Language learners to identify and set learning goals and chart their progress towards language and intercultural proficiency; Educators to write communication learning targets for curriculum, unit and lesson plans; Stakeholders to clarify how well learners at different stages can communicate. The statements are organized according to the Interpretive, Interpersonal, and Presentational Modes of Communication as described in the World-Readiness Standards for Learning Languages: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
If you would like catering for your group, please email WaterfrontCafe liverpoolmuseums. Many sessions are led by a member of our team, while some are self-led.
Booking well in advance is advised. Popular topics include local history, the influence of the River Mersey, the s, and the city's iconic buildings.
It's also a great place to examine Victorian Liverpool and court housing. Younger groups can pre-book the hands-on children's gallery Little Liverpool.
Details of the sessions available for groups, from early years to key stage 3, are on the education sessions page. Preparing for your visit - some useful resources We strongly advise that all teachers and accompanying adults visiting the gallery with a group read the guidance notes on the resources page.
This will give you all the practical information you need to ensure that you have an enjoyable and productive visit, including sample risk assessments. You will also find lots of useful pdfs and images for teachers and group leaders to download for use in the museum, and use in the classroom afterwards.
Introductory sessions for teachers If you are interested in bringing a group to the Museum of Liverpool, we run introductory sessions for teachers. A walk through the museum. Essential preparation for a group visit, from coach parking to lunch facilities and risk assessments. Introduction to key objects and interactives for each key stage.
Perspectives, a Joumal of TESOL-Italy. Volume XVIII, Number 2, December The purpose of this paper is to discuss why and how training learners for independence can become a valuable component of a communicative approach to language learning.
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