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    Eka`s  Portfolio Eka`s Portfolio Document Transcript

    • EKA ENUKIDZE GEORGIA
    • CONTENT
      •  
      • Introduction
      • Georgia
      • Resume
      • My Reflection About Internship
      • My Reflection About Student Assessment System In J.E.B Stuart High School.
      • Strategies
      • Lesson Plans
      • Reflective Statement On Learning
      • Culture Day
    •   George Mason University , College of Education and Human Development Center of International Education , Teaching Excellence and Achievement Program Funded by IREX‐ U.S. Department of Stat ECA
      • ABOUT
      • GEORGIA
      • Her Glorious Past and Hopeful Future
      • Georgia, an exquisitely beautiful country of 5.5 million people, is ringed by the Caucasus Mountains and set at the crossroads of Europe and Asia.  It lies between the Black and Caspian Seas and borders on Turkey, Russia and Armenia.  Since recorded time, Georgians have been famous for their hospitality to strangers.  The visiting ancient Greeks knew Georgia as the land of the Golden Fleece.  It was a woman, St. Nino, who brought Christianity to Georgia in 330 A.D.  Georgian wine has been produced for over 3,000 years and Georgian literature dates back to the fifth century A.D.  Scholars have compared the 12th century Georgian poet Shota Rustaveli to Dante and Shakespeare
      • In May 1991, Georgia declared independence from the Soviet Union.  In spite of major efforts towards stabilizing the economy and instituting democratic practices, Georgia is still struggling economically.  The new Georgian Government under President Mikheil Saakashvili, who was elected in January 2004, is endeavoring to restore the Georgian economy and renew the hopes of the Georgian people.
      • Currently, the Georgian Government is unable to provide most of her people with gas, electricity or social services.  Georgian industry, still suffering from the Soviet legacy, has collapsed leaving many workers without pay or without jobs at all.
      • Georgians who once enjoyed one of the highest literacy rates in the world now have schools struggling from a lack of heat and unpaid teacher salaries
      • EKA ENUKIDZE
      • Date of birth :1981,25.07
      • Place of birth : Sachkhere, Georgia
      • Address : Sachkhere, Sanapiro st. #4.Georgia
      • Tel :899 54 45 57
      • E-mail :eenukidze@gmail.com
      • EDUCATION
      • Tbilisi Ivane Javaxishvili state university, Magistracy, MA in Education
      • ▪ student
      • Tbilisi, Ilia Chavchavadze State University of Western Culture and Languages. Georgia
      • Foreign Languages Faculty, Diploma(1998 august-june2002)
      • Ardmore language school, England, Eastbourne2008
      • ▪ Leader of the students
      • Sachkhere secondary school #1, Georgia
      • PROFESSIONAL EXPERIENCE
      • Public School #1 Sachkhere. Georgia.
      • English Teacher, September 2004-present.
      • ▪ Design English Language Curriculum, plan and lead teacher trainings, Coordinate and supervise English Language Club. Succeeded in obtaining funds for an English Cabinet. Acted as a liaison between the school and community during English Cabinet renovation.
      • BRITISH COUNCIL
      • A Trainer for the ELT Global Product- www.teachingenglish.org.uk 2008-present.
      • ▪ Train a minimum of 25 school teachers in using this website.
    • USAID, J.S.I, Save The Children ▪ Trainer /volunteer/ 2008 april-present. Topic “ OUR HEALTHY LIFE ” Sachkhere Youth Assambly ▪ Establisher and author of the project 2008-/running project/. Our blog www.sakrebulo1skola.blogspot.com ENGLAND, Eastbuorne ARDMORE LANGUAGE SCHOOLS ▪ Leader of the group/15 sts/ Editor of the school newspaper Head of “ ECOLOGISTS CLUB ” at school. Our blog wwwecologia.blogspot.com Head of the club “ CIVIC EDUCATION at High schools ” Our blog – www.civic education.blogspot.com
    • English Teacher`s Association Of Georgia. ETAG ▪ Member, June 2007-present Assisted in daily 0ffice operations, acted as the administrative aid to the head, organized and managed the ETAG Sachkhere branch, created and implemented English Language trainings at the office. MINISTRY OF EDUCATION AND SCIENCE OF GEORGIA FUND “ DEAR LEAP ” competition in Integrated Lesson Plans ▪ The Winner of the project Private School “ Otarid “ 2003-2004. ▪ Taught the small groups of children reading and writing,planned and organized monthly concerts.
