TSL 2017 International Schools Essay Competition and Debate

The reputed international schools event is back !

TSL 2017 International Schools Essay Competition and Debate
Theme: Climate Action
Events: Letter writing in Essay format, Debate
Age groups: School children of ages 7-11 and 11-17

Key Dates

1 September 2016 – School/Teacher registration opens
15 December 2016 – Closing date for essay submissions (and Schools Sustainability Challenge video entries)
31 January 2017 – All schools notified of winning Finalists and Honourable Mentions, and invited to attend the Debates & Awards.
3-7 July 2017 – International Schools Debates & Awards, UK. In addition to the Primary and Secondary School Debates, participants will enjoy a special programme of climate action themed educational visits and events, including a series of workshops and exchanges to support Teacher Champions in delivering quality sustainability teaching back at their schools. All participants other than the Grand Prize Winner’s party are responsible for making their own travel arrangements (e.g. flights, transfers, accommodation, subsistence and miscellaneous costs).

Essay Competition
Students are invited to write an essay outlining their thoughts on climate action, in English, as follows:
Primary students (ages 7-11): ‘My Plan for Climate Action’ (max. 400 words)
Secondary students (ages 11-17): ‘We Can Beat Climate Change by 2030’ (max. 600 words)

An international panel of judges, drawn from experts and educationalists in the field, will select the winning entries for each age category. The essays will be judged for originality and creative thinking and the potential to contribute to a broad-ranging and constructive international dialogue on future pathways for climate action. The winning essays will be published on the competition website.
For each category, schools are invited to submit up to 30 essays online. (These must be submitted by the Teacher Champion, using the login details provided at registration. Paper and emailed copies cannot be accepted, and essays more than 10% over the word limit will be automatically rejected.)

Details: http://www.livingrainforest.org/explore/schools-debate/

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शिक्षक मित्रहरुमा अनुरोध

दीपक चन्दर ओझा

सामुदायिक बिद्यालयको शिक्षाको गुणस्तर दिनप्रतिदिन खस्किदै गएको छ । यसमा कतिपय कमिकमजोरी हाम्रा आफ्नै पनि छन , तर हामी शिक्षक लाई माथिल्लो निकायहरुले दोश्रो दर्जाको कर्मचारीको रुपमा लिने गरेको पाइन्छ । हामिहरु सङै सेवा प्रवेश हुने निजामती शाखा अधिकृत मन्त्रालय को सचिव सम्म पुग्छ भने हाम्रा त्यति नै योग्यता भएका संगै बिद्यालय सेवामा प्रवेश गरेका माध्यमिक शिक्षक जहाँ को त्यहीँ । हामी शिक्षकहरु लाई यस्तो विभेद किन ? हामीले अध्यापन गराएका हाम्रा बिध्यार्थी निजामती तर्फबाट उच्च पदमा पुग्न सफल हुने हामी शिक्षण पेशामा जहाँको त्यहीँ । 

यसको एउटा मात्र कारण नीति निर्माण तहमा हामी पुग्न नसक्नु । यो अन्तर्विभेद समाप्त गर्न शिक्षा क्षेत्रमा रहेका प्रशासनिक सनरचनाहरु समायोजन गरि पुनर्गठन गरिनु पर्दछ । सामुदायिक बिद्यालयको स्वीकृत शिक्षक दरबन्दी र नेपाल शिक्षा सेवा अन्तर्गतको स्वीकृत दरबन्दी लाई समायोजन गरि नेपाल राष्ट्रिय शिक्षक सेवा गठन गरि सो अन्तर्गत शिक्षक दरबन्दी पुनर्गठन गरि कायम गरिनु पर्दछ । स्थायी दरबन्दीमा कार्यरत स्थायी शिक्षक र नेपाल शिक्षा सेवा सेवा मा कार्यरत निजामती कर्मचारीलाई उक्त दरबन्दीमा समायोजन गरिनु पर्दछ । 

