Photoshopping

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Creating a scenario

Hot Tips:

Methodology: While writing the scenario, define the following:

1. Target group - age, proficiency
see also the Common European Framework of Reference - the definition of levels 
or the full CEFR text available here.
2. Task - what the class should do, identifying the final outcome and product
3. Aims and objectives: what the class will learn in these fields:

• factual knowledge
• language (vocabulary, reading skills...)
• communicative skills
• social skills

Make a list of keywords to hel the class read and understand.


Computers skills and specifics:

• create a correct, logical text
• write the whole scenario into a single text file first
• add illustrations and graphics to support reading with undestanding 

Reading competences:

OVERALL READING COMPREHENSION
C2	Can understand and interpret critically virtually all forms of the written language including abstract, structurally complex, or highly colloquial literary and non‑literary writings. Can understand a wide range of long and complex texts, appreciating subtle distinctions of style and implicit as well as explicit meaning.
C1	Can understand in detail lengthy, complex texts, whether or not they relate to his/her own area of speciality, provided he/she can reread difficult sections.
B2	Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but may experience some difficulty with low‑frequency idioms.
B1	Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension.
A2	Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language
	Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.
A1	Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.

 

READING FOR ORIENTATION
C2	No descriptor available
C1	No descriptor available
B2	Can scan quickly through long and complex texts, locating relevant details. Can quickly identify the content and relevance of news items, articles and reports on a wide range of professional topics, deciding whether closer study is worthwhile.
B1	Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task.
	Can find and understand relevant information in everyday material, such as letters, brochures and short official documents.
A2	Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, reference lists and timetables. Can locate specific information in lists and isolate the information required (e.g. use the "Yellow Pages" to find a service or tradesman). Can understand everyday signs and notices: in public places, such as streets, restaurants, railway stations; in workplaces, such as directions, instructions, hazard warnings.
A1	Can recognise familiar names, words and very basic phrases on simple notices in the most common everyday situations.
READING FOR INFORMATION & ARGUMENT
C2	No descriptor available
C1	Can understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional or academic life, identifying finer points of detail including attitudes and implied as well as stated opinions.
B2	Can obtain information, ideas and opinions from highly specialised sources within his/her field. Can understand specialised articles outside his/her field, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology.
	Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints.
B1	Can identify the main conclusions in clearly signalled argumentative texts. Can recognise the line of argument in the treatment of the issue presented, though not necessarily in detail.
	Can recognise significant points in straightforward newspaper articles on familiar subjects.
A2	Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events.
A1	Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support.

WebQuest Registration

Please register your WebQuest. Specify:

1. Topic
2. Target group
3. Aims and objectives
4. Final product
5. At least 3 reliable web resources you intend to use

WebQuest characteristic:
• information search
• information processing (THINKING, evaluating, comparing, choosing, combining, analysis, synthesis…)
• creativity
• autonomy
• fun
What is necessary:
• clear instructions
• clear description of the final product
• adequate choice of internet sources, with comments

WebQuest from the T’s point of view:
• choosing topic and task
• TIME – web search, detailing the process, clear and logical instructions
• focus on information processing – prevent plagiarism
• focus on authentic English resources

WebQuest from the Ss point of view:
• TASK
• instructions
• tips + web URLs
• final product
• autonomy + freedom of choice
• creativity

WebQuest
For the final design and publishing, you may:
use questgarden or zunal:
• Read the registration and free use conditions first.
download and install phpwebquest generator

download a template and use it
• http://www.educationaltechnology.ca/resources/webquest/templates.php
• http://webquest.sdsu.edu/LessonTemplate.htmlhttp://webquest.sdsu.edu/LessonTemplate.html
The final product shall be uploaded to your personal web; if it is published elsewhere, you will include the active link.

NEFLT

Please register at
http://neflt.ujep.cz/

Search the site, feel free to ask questions in the forums!

This project of the Dept. of English is meant for you, too. Help us develop the program you study.

Interactive board

What and why?
1. To identify the purpose of the material:
Intro – topic, aim, target group
Source – textbook
Credits

2. To identify the resources:
References – texts, audio, images resources (last page)

3. To suggest how to use the material – create a Teacher’s book:
– instructions to tasks (focus on organization, variability)

4. To enable easy navigation: Insert links
In Activ Inspire - use "Another page" and "Open a website"
In Smart - right click at the object, use "Odkaz"

5. To use visual input: insert images
In Active Inspire: go to Resource Browser (the symbol of 2 music notes)
In Smart: go to Gallery (the symbol of a picture)
In both: download an image, and drag it to the chosen page


Interactive Board Project compulsory items:
- teacher book with target group, objectives and instructions on the use of your material
- enough functional and effective visual support (images, graphics, illustrations)
- 2 different listening tasks (+ audio with tapescript)
- a reading task
- a speaking task
- feedback to all tasks
- links to T's Book from all pages and back
- active URLs (with tasks)
- a link to youtube video - focused on the topic, with tasks!
- enough space for the students'work
- a page with all references

Scenarios

Scenarios are like stories we can enjoy in the class. They may also be called simulations, or role plays...

Four main characteristics of scenarios in ELT:

1. Tell them a story. Stories are motivating and interesting. A wisely-chosen length and topic helps as well.
2. Let them work. Independence, autonomy and creativity - this is the way to make students like school!
3. Teach them the language. When using the language as a means of communication, we learn it intensively, without the boring duty to memorise isolated words.
4. Show them the real world. In scenarios, one can immediately see the consequences of our decisions, which means we are learning form experience... And experience is seldom forgotten.

SCENARIO "MUSTs":
1. Be realistic.  Check the facts, do not present doubtful information.
2. Focus on creating a high-quality text: well-structured, reasonably rich in vocabulary, without any grammatical nor spelling mistakes.
3. Use graphics and illustrations wisely, to support the thinking process of the students.

Some inspirative resources:

Graphics et al.
http://theelearningcoach.com/media/graphics/graphics-for-elearning-scenarios/
http://theelearningcoach.com/elearning_design/elearning-freebies/

Memorable scenarios

A scenario for US Army training: Hadji Kamal

Videopresentation of ideas

7 tips for better scenarios 

Safety training game

Examples of scenarios
try to play the survival scenario! :)

TWINE software

Other software? 

Survival

http://carolineott.webz.cz/survivalscenario.html

ET encounter

http://merunkova-broskev.wz.cz/scenario.html

How to become a monk

http://www.stefe.wz.cz/scenariouvod.html

Space colonisation

http://tbinka.webzdarma.cz/scenario.html

Solving a crime

http://barcusweb.wz.cz/scenario.html