      • PROFESSIONAL DEVELOPMENT
      • The U.S. Department of State’s Bureau of Educational and Cultural Affairs, TEA-Program,
      • ▪ The Finalist, An exchange student in George Mason University, Washington D.C, USA
      • United States Peace Corps,,Georgia
      • English Language Teacher Training. March-2007.
      • ▪ Two day training covering topics such as lesson planning, test writing,and essay writing.
      • English Teacher`s Associacion of Georgia.ETAG, Sachkhere,Georgia
      • /MLLT/ More Learning Less Teaching – part I June 2007
      • ▪ Twenty hour training on innovative teaching methods and activites for the classroom,
      • English Teacher`s Associacion of Georgia.ETAG,
      • Sachkhere,Georgia
      • /MLLT/ More Learning Less Teaching – part II June 2007
      • ▪ Twenty hour training on the best practices to expand fluence and listening comprehension.
      • USAID, J.S.I, Save The Children, Kutaisi,Georgia
      • ▪ Two day training on topic“ OUR HEALTHY LIFE” April-2008
      • MINISTRY OF EDUCATION AND SCIENCE OF GEORGIA
      • The Project Ilia Chavchavadze, 2006 September
      • ▪ Two day training on topics lesson planning,assessment system,new methods of teaching and learning.
      • MINISTRY OF EDUCATION AND SCIENCE OF GEORGIA
      • The Project Ilia Chavchavadze, 2007 November
      • ▪ Two day training on topics Bloom Taxonomy, Developing Logical Thinking.
      • MINISTRY OF EDUCATION AND SCIENCE OF GEORGIA
      • The Project Ilia Chavchavadze, 2008 March
      • ▪ Two day training about the presentations and making projects.
    • Awards ● Peace Corps 2007 English Teacher Trainings “ CERTIFICATE OF COMPLETION ” ● USAID, J.S.I , SAVE THE CHILDREN. “ CERTIFICATE for training courses ” ● Ardmore Language Schools, England, Eastbourne. “ CERTIFICATE for English Language Course ● British Council, English Teachers Association of Geargia “ CERTIFICATE FOR MLLT-I, MLLT-II. ” ● MINISTRY OF EDUCATION AND SCIENCE OF GEORGIA, Foundation “ Deer Leap ” “ CERTIFICATE for participating in the summer conference. ● MINISTRY OF EDUCATION AND SCIENCE OF GEORGIA, Foundation “ Deer Leap ” “ CERTIFICATE for participating in the national conference. ● MINISTRY OF EDUCATION AND SCIENCE OF GEORGIA, Foundation “ Deer Leap ” , IEARN/GEARN CERTIFICATE for publishing the projects on the web 2.0 blogs COMPUTER SKILLS Microsoft Word, Explorer, Excel, PowerPoint, Outlook, Adobe Photoshop, PageMaker LANGUAGES E nglish, Russian
    • My Reflection About J.E.B Stuart High School ESOL Department
      • My Reflection About J.E.B Stuart High School
      • First of all I feel very fortunate to be sent to JEB Stuart high school as a teacher, and met excellent stuff of that school, My mentor, Mrs DAVIS ESOL teacher, who gives me constant support and exquisite educational guidance, and Mrs. Ruth the head of ESOL department, whose enthusiasm helped fuel our lessons and working.
      • We went to school on Wednesday 29 of September. The day began with the tour of school and meeting in workroom. I was admired by the teachers attitude and devotion toward their students. As I noticed there is a big diversity in a school, there are a lot of students from central America, Guatemala, Honduras, etc. which makes a deep cultural difference, all of them have their traditions, and the way of living, but they, as well as the stuff of the school constantly try to get on well to each other.
      • The schooldays are divided into different parts Red Days and Blue Days ,according to the traditional colors of the school, and the students have different lessons and different assignments for these days.
      • I learned many new teaching methods, Mrs Davis had very interesting agenda, warm up games, grammar references, and etc. the lesson was quite interesting. After lessons we went to the Guidance and Career Centre, where we had very interesting session about the school policy, dress code, student assistance program, how do the parents apply for the school, Mrs Ruth gave us very interesting books about teaching methods and lesson plans.