शिक्षा मन्त्रालय र मातहतका निकाय मा काम गर्ने कर्मचारी को तह निम्नानुसार हुनु पर्दछ : १ सचिव - राष्ट्रिय शिक्षक (रा.शि.) विशिस्ट श्रेणी २. सहसचिव- रा.शि. अतिरिक्त विशिस्ट श्रेणी ३. उपसचिव - रा. शि. प्रथम श्रेणी ४. शाखा अधिकृत बिद्यालय निरीक्षक वा सो सरह र माध्यमिक प्र.अ.- रा.शि. द्धितिय श्रेणी ५. माध्यमिक शिक्षक र आधारभूत(१-८) प्र.अ. - रा.शि. तृतीय श्रेणी ६. आधारभूत शिक्षक(६--८) र आधारभूत तह(१-५) प्रधानाध्यापक - रा.शि चतुर्थ श्रेणी ७. अधारभूत शिक्षक (१-५) - रा.शि. पाचौं श्रेणी । 

यो कुरामा गम्भीर भइ सोचेरमात्र उपलब्धीमुलक सुझाव सहित comment गर्नु हुन आआफ्नो क्षेत्रबाट आवाज उठाइ दिनु हुन अनुरोध छ ।

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Nepal's Education: money for nothing ?

Investment for nothing?

I had never been a teacher for state-funded institution with fairly higher salary than that the teachers of most of the private schools get. I would like to ask Nepali teachers who work in state-funded institutions. Have you worked much hard to 'redefine' your collective capacity so that you can confidently keep your child in the same institution? If you cannot be confident in answering this, I can say that Nepal's education is in complete paradox until you represent 'the state' in 'education'. I am not fully blaming to state-funded teachers, also many of bureaucrats and political leadership who see 'teacher' just as job, leaving 'responsibility' out of the mental universe. If the blame continues, I too could have many shortcomings. However, I believe that the critics should be regarded as correction opportunities.
I would be networking with teachers of private and public schools of Nepal, being on grassroot. Yet it has been much difficult to convince the teachers getting into the ethos of 'power of collective effort' for educational transformation in the country. Now, my aspiration is much overshadowed as I just have to use ICT to communicate with people from my country where positive aspirations are challenged by many constraints-  extremely inadequate electrical energy being one of those.
In Norway, I have dealt with many professions who represent 'state' and found common aspect in their attitudes - full of responsibility that justifies their job. I met police, fire-fighters, lecturers, professors, drivers (public transportation), bureaucrats and so on. Their jobs and Norway as welfare-state seem to be much in symbiosis.

Source: http://kimgarst.com/success-tips-no-more-blame-game

Nepal has been investing much in education and other sectors, yet the expected outcome that sustains itself is yet to achieve. I suggest blame-game to end and replaced by corrective criticisms; and every professions in Nepal be fair and just- for their job that is synonymous to collective responsibility.

Earning for nothing?

Many of Nepali youth members have been leaving the country in the name of 1) foreign employment and 2) higher studies. If I have to guess the figure of those who leave the country for jobs abroad, I would say almost more than ninety percent of Nepalese remittance sources end up working with frustrations in the countries where human rights of foreign workers have been compromised for economic benefit of companies. Low-pay, pathetic living- and working environment, unlawful provisions of exit-visa have been adding to the sufferings of those who leave the country and enter into debt-and-visa-trap.

I have not attempted to develop conceptual framework on the science of underdevelopment. However, the brain drain could be one of the significant aspect of it. Many intellects have been leaving the country in the name of higher studies and the dilemma of the nation is - they never aspire to return. The blame-game on existing politics and system plays imperative on this. Those, who return - are frustrated that their enthusiasm is hijacked by the self-centred attitudes of those who represent the state - political leadership and bureaucrats and most importantly - teachers. Self-centredness hereby means - neglecting responsibility as a half of job and prioritising other half of it - money.

