learning Disability that hinders a person’s ability to decode words fluently, and ultimately read on level despite high IQ and normal comprehension.  What can we do for them?

Over ninety percent of what we teach as educators is through what we call “eye reading;” decoding and analyzing text and word patterns on a page with your eyes, which are then interpreted back into comprehension. However, there are two other types of reading that we, as educators, need to be aware of for incorporation into best teaching practices for all.

Three Types of Reading: Because there is more than just reading with your “eyes!”

1. Eye Reading

This is what 90% of us think of as “reading.”  It is what we are most tested on, and taught in schools.  Eye reading includes taking in words, sentences, and phrases through our eyes to develop meaning, which is the basis for almost all reading and ultimately comprehension for a majority of people.  Without a doubt, eye reading must be taught and focused on in early elementary grades, especially in terms of developing phonemic awareness, fluency, and decoding skills.  But what happens when a child still cannot “break the code” well beyond the elementary years?

2. Ear Reading

This is where ear reading can come into play.  When you have a student who can’t “decode” the text but is reading/comprehending at a much higher level, they can still “read” with their ears!  As Jennifer A., a Reading Specialist outside of Chicago, states to students; “You might learn better through your ears than you do taking in information through your eyes, and that’s totally fine because your brain is still doing the work with it.”

Check out the audiobooks of Learning Ally (human voice recorded) and Bookshare (digitized voice) that work to make reading accessible by providing oft-used textbooks, fiction, literature and more for K-12, college, and life-long reading.Watch the video by Sally Shaywitz at Yale Center for Dyslexia and Creativity here on the subject of audiobooks and ear reading.

3. Finger Reading

Finger reading is better known as “Braille Reading.”  We would never say to a student with blindness or vision impairment that, when reading braille, they are not actually reading, would we?  Then why do we say to students with Dyslexia and/or Learning Disability that “ear reading” is not really reading? Just like ear and eye reading, finger reading helps unlock doors for students, adults and learners who cannot access print in the normal way.

For students with Dyslexia, or a Learning Disability in Reading/Decoding, research has shown us that allowing students to “ear read” may make the difference between helping advance their comprehension growth or hinder it.  In order to fully help students with Dyslexia in the classroom, they first need to be engaged in Multi-Sensory Structured Language (MSL) program instruction to help them “crack the code.” Read a list of recommended research-based MSL programs from the International Dyslexia Association. Next, provide audiobooks to help aid in grade-level comprehension and student self-growth. The combination of MSL program instruction and audiobooks are a powerful combination for all learners to keep up with their same age peers.  

What do you think about this list? Do you incorporate the three types of reading in your classroom? Let’s discuss on twitter @LindseyLipsky or a leave comment below.

---

This post was created by a member of Edutopia's community. If you have your own #eduawesome tips, strategies, and ideas for improving education, share them with us.

https://www.edutopia.org/discussion/three-types-reading

109 The Celta FAQ

The Celta FAQ

1. What does CELTA stand for?

Certificate in Teaching English to Speakers to Other Languages (former

Certificate in English Language Teaching for Adults).

2. What is it good for?

It is the most widely recognised qualification of its kind. It is

highly respected

and gives you the skills you need to teach English anywhere in the

world.

3. Who is it good for?

New teachers: CELTA gives you the training you need to become an

English

language teacher.

Existing teachers: you can use the CELTA to sharpen your teaching

practice,

prove your ability, get a promotion or a better teaching position.

4. Who manages it?

Cambridge English Teaching Qualifications (former Cambridge Esol)

approved

centres + course tutors + course assessors.The Celta F.A.Q.

5. What are the aims and objectives of this qualification?

• present the principles of effective teaching

• provide a range of practical skills for teaching English to adult

learners

• give hands-on teaching practice

• build teacher’s confidence.

• address, through its five main units of learning:

– Learners and teachers, and the teaching and learning context

– Language analysis and awareness

– Language skills: reading, listening, speaking and writing

– Planning and resources for different contexts

– Development of teaching skills and professionalism. The Celta F.A.Q.

6. What will you learn?

• the principles of effective teaching

• a range of practical skills for teaching English to adult learners

• valuable hands-on teaching experience

7. How many parts does it consist of?

• input

• tutorial support and consultation

• supervised lesson planning

• assessed teaching practice per candidate supervised by a course

tutor

• feedback on teaching practice

• peer observation of teaching practice

• directed observation of live/video lessons taught by experienced ELT

professionals

• four written assignments



8. What are people assessed on?

• attendance and participation in the course

• compliance with any rules/code of conduct set out by the centre

• completion of six hours’ supervised teaching practice at two

different levels

• completion of six hours’ classroom observation of experienced

teachers, three

hours of which may be of videoed lessons

• submission of assignments in accordance with the deadlines

• supportive and collaborative work with colleagues and course tutors

• maintenance of a Candidate Portfolio throughout the course

(including CELTA

5 which must be kept up-to-date, read, and signed as appropriate)

9. When do the lesson observations begin?

On the second day of the course.

10.When do people take the exam?

There is no written exam.The Celta F.A.Q.

11. Which grades can I get?

Pass , B and A, based on:

• your development over the course

• the consistency of your achievement in relation to all the assessment criteria

• your ability to manage the whole learning process

• the range of lesson types in which you have demonstrated competence

• your ability to cope with learners at different levels

• the amount of support given by the trainer (as with any kind of training more autonomy is expected at the end of the training process.)

108 Front Cover

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&nbsp;092*****FRONT &nbsp; &nbsp;COVERSSS &nbsp; &nbsp; &nbsp; ****** Link of Academic-Resources</div>
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http://www.gtp.net.br/teachers/academic-resources<br />
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107 December 12 2014

106 December 5 2014 -MILD -mild

december 05

MD

no not surely

60:00

Hello

Ok So look at this.