    • Now I want to let you know about our second visit at JEB Stuart high school. We began our working in PLATO, this is the name of the computer lab. Where we were given our passwords and contracts for using computers. We worked there a lot till 12 o`clock and we were able to write the tests of Master`s level, That tests gave us a lot of practice, experience, and self-confidence, we also visited the library ,they have enormous interesting books and looked them through. On that day I had an opportunity to meet other teachers and attend their classes, one of them was Mrs Capone, she teaches Science, her lesson was so good and beautiful, I wished never ended it, she used the smart board during the lesson, Mrs. Capone has very interesting program which is called “Concepts Science I ” this course is designed to help improve the student`s English and Science knowledge and prepare them for the “core” science classes: Biology, Chemistry, Physics, and Geosystem, Quarter grades will be based on the following categories and percentage: Written assignments and lab reports 40% Tests, quizzes and performance assessments 30% Homework 30% This school has such tradition: every year on that time they meet Alumni, they have homecoming events, for school 50-th Anniversary, so we were invited to the PEP RALLY and homecoming parade, we had a wonderful time there ,
    • My goal is to adjust new methods and new teaching strategies, that will meet the needs of my kids in Georgia, enhance my teaching skills, and increase my knowledge about the US culture and educational system.
    • J.E.B. Stuart High School My observation about student assessment system in the classroom,
      • I attend classes at J.E.B Stuart High School, my mentor teacher is tviy Devis , she is real professional, she uses many kinds of assessment system, and here is what I have observed during classis, though we didn`t have enough time for this. I am going to use the following assessment methods in my school, because it is new for my students and I will also share them to my colleagues.
      • We had very interesting discussion about topic.
      • As teachers, we must not just want to believe that all students can learn, but must really want each and every student to feel the exhilaration of success .
      • Student`s Assessment is based on the contention that student achievement and academic self-concept are determined, by and large, on the basis of students’ perceptions of their own success in classrooms. It presents a philosophy that places students at the center of the classroom equation. The single most important value any teacher must bring to the classroom assessment process is a strong sense of caring about student wellbeing in school
      • I found out that complex outcomes to assess, including:
      •  
      • • Knowledge outcomes: material to be mastered either
      • through memorization or via using references;
      • • Reasoning Outcomes: ways to use knowledge to meet
      • specific problem-solving challenges;
      • • Skill outcomes: things that students should be able to
      • do as a result of mastering the material presented;
      • • Affective outcomes: feelings students might experience
      • as a result of study.
      •  
      • “ Assessment is not a mathematical challenge. Assessment is a
      • challenge in clear thinking and effective communication”- she says,
      • 1. Classroom assessments provide the basis of information
      • for student, parent, teacher, principal, and community
      • decision-making.
      • 2. They motivate students to try-or not to!
      • 3. They screen students in and out of programs, giving
      • them access to the special services they may need.
      • 4. They provide at least part of the basis for teacher and
      • principal evaluation.
      •  
      • Classroom Assessment unfolds in four parts:
      • Understanding Classroom Assessment Context,
      • Understanding Assessment Methods,
      • Classroom Applications of Assessment,
      • Communicating About Student Achievement.
      • Each part offers unique perspectives on the classroom assessment process, yet the
      • four parts present a unified overall picture of the assessment process and its place in day-to-day instruction.
      • Involving Students in Assessing Reasoning
      • 1. Have students think aloud when problem-solving.
      • 2. Have students learn to label an understand the kinds of thinking they
      • are using.
      • 3. Ask students to probe each other's reasoning.
      • 4. Offer students repeated opportunities to participate in developing sample
      • tests items that tap reasoning.
      • 5. When asking questions that require reflection and thought, wait for a
      • response.
      • 6. Avoid questions that call for a yes or no answer.
      • 7. Use concept mapping.
      • 8. Have students design essay and performance assessments that measure
      • reasoning.
      • 9. Set up a classroom display on the kinds of reasoning valued
      •  
      • Designing Portfolio Systems
      • 1. Who will be involved in the portfolio design?
      • 2. What will be the purpose of the portfolio?
      • 3. What specific outcomes will be reflected in portfolio material?
      • 4. What kinds of assessment information will be considered
      • appropriate to meet the portfolio's purpose?
      • 5. What guidelines will govern the selection of material for the
      • portfolio?
      • 6. Who shall make the selections?
      • 7. What criteria will be used to evaluate entries in the portfolios?
      • 8. How will student self-reflection be worked into the system?
      • 9. What criteria will be used to evaluate the quality of the self reflection?
      • 10. What criteria will be used and who will evaluate the portfolio
      • as a whole?
      • 11. Who owns the portfolio and who has access to the portfolio?
      • 12. How will it be stored and transmitted to users?