Jernbanetorget: a station where many student-workers can be seen

In Norway, I find some Nepali people who know that I am a student here ask me - " .. from work?". Very few of those ask me - " .. from campus?". Sometimes, I feel that I should answer them - "We people are just overvaluing financial gains that intellectual-skill development, right?"

The money, more decently called as remuneration or salary, here plays no role in transformation of the nation-state as the most energetic force, youths wish to leave the country and set their dreams on foreign lands- in Western Europe, the USA, Japan, Canada and Australia among many other attractions for them.

Those students who become able to make money in developed countries, prioritising work hours than study hours have been purchasing over-valued properties in home country. Here comes another problem - those who work hard in country and save some amount from the remuneration, won't be able to get a sniff of the property which has been excessively over valued by those whose elderly and ailing parents live in houses full of uneasy silence. On the other hand, what is handy if such students do not aspire to utilise the intellect and skills, living with loved-ones and working in home-country.

So, the science of 'money for nothing' in so called developing countries is more than I can explain.

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Reproduction of: value or vain?

Young and Old - bridging the gap through collective action

Once, I was walking on the sidewalk of Karl Johan Gate, the road to royal palace in Oslo. I encountered two little girls who seemed like upper high school students. They were offering cookies and hot drink (Gløgg og pepperkaker) randomly to the people walking by the street's popular sidewalk. They seemed delighted when I accepted those. It could have been the Christmas tradition of Norwegian children to do something good to make father Christmas happy. I can see the culture of reproduction of positive values in children in Norway - this is just an example.
Norwegian pre schools and schools take their children in outdoor education, which takes each child to the closest proximity with nature. Norwegians are rich or at least supported fully by the richness of the nation's economy (and culture - I say) and many of them do not feel like they need private vehicle - car or motorbike. They understand a lot about ecological sustainability and the system makes them work for it, they have one of the best public transport system in the world. Apart from this,  here is the culture of volunteering, doing something good for others who are in trouble - something we see as social aspect of sustainability.

We Nepalese also do not want our children to be self-centred than caring ones. But, they learn the values from their surroundings- in fact much from their family. The context of Nepalese parenting scenario is: The 'science of non-productivity' is there somewhere if almost many of our families forget collective power of transformation and see nearest (though unsustainable) so called individual benefits. Our children and we may have have gaps, hence we are not able in reproducing values in our children, for we have lost precious phase of parenting, in the race of immediate- (so-called) benefit. What we are reproducing is- vain amongst our youngest of the generations- a threat to aspiration of 'transforming nation state'. If we are not changing the pattern, the thesis will be more towards deep-rooting and our children as adults will be continuing the same cycle.