What festivals do you like celebrating?

Any other?

Carnival...Why?

Halloween why?

Would you...Why is it nice?

T say to Ss any other?

why do you like New year?

beaches

55:00

one by one giving oppinions and ideas

52:00

Which day

CCQ's Firecrakers, Fireworks

Christmas

what do you like?

candle

vocabulary

50:00

set task 01

IcQ's

Do you usually do this in your house?

Task 2

specific information

40;00

correction tasks

38:00

change pairs

detailed specific

30:00

check answers with your partner

corrections perfect good job

27:00

task 4

7 minutes

you'll have 3 minutes

to check your answers

Monitors

20 minutes

corrections

do you all agree?

How many says?

freer practice

17 minutes

game organise

face to face

and she have to come up with

________ sentence

10 minutes

monitors

end the game nobody lost

slot correction

Patricia

60:00

Where are you going?

Board

ideas

What about you?

You're going to

Write Down

Jot Down

5 things you've planned

could it be anything

it doesn't have to be a place

What are your plans

50:00

board 18:12

we don't know yet maybe

Is she planning

Some tips

During Teaching class

Then change positions

Sell this that those these

How much are those

How much are these

On Monday

Athough

Started pretty good

Set Topic

Engagement

Rapport

Appropriate

Specific – I tried

1 CCQs

Main Consistent

Gist missed

Set the scene

Convey of meaning

CCQs

Consisten Drilling

Assertive

Shorter

True or False

Almost Time

Do not break the flow

TTT

Transition

Do not announcing the stages

Repeat instructions

Convey of meaning

Check material specific 2 times

Class Observation

Lead in

Pre teaching vocabulary

Eliciting

CCQ’s

Drilling the target language

Board it

Set the Scene

Gist Questions

Gap Filling

Specific questions

In put session

TP

Feedback

3 Successful moments

Patricia - praise, MPF, ICQs
MD - Pace, ICQs, Set the context

3 Less successful moments

P - Board management, too many tasks, drilling
MD - manner, be more patient, Instructions (check the instructions), CCQs ( check the CCQs)


Misconception - Needs and Wants
Deliver Instruction

How do you tackled - The more accurately.

What you are taking from the Course: Improvement

Reading and writing is relevant. However It's Christmas, It's surrounded by it.

For the sake of pleasing. It's a job those heçp us It's not theirs.
They just have shouldn't set.
Who won't understand.
We have to plan the way to check.

Off you go.

How can you?  Whenever I turn - off on

TTT
CCQ
ICQ
collected Info
Task
Preparation
Rehearsal
stages - new - activities
overlook
divise
needs
task
proofread
20'Imperative - should
trainees should write
MILD mild   obligation

trainers

sentence stress
structure
doctors
show empathy
stop studying
be careful

shouldn't talk too much.
be emotional
3 rules
TBLT
task-based
learning
teaching
weak - forms
video task

105 November 28 2014

11.28.2014

GAMES

running dictation

"Does anyone know?"

swap places

r/s/l/w 4 skills

multiple skill lesson

AKA

integrated skills

2

Let's see

Where did you last go on holy

day/

Did you get there?

Did you do.

5 pic + 5 text

which place wouldn't or would you like to visit?

If your predictions were correct.

Resembles

Visit

Holyday

15:20

Still working on descriptions

tick info

you find 

Helping hand

for the sake of

part 4

description floating

november 21 2014

Chunks

drilling more with Ss

Connected speech

Trouble Producing

8 types features

need to give a try

rearrange

DASH

As you listen

ark/lost/raiders

and/law/order

Crusade/last/the

Park/ green - GreenPark - "greemp"

Top of the Mountain

square times - Times Square

Contraction

right Terminology

feature

What time is it?

Correct students in class

Vocabulary

model sentences

What would you do? gestures fingers

2 handas

finger techniques

a matter of training

monitor your production

CLASS OBSERVATION

60 MINUTES CLASS

november 28

4. available - Aim all travelling on holyday

short rado feature listening

boat spicy

use of articles

descontextualized lesson

the pattern

90 minute lesson

Topic themed lesson

I'd choose

my dream

holyday would be

my favourite

integrated skills

Lead in questions about trips

                pictures

                the text

reading for gist

specific

What does the word travel...

Where?

reading for Gist - to match highlight the helped you.

Background knowledge

articles

90 minute

reading specific - the Grid

working with vocabulary - floating

Free - had a twist

listening for specific information

gist was the same.

Do all the skill should on this lesson?

working with

speaking project

Input Session Part 1


Input Session Part 2

Modal Verbs - Modality

What kind of maening?
Belief/Fact/ certainty/ permission
Influence directly the main verb.


15:54
Express
Tense time - present / past?
They have been swimming.
Fact
It carries meaning.

They must have been swimming
must - speculation
belief
Speculation based on evidence.
What notion
You didn't need to.
You needn't have to.

She may swim.
She is allowed to
Permision
Because after that there is a full stop instead of a complement.

How many?
Aknowledging

PURE - can - could - will - shall - should - would - may - might - must

SEMI - MODAL = be able to - need to - would rather - had better - I 'd rather (would) - You'd better (had) - have to - ought to

16:17
Must - very strong - is an order.
TP

Running Dictation

Does anyone know?

Swap places

4 skills Multiple Skill lesson - reading - speaking - listening - writing

AKA - Integrated Skills

Where did you ?

Let's see.
5 pic + 5 text

Which place wouldn't.

 If your predictionswere correct.
Wouldyou like to visit?

resemble.

Still working on descriptions.
Tick info you  15:00

helping hand

for the sake off.

Part 4 - description floating




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