    • HOW TO BE AN ESL TEACHER
      • Love kids - Embrace diversity - Know each student`s name - Smile - Be flexible -Sing songs - Keep the kid`s laughing - Open your heart - Always encourage - Be dramatic - Display student work - Laugh at your mistakes - Wear holiday clothes
      • Get your rest - Have an international food`s day - Be patient-Show compassion - smile
      • Multiple
      • Intelligences
      • Self Assessment
      • Test
      • Step 1
      • Primary : Avoidance (6 o`clock)
      • Backup: Affiliative (2 o`clock)
      • Step 2
      • My Avoidance Score is in Low Range, so this means to me that I probably prefer to confront things rather than avoid them. I seldom experience significant doubt over my ability to deal with problems, and are usually not afraid to take occasional risks. Rather than always choosing the safest route, I am likely to explore different alternatives for accomplishing something. Confidence in myself contributes to my belief that I can change things for the better. When I do mistakes, I probably see them as opportunities to learn and grow.
      • Step 3
      • Significant Person Ideas/Behaviors I might Have Learned
      • (or situation) Generally I am the person who likes
      • It would be better to learn struggle in life, I`m never afraid of
      • on other`s mistakes, not to dealing with different kinds of pro-
      • experience myself. Blems. but there is one thing
      • that I`d
      • really like to improve,
      • to learn how to
      • avoid to confront things, and choose the safest route
      • Step 4
      • Personally
      • Positive Consequences Self-Defeating Consequences
      • Avoid problems. Prefer to confront things rather than avoid them.
      • choose the safest route. Explore different alternatives.
      • Self-confidence. To be too risky .
      • Hide our feelings.
      • Professionally
      • Positive Consequences Self-Defeating Consequences
      • Ignore problems face the situations that carry
      • The risk of personal defeat.
      • Maximize interaction with stuff minimize interaction with
      • Members. colleagues.
      • Realistic goals to accomplish can`t provide subordinates with realistic goals.
      •  
      • Step 5
      • Some positive differences:
      • If I changed my behavior in this area, my life will really change, because I will know how to ignore my problems, I will not take occasional risks, explore different alternatives for accomplishing something.
      • Some negative differences:
      • In my opinion When I make the mistake, it will be especially difficult for me to forgive myself and move on. I will typically refrain from examining and expressing my feelings. My tendency to focus on my own concerns can cause me to ignore what is happening around me.
    • SAMPLE LESSON PLAN BASED ON MULTIPLE INTELLIGENCES
      • Integrated Lesson Plan
      • Topic – “The Forty Niners ”
      • Grade – IX th grade
      • The subjects integrated with–
      • English Language; Geography, Music
      • Number of st s.– 23
    • OBJECTIVES
      • Engl. - Reading for purpose.
      • Engl. - Enrich the vocabulary with new words.
      • Engl. - Connect the words logically with each other.
      • Engl. - Develop listening skills.
      • Geogr.- Research the routes of 49-ers and transfer them onto the map.
      • Geogr.- Research the routes of 49-ers and transfer them onto the map.
      • Geogr.- Use Geography's international language-map for research.
      • Geogr.- Travel with imaginary route to make research.
      • Music - Perceive the composition according to the context.
      • Music – Guess the content of the song and pick the information about the characters.
      • ICT – Look for the necessary information by ICT, though the internet.
      • ICT – Involve the ICT in the lesson in order to improve it.
      • ICT – Use ICT with their classmates to improve their knowledge implement their ambition and interests.
      • MATERIALS
      • Formats, markers, books, maps, cards, USB-drivers, computers, type recorder, DVD-disk
    • PROCEDURES FOR LEARNING ACTIVITIES
      • Activity#1
      • name of the activity:
      • aim: connect the words logically.
      • time: 15 min.
      • work Individually
      •  
      • Step I
      • I give the instructions to the Sts, to read the text silently, they will have the time. 10 min. and write all the new words in their notebooks.
      •  
      • Step II
      • I ask the students to dictate the words. I write them on the blackboard in random.
      •  
      • pick up, suffer, justice
      • from, quiet, empty,
      • expensive, discover, sailors.
      • rich, government,
      • disease,
      • Step III
      • The students are given the task
      • (they work individually)
      • guess the meaning of the words by the context
      •  
      • Step IV
      • connect the words logically with each other
      •  
      • e.g
      • pick up government
      •   rich sailors
      •  
    • Step V (work in pairs) I give instructions: find the sentences using these words and read loudly and the second partner should translate into Georgian. This activity develops: Linguistic Intelligence, Logical Mathematical intelligence, Intrapersonal( individualized instructions) Intelligences Activity #2 (work in groups) aim: Using the new words restore the text. i explain the aim of the activity, what the sts. will have to do. There is the extract form the text form which the words are missed, the sts will fill the empty gaps, and the first letter of the word there is also given. they must close the books and do the work. the extract is written on the Monitors:
    • there were three w _(I)_ to get California from the eastern United S_(II)__. The most comfortable way was to go by S ___(III)___ around the tip of South A___(IV)___. and then north to San F___(V)___. by the time P___(VI)___arrived, there was not going to be much G___(VII)___ for them to find. A faster way to get to California was to C___VIII)___ Central America. After the activity the sts. exchange, the places in front of the computers and correct each other`s works, and two leaders make the presentation . This activity develops special intelligence
      • Activity #3
      • time-15min.