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फेलोसिपले मलाई जे सिकायो

नारायण अधिकारी

उज्यालो पछि अँध्यारो र अँध्यारो पछि उज्यालो सधैं भइरह्यो तर यो एकैनासको कहिल्यै भएन ।
हरेक दिन फरक भएर बित्यो यो वर्ष पनि ।
असिम अनुभूतिहरु सँगालेर काठमाडौं फर्कने दिनसम्म जनकपुर वरवरका आँपका बगैंचाहरुमा लटरम्म चिचिलाहरु लागेका देखिन्थे ।
मानिसका आ-आफ्नै रफ्तार हेर्दा यस्तो लाग्थ्यो कि मनभित्र सबैका सपनाका चिचिलाहरु यसैगरि भर्भराईरहेछन् ।
उखरमाउलो गर्मिको के कुरा गर्नु, सम्झँदैमा पसिना छुट्छ ।
एक बर्षे जनकपुर यात्रा जिवनरेखाबाट हटाईदिने हो भने मेरो सारा जिन्दगी साँच्चिकै बेकारको हुनेछ ।
लक्ष्मीप्रसादलाई आफ्नो साहित्य यात्रामा 'मुनामदन' जसरी प्रिय बन्यो उस्तै भयो मेरो जिवन यात्रामा धनुषामा टिच फर नेपालको फेलोसिप पनि ।
अरुले मलाई पक्कै पनि 'पढाउने मान्छे' सोचे तर म धेरै कुराहरु 'पढ्ने मान्छे' भएर आएँ ।
अरुले मलाई 'सबैलाई माया गर्ने मान्छे' भन्ने बुझे तर म 'आफैंलाई धेरै माया गर्ने मान्छे" भएँ ।
कतिपयले मलाई 'अरुलाई बदल्न हिडेको मान्छे' ठाने तर म सम्पुर्ण रुपले आफैं बदलिएँ ।
हो, मैले आफ्नो फेलोसिपमा जिवनको स्वार्थ भेट्टाएँ, कर्मको अनुपम सन्तुष्टी भेट्टाएँ ।
कतिपयको मुखबाट यदाकदा सुन्छु :- 'मेरो लागि कुनै बाटो छैन....'
"सबैको लागि बाटो पहिलेनै बनिसकेको छ, आँखा खोलेर हेर्ने मात्र आफ्नो काम हो" । आँखै बन्द गरेर कहाँ बाटो देखिन्छ त ?
ज्ञान, विवेक र बिश्वास जति बढायो, उति नै बाटोहरु देख्ने आँखाहरु चम्किला हुने रहेछन् ।


एस.एल.सि. परिक्षा सुरु हुन एक महिना पनि बाँकि नहुँदा परिक्षाको तयारी गरिरहेकी कक्षा १० मा अध्यायनरत एक छात्राको बिहे भयो । म निम्तो मान्न उनको घरमा जाँदा दुलही पहिरनमा सजिएकी उनले मेरो बडो स्वागत गरिन् । आफ्नै हातले खाना पस्केर दिइन् ।
म सोचमग्न भएँ । भोजका बिभिन्न परिकार लिएर मेरो अगाडी आइरहँदा मेरो आँखाले उनलाई होमवर्क देखाउन आईरहेकी एउटी मिहेनती बिद्यार्थी मात्रै देखिरह्यो ।
बेहुला बेहुलीको लागि सजाईएको कारमा चढ्नुअघि उनले आफ्नी मिल्ने साथीसँग एउटै थालमा भोज खाईन् । सायद उनिहरुले यो विवश बिछोडलाई साँस्कृतिक परम्पराको रुपमा सहज ठाने ।
मन चोर्ने हेतुले साथीचाहिँलाई मैले सोधें -"तिमि चाहिँ भोज कहिले खुवाउँछौ त?"
'म अहिल्यै भोज खुवाउँदिन सर' ।
'किन' ?
"किनकि मेरो सपना पूरा गर्नु छ" ।
'तिमि जुन अवस्थामा छौ, त्यसले तिम्रो सपना पूरा गर्न देला' ?
"तपाईले नै भन्नुभएको होईन, आफुमा विश्वास राख्नुपर्छ भनेर ? म मा पुर्ण विश्वास छ"
म झसङ्गै भएँ ।
भोलिपल्ट विद्यालय जाँदै गर्दा कोहि बच्चा रोईरहेको आवाजले मेरा पैतालाहरु टक्क अडिए । यसो हेरें साडिको सप्कोले टाउको सहित मुख छोपेर कोहि बिबाहिता भक्कानो छोडेर रुँदै थिइन् । 'के भएछ' भनेर बुझ्न खोज्दा कसैले बतायो- 'उनका श्रीमानले मदिराको मातमा बेस्सरि पिटे रे’ ।
आँपका चिचिला जस्तै धेरै बालिकाहरुका सपनाहरु बढ्नै नपाई सामाजिक हुरिले उडाइरहेको आभाष भयो मलाई ।
फर्केर हेर्दा ति अनेक आँखाहरुमा खेलिरहेका सुखद् भबिष्यका अभिलाषाहरु देखेर म भावविभोर हुन्छु ।
'तपाईबाट हामीले धेरै कुरा सिक्न पायौं, हामीलाई छोडेर नजानुस्, हाम्रो आँखाभरि आँशु हुन्छ' भन्ने निर्दोष मनका आवाजहरुले सायद मलाई आजीवन प्रेरणा दिईरहने छ ।

