Online School _for Schools _a part of Cambridge University Press

For Schools or Employers suggestions for topics for discussion, and on how to carry out those activities in 3 different tools: a) forum, b) blog and c) wiki. 

Any questions. Wiki is for the English Language Teaching Classroom students setting up the English Language Teaching Classroom with other countries whose base medium of the English Language instruction was removed from a decision passed world wide working qualifications schools with a school code or no school code, must activate the ELT classroom with other countries students to discuss with other countries students the freer practice activities online course module or test setting up the teachers training with Master course materials to 

the Cambridge English book 📖 or product,Wiki is for the Teacher of the school code English Language Teaching Classroom setting for each student to learn through experience a part of development of the New English Language Proficiency Standards English language teaching classroom with the online version of the English language teaching classroom books the official Cambridge English exam or test. 

There is also a section called Key Themes to help you predict the areas where your participants might need support and to help you focus your feedback training for the setting development of employment facilitys capacity must regroup training for sound growth and development

 The structure of the online module is included so you can see at a glance what your trainees have been looking at online and how long it will take them and the Try This! activity is replicated here in case you want to adapt the suggested activities.

Through the collaborative activities teachers will have an opportunity to look at their own situation to decide how to apply to reopen Cambridge English Teachers setting that was announced and closed in 2016.

Key Themes 

Identifying students’ strengths and weaknesses, preferences and needs

Deciding which online activities to assign and how the personalised practice cycle helps

How individual students’ online study affects classroom time

How to motivate learners to do the work online

How to assess learning using communicative classroom activities

Module Structure

This is a quick overview of what is subscribe to the any books still active or in use in the employers working qualifications setting facility and the English language teaching classroom.

The activities in the notes are centred on the Try This!

Re-announce that is the base medium of the English Language Teaching and instructional language is removed from the same decision passed 05 March 2008 across the globe that is world map. The Auxillary point, required and still requires Schools with a school code or no school code remove the any book from the English Language Teaching Classroom. Facilitys foundation under level 4 of ICOA world law passed for specific purpose.

Schools with a school code must use books from the University and connect with the University platform course program for the teaching to be considered a teaching.

activity’s in the employers facility must course module for training and development of the foundation of the facility’s capacity, to conduct controls of working qualifications you could do additional collaborative activities around the other reflective or free writing activities as well as long as active with registra setting with the University.


Reorganisation plan for School code School Administrators or facilitys resources training with no school code.

Freer practice: Email other schools or foundations similar to the English Language field conducted within your facilitys space, setting and service your created journey with other countries whose abilities to facilitate working qualifications with online professional development or training to be understood to grow our small diverse aeronatical community with the language field it commands the population in density across the globe,six sigma exam scale the New English Language Proficiency Standards.

100 students per class code for the setting of the University students all positions of the aeronatical community working qualifications 1947 to date . We urge for engagement of no book buy back for being understood that is the purchase agreement independently candidates purchase their book with a isbn registra agreement to service the book after purchase for individual delivery or online invoice let’s get your team up accepted, meaning more than Frog legs, around the world sea, world map.

Time (minutes) annual planning 2 semester 1 Cambridge English book or product. 1 extension.

Reflection: can dos – tick boxes non graded

Characters: Teacher and Students

Students’ needs

Matching needs to students

Idea. Round up students or Recruit your school Administrator it’s always a good idea to get your Teachers involved. They are globally a part of Cambridge University Press. The ELT classroom teachings My teachings for specific purpose. Resources and contracts, political correctness to name a few reasons that the facilities any books are still in use in the school code ELT classroom.

Context is particularly forgettable

PreSchool 24 year ELT classroom setting Languages in any classroom core drill audit -schools with a school code or no school code

Elementary schools 24 year ELT classroom Languages audited

Middle Schools 24 year ELT classroom and other languages audited

Highschools world audit of the English language teaching classroom or Language Teaching Classroom.

Colleges 24 year ELT classroom core drill audit or other languages audited world globe

universitys in chancery 24 year ELT classroom and other languages core drill audit world globe.

world working qualifications audited

We can remove the article and any book or we can do this..

It’s Your school code

They are your school code ELT classroom teachers teaching with no gradebook acceptance.

Matching: information in gradebook, a English language teaching classroom must use books from the University and connect.