अप्ठ्यारोमा साजिलोको खोजि, अभाबमा अनेक प्राप्तिको खोजि, अहम् भाबमा सम्मानको खोजि भईरहने मृगतृष्णालाई सोचाई र बुझाईको परिबर्तित शैलिले काबुमा ल्याईदिएको छ आज ।
मेरो मन यति धेरै सजिब र यथार्थ कथाहरुले भरिएका छन्, र यसले मलाई यति धेरै बलियो बनाएको छ कि अब म जहाँ पुगेर जे पनि गर्न सक्छु ।
'काम' प्राय सबैले पाउँछन् तर 'आफ्नो महत्व अनुभूत गर्न पाइने काम' कमैले पाउँछन् । जीवनको सार्थकता आफैं भित्र हुँदो रहेछ भन्ने कुरा मलाई फेलोसिपले सिकायो। 

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English Grammar Practice

Fill in the blanks with the most appropriate word.

1. Simla sent me ____ sms last week. (a/an/the)
2. Arjun has gone to ___ UAE. (a/an/the)
3. ___ boys are singing a song. (Most/Most of/The most)
4. _____ rice is rotten in the sack. (A/Two/Some)
5. ________ girls are beautiful. (That/Those/The)
6. ______ things should be taken seriously. (This/Such/That)
7. _________ books were checked within a short period of time. (Little/Several/Much)
8. _____ of the cake is mixed with cream. (Most/The Most/Must)
9. __________ pens are expensive. (Few/Little/Much)
10. _____ one of these chairs is broken. (Few/Each/All)
11. ______ hard work has to be done to get through this test. (Few/Many/A little)
12. Copper is ____ useful metal. (a/an/the)
13. Anju has returned from_____ America. (x/an/the)
14. I saw ____ ewe lying dead beside the road. (a/an/the)
15. ____Mt. Everest is in Nepal. (A/X/The)
16. Dr Gurung won ____ Madan Prize. (a/the/x)
17. There is_____ news for you. (a/an/x)
18. ___ tiger is a carnivorous animal that lives the jungle. (A/The/X)
19. ____ book I bought yesterday is very interesting to read. (A/The/X)
20. He ____ tea every morning. (drink/drinks/drank)
21. Honey____ sweet. (is/was/am)
22. He and I_____ going to market for shopping. (am/are/is)
23. My uncle ___________ tomorrow. (arrives/is arriving/was arriving)
24. Sheila _____ her case, look. (has packed/packed/had packed)
25. It _________________ since morning. (is raining/has been raining/rained)
26. She________________ unconscious since four o’clock. (has been/is/was)
27. Shital ______________the race in 2015. (has won/won/had won)
28. When I reached the counter, the counter _____________ closed. (had been/was/has)
29. By next March we _________________ here for four years. (shall be living/shall have been living/shall have lived)
30. He will____________ before you go to see him. (be leaving/will leave/will have left)
31. I will ______________ here till Sunday. (stay/be staying/will have been staying)
32. Ram thinks that he _____________ meet me tomorrow. (is going to/will/will have)
33. When the bell rang, Reena ___________ some revision work. (is doing/will be doing/was doing)
34. Mom said angrily, “You __________ TV!” (always watch/always are watching/often watch)
35. _______ (Can/Could) you pass me the salt? (polite request)
36. I ________ (can/could) sing a song. (ability)
37. ______ (Might/May) success attend you! (wish)
38. He _________ (may/might/could) be drawing a picture. (weakest possibility)
39. ______ (May/Can) I phone you tonight, Sir? (formal situation)
40. You ________ (should/have to) obey your parents. (moral duty)
41. Riya _______(mustn’t/doesn’t have to) wear school uniform on Saturdays.(voluntary)
42. Dinesh ___________ (must/has to) return the book within one week of issuance. (library rule)
43. I ________ (must/have to) carry necessary things even if the organizer has promised. (insistence)
44. We _____ (must/ought to) help the needy. (moral obligation)
45. Ram failed Literature paper, he ____________ (should study/should have studied) hard.
46. I _____________________ (didn’t need to buy it/I needn’t have bought it). Anyway, my money is saved.
47. I went to the jungle and met a tiger. Luckily, I _____ (can/could) climb the tree and save my life.)
48. Arjun _________ (could/was able to) save his life in the war.
49. Diya _______ (can/is able to) apply for this job now.
50. Sumitra will go to Bangladesh _____ January 17, 2017. (in/on/at)
51. Arun goes to bed ____ 10 pm. (in/on/at)
52. If you boil water, it________ (steams/will steam/can steam).
53. He got his books ________. (to cover/covered/cover)
54. Amrit got his sister ______ (clean/cleaned/to clean) his bedroom.
55. Aarya made her servant _________ (wash/to wash/washed) clothes.
56. Anju had her mother ______ (to teach/teach/taught) her maths.
57. Let’s play volleyball, _________? (will you/shall we/should we)
58. Let us sing a song,_______? (will you, shall we/do you)

ANSWER KEY

1. an 2. the 3. Most 4. Some 5. Those 6. Such 7. Several 8. Most 9. Few 10. Each 11. A little 12. a 13. x 14. a 15. x 16. the 17. x 18. A/The 19. The 20. drinks 21. is 22. are 23. is arriving 24. has packed 25. has been raining 26. has been 27. won 28. had been 29. shall have been living 30. have left 31. be staying 32. will 33. was doing 34. always are watching 35. Could 36. can 37. May 38. Could 39. May 40. should 41. doesn’t have to 42. has to 43. must 44. ought to 45. should have 46. didn’t need to buy it 47. could 48. was able to 49. can 50. on 51. at 52. steams 53. covered 54. to clean 55. wash 56. teach 57. shall we 58. will you

 BEST OF LUCK !

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How to write a Book Review?

 

A book review is a personal assessment-critique-explaining how well an author has covered a specific topic. As a reviewer, you analyze the book for how well it tells a story or conveys information. And more than that, you evaluate the quality of writing and organization. It is important that your review enables the reader to arrive at his or her own decision about reading the book. It is a fresh and creative approach, or has it been said before? Above all, has the book helped in your understanding of the subject at hand? Before you begin to write, here are some sample questions to consider:

·       What is the genre of the book? (fiction, non-fiction, biography, autobiography, fantasy, romance etc)

·       How does it provide information about the author and his/her background?

·       What is the plot? Who are the main characters? When and where does the main action take place?

·       How does the story unfold? Why is the story told in this manner?

·       What point of view is expressed?

·       What are the book’s strong and weak points?

·       What examples illustrate my overall feelings about the book?

·       How strong is the writing?

·       How could this work be improved?

·       Why does the book succeed or fail?

·       How did the book affect you? Have your opinions about the topic changed?

·       Is the book interesting, memorable, entertaining or instructive? Why?

§  If you are writing a book review, don’t give away the ending! You’ll kill the reader’s interest if you divulge the entire plot. Keep an element of suspense. §  Try to learn the difference between what’s objective and what your own personal taste is. Leave out the stuff that’s your own taste. §  Your review should include the book’s title, characters, author, publisher, and price.