Contract prepare the school code and request email 1947@viverada

School code Client Administrative Service your schools with a school code or no school code Cambridge English exam or test recognition or acceptance to facilitate to connect with the University.

Online Behaviour

Multiple choice

Integration and Motivation


Try this!

Action Research and Free writing




can dos revisited

Well done!

summary reading

Communicative activity

Forum/Blog/wiki/Face to Face

30 +

Try This!

Here is the Try This! activity from the module: Below, you will find ways of incorporating it into collaborative activities with your group to present instructive language to the school Administrator or facilitys reorganisation plan

Write down what you want them to achieve by doing the activity you’ve chosen


Did the activity go well? Use the questions below to reflect critically on the experience. 

Did you achieve the learning aims for the activity? How do you know? How can you make sure you achieve them better next time?

Did you enjoy the activity? Why?

Did you find the activity stressful? Why? What can you do the next time to reduce the stress?

Did the students do what you expected? How did you achieve this? What would you do differently next time to improve their actions?

How did the students feel about the activity? How do you know? How can you make them feel more positive about it next time?


Dear all,

Let’s think about your online experiment from the Try This! Activity. Respond to this post with a short summary of what you did with your class. Say what you were trying to achieve and whether you think the experiment was successful or not and why. Then have a look at other people’s posts and see if you have anything in common – did most people choose the same activity type? Was everyone equally successful?

Monitor and encourage the discussion, responding personally to contributions and giving examples from your own experience and highlighting good practice.

Invite comments from the group on individual posts

Make sure the conversation stays on task, if necessary inviting comment on the themes in the Key Themes section. E.g.

Dear all,

A lot of interesting points here. Did your students behave as you hoped? What was it that made this happen? What might stop students from engaging in activities like the one you chose? Is there anything you can do to help?

At the end of the discussion, summarise the key points learned and give one or two examples of insightful contributions.


Write a short blog post as Teacher Teresa from the module like the example below. 

Hi all,

I’ve always had difficulty letting students take the lead. I recently read an article about using online activities to help foster independence. I wasn’t entirely convinced as I don’t think students can learn study skills just by being thrown in at the deep end. Still, I thought it would be good to let them try and see what happened. I didn’t think it would be a good idea to just let them loose and ask them to do anything they wanted so I assigned a test and the relevant practice. 

Most (not all) of the students did it but half of them got really high marks so didn’t get any recommended practice. By the time I found this out it was too late to get them to go back and do the Extension activities. A couple of them seemed to do ok in the tests but then when they came to class, only one of them seemed to be better at the language point. The other one bombarded me with questions in the following lesson but that’s probably more a lack of confidence than anything else. I ended up wasting quite a lot of time on this person at the beginning of class and not getting to all the communicative stuff I had planned. 

I think the students who did the activity properly got a lot out of it but afterwards was difficult to manage. I’d definitely like to try this again…but better! Any advice you have for me would be great!



Ask participants to post advice to Teresa for how to do the activity better next time. Make sure they also include some positive feedback as well!

Ask everyone to write a blog post about their first experiments using the questions in the Try This! Activity to guide them. Give them a deadline for this.

Next, ask everyone to comment on another participants’ post including – what was similar for them, some positive feedback and a suggestion for next time.

At the end of the activity write a post asking which advice participants found useful, and why, and if they have managed to put any of it into practice, and if so how. Ask them to answer by commenting on your post.

Conclude the activity by highlighting the top 3 pieces of advice and congratulating the contributors of these and acknowledging everyone’s effort

Part 1:

Once you have decided what work you would like to do think about how you will need official recognition or acceptance that is in 2008 the any book was removed from every facilitate world wide , working, motivated them to do a task an activity, after the world law EU agreement parilamente agreement was passed 05 March 2008 during and after the activity. Post ONE of your Motivation Strategies in the table below. In the Summary column, try to convince others to use your strategy. Don’t worry about the last column for now.









To allow stronger students to use language in context

Tell students they will get bonus points in their final grade if they do this.

Students always like to get good marks so this is the best way to motivate them

Monitor the development of the page, and encourage those who have not yet participated. 

In an announcement, congratulate participants for having completed part 1 of the task.

Monitor the development of the activity and encourage those who have yet to participate.

At the end of the activity, check whose strategies got the most stars. Then send an announcement to praise their work and give some examples of good practice. 

If you like you could also ask them to share what they did with their students and how useful they found the new ideas.

Any questions? Email

join today