A Sample

Title:                    Tomorrow, When the War Began Author:                John Marsden Genre:                 Fantasy Publisher:            Houghton Mifflin Characters:          Ellie, Lee, Fi, Corrie, Kevin, Robyn and Homer Price:                    $ 550 If you are to travel on the bus and read along the way, each book falls into one of two categories: those that make you miss your stop and those that don’t at all. Deep into John Marsden’s imaginary work, ‘Tomorrow, When the War Began’, I missed my stop once and barely made it  next time.  This absorbing novel is about seven teenagers who go on a trip for a week to a secluded wilderness called ‘Hell’. When the group returns home, they discover that their country has been invaded and their families have been taken prisoners. After a series of adventures, the group retreat to Hell for safety reasons. While there, they decide that they will try to win back their country and fight against the enemy. The story is told from the point of view of Ellie, one of the teenagers. Her story illustrates how seven normal teenagers can change from being innocent high school pupils into courageous heroes fighting for their country. Ellie describes each of the seven teenage characters quite early in the book. By the end of the book, the characters seem to have changed. They have all grown in each other’s eyes and learned a great deal about war, about life and death, and about themselves. Tomorrow, When the War Began is a tense, exciting and frighteningly realistic story, the first of a seven-part series. I found it unputdownable. In fact, I read it in one day. I would recommend it to everyone—both adolescents and adults. It is one of Marsden’s best.

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ESD Conference right next door: sharing good practices on ESD post DESD

The International Conference titled "ESD for transforming education for children and youth" will be held at Centre for Environment Education (CEE), Ahmedabad, India between 16-18 September 2016.

More details: http://ceeindia.org/esdconf/about-conf.html

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International GAP Conference 2017 in Italy

International GAP Conference 2017: 'Integrating Education into Sustainable Development'

The Learning Teacher Network's 3rd International GAP/ESD Conference will be held at the charming four star Grand Hotel et Des Palmes in Palermo, Italy on 19-21 January 2017 with the title 'Integrating Education into Sustainable Development'.

Framework

Education for Sustainable Development (ESD) allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. ESD means including key sustainable development issues into teaching and learning. The United Nations has adopted the UNESCO Roadmap for implementing the Global Action Programme (GAP) on Education for Sustainable Development.
The GAP has two objectives:
* to reorient education and learning so that everyone has the opportunity to acquire the knowledge, skills, values and attitudes that empower them to contribute to sustainable development – and make a difference;
* to strengthen education and learning in all agendas, programmes and activities that promote sustainable development.

The Learning Teacher Network is an official UNESCO GAP Key Partner on the capacity building of educators and trainers (GAP, Priority Action Area 3).

The Conference

With input from internationally recognized experts and interactive discussions among the participants, the Palermo Conference will explore, learn more and elaborate on how schools and teacher education institutions can integrate education into sustainable development and integrate sustainable devlopment into education. The conference programme will be published on this website during spring 2016.

We welcome you to participate in the Palermo Seminar, which will be enjoyable, inspiring and addressing key issues crucial to the development of education and training.

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The 29th IATEFL BESIG Annual Conference in Germany!

The 29th IATEFL BESIG Annual Conference

4 - 6 November 2016

Holiday Inn, central Munich, Germany

IATEFL BESIG are pleased to announce that the 2016 annual conference, in cooperation with MaWSIG, will take place in Munich, Germany.

 

 

Next Generation Workplace: Challenges for language and intercultural trainers – a business perspective

Globalization and digitalization are transforming the corporate learning landscape. After a brief reflection on the development of Business English and intercultural training over the last 25 years, this talk will focus on what these megatrends mean for trainers and material developers in terms of target groups, content and delivery. What do customers expect? What do clients need to learn to be successful in the global virtual workplace? What is the future of classroom training in the world of social media, video platforms, webinars, apps and wikispheres?
This talk will explore ways of meeting these challenges, as well as examine the interplay between language and intercultural training, and provide you with practical ideas on positioning your services in this highly competitive market.


Pre-conference seminar: "The future of business English training" and "How to write excellent materials". Further details here. Important dates:

Booking:

• Early-bird booking starts on 01 July.
• Regular booking starts on 02 September.
• Holiday Inn hotel deal for conference delegates.

Online early-bird booking fee from 01 July - 01 September 2016:

• GBP 85 for IATEFL members (incl. speakers)
• GBP 100 for members of teaching organizations who are IATEFL Associates (worldwide offer)*
• GBP 125 for non-IATEFL members (incl. speakers)
• Click here to register for the conference and PCS

Online booking fee from 02 September - 21 October 2016:

• GBP 140 for IATEFL members
• GBP 155 for members of teaching organizations who are IATEFL Associates (worldwide offer)*
• GBP 170 for non-IATEFL members
• Click here to register for the conference and PCS

Pre-conference seminar (PCS) on Friday afternoon, 4 November 2016:

• Free for IATEFL BESIG members**
• Free for the first 25 IATEFL MaWSIG members who enter the promo code***
• GBP 15 for non-IATEFL BESIG or non-IATEFL MaWSIG members
• GBP 15 for IATEFL MaWSIG members after the first 25 places have gone
• Click here to register for the conference and PCS

Evening reception (incl. food and drinks):

• GBP 21 for all delegates

Please note:

• * Delegates who are members of an IATEFL Associate organization need to contact their national local committee for a promo code which should be entered to received the reduced rate.
• ** IATEFL BESIG members should use the promo code that they received via email to receive a reduction for the PCS - if no email is received please email sig@iatefl.org. If you do not add the promo code at the point of registration and choose to pay the GBP 15, then no refund will be given. 
• *** IATEFL MaWSIG members should use the promo code that they received via email to receive a reduction for the PCS - if no is email received please email sig@iatefl.org. If the promo code limit of 25 places has been reached, you will be charged GBP 15 to attend the PCS.
• If you are a member of both IATEFL BESIG and IATEFL MaWSIG, please use your BESIG code, as the number of free MaWSIG places are limited. Thank you.
• On-site registration fees (in EUR) will be determined and published shortly before the conference.

Information and forms for sponsors / exhibitors (downloads):  

• Information and booking forms for exhibitors and sponsors
• Booking form for an advert on the website

Committee contact details:
IATEFL BESIG Events Coordinator

Helen Strong
helen.strong@besig.org
IATEFL BESIG Administration Coordinator
Andrzej Stesik
andrzej.stesik@besig.org
IATEFL BESIG Web and Online Team Coordinators
Pete Rutherford & Mercedes Viola
pete.rutherford@besig.org & mercedes.viola@besig.org

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Lesson Plannning

A Sample
Class: X
Timing: 40 min
Topic: Daily Habits
Skill/Language Function: Speaking
Teaching-Learning Method: Audio, Visual and Kinaesthetic

Please Download this file.

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Planning a Lesson for ELT Classes

 The aims of this lesson plan ( a sample) are as follows: 

• To make teachers well aware of the aims and language content of the lessons they teach.
• To help teachers to distinguish the various stages of a lesson, and to see the relationship between them. 
• To show teachers how to make a simple but effective lesson plan. 

Lesson 10

Aim                        To practise talking about clothes, materials and colours.

New Vocab         Ajectives: Woollen, Leather, Cotton, Nylon, Velvet, Plastic

Structures           Present Continuous… is/am/are+Ving (Revision)

1.       Review                 Show pictures of clothes. Students (Ss give replies: Coat, Hat, Shirt,

Trousers, Blazers etc.

2.       Presentation     Show objects made of wool, leather, plastic, etc. Present new

adjectives. Write them on the board.

3.       Practice                a) Ss will look at pictures and make sentences, e.g. She is wearing a

green cotton dress.

b) Pairwork:       A: What’s she wearing?

                                B: She is wearing a green cotton dress.

4.       Writing                     1. Write on the board: Last weekend she was wearing…….

Ss write sentences about themselves.

2. Collect about 10 students’ papers. Read them out. Others guess who

wrote them.

5.       Reading              a) Write on the board: Nepal, the US, the Philippines. Ask: Where are

                             they located? What is the climate like? What do people wear there?

                            b) Ss read a text silently, and find answers to guiding questions.

                            c) Ask and answer questions.

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