      • For this activity we ask the Geography teacher for help. We together divide the class into three groups of travelers.
      • They are given such task. ”Imagine that you` re the 49-ers, and you are desperately going to look for gold in California. From the text we know that
      • there are three ways from Eastern States to get to California:
      •  
      • 1.The most comfortable way was to go by ship around the tip of South America ,and then North to San Francisco, but there was the problem –it took between four and eight months to complete the journey.
      • 2.A faster way to get to California was to cross the Central America, where the distance between the Atlantic and the Pacific Oceans was the shortest, and then continue North by boat.
      • But there was the problem: The 49-ers who came that way could expect bad food, bad water, disease, and the possibility that the boat might never come to pick them up.
      • 3.A third way was to cross the country by land, in covered wagons, but there was also the problem: this way was slow and dangerous, some wagon trains suffered terribly, by both from freezing winter weather and from Indian attacks.
      • Each group takes the route get by voting. They should research the way 49-ers traveled and transfer the route on the map. They have the political maps on the screen,
      • The group which guess the right route will be the winner.
      • This activity develops Special intelligence, Bodily-kinesthetic intelligence (competitive and cooperative games),Interpersonal Intelligence,
      •  
      • Activity # 5 /listening/
      • Time 10 min
      • For this activity our music teacher helps us .we give the task to the students.
      • Listen to the music, insert the missing words in the song and pay much attention to what period of American History is expressed in the song, what genre does the song belong to,
      • what is the feeling of singer? etc.
      • This activity makes very friendly atmosphere in the classroom, they listen, pick the main information about the characters, the students define the situation in which the 49-ers had been.
      • This activity develops Musical Intelligence Interpersonal Intelligence, Linguistic Intelligence.
      • 5. REFLECTION
      • This lesson Plan is based upon MI Theory, activities spanning all seven Intelligences have been used to achieve the instructional objectives.
    • UNIT LESSON PLAN TEMPLATE
      • TOPIC: SEASONS OF THE YEAR
      • LESSON 1 (INTRODUCTION OF THE TOPIC)
      • Teacher Eka enukidze
      • Grade 7-th
      • Proficiency level pre-intermediate
      • Program model push in
      • Content: ESOL Teacher
      • PLANNING PHASE
      • State Virginia, standards of learning
      • http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=316
      • Language Objectives
      • English for ESOL Students
      • Goal 1, Standard 1 To use English to communicate in social settings: Students will use English to participate in social interactions
      • Indicators:
      • sharing and requesting information
      • expressing needs, feelings, and ideas
      • engaging in conversations
      • express feelings through drama, poetry, or song
      •  
      • Goal 1, Standard 2
      • Students will interact in, through, and with spoken and written English for personal expression and enjoyment
      • indicators
      • sharing social and cultural traditions and values
      • listen to, read, watch, and respond to plays, films, stories, books, songs, poems, computer programs, and magazines
      • Vocabulary
      • Leaf, ground, change, grass, violet, melt, orange, spring,
      • Materials
      • Pictures describing seasons, cards, bingo, colored papers, markers, white board, handouts, CD—“four seasons of the year”( classical music), by VIVALD
      • Lesson Outline adjust new vocabulary and use them in everyday life, develop speaking and reading skills.
      • Content Introduction of the topic: “Four Seasons”
    • Teaching Phase Sequence
      • Warm –up activity:
      • The teacher begins the lesson with the rhyme
      • “ Spring is green
      • Summer is bright
      • Autumn is yellow
      • Winter is White”
      • Then asks questions:
      • How many seasons do we know?
      • speak about the seasons of your county
      • What colors do the seasons associate in you?
    • Activity # 1
      • Venn Diagram
      • Comparing and Contrasting
      • The students will find differences and similarities between united states and their own country, and they will discuss what do they have in common
    • Activity #2
      • Jigsaw
      • Teacher splits the class into four group gives each article about seasons to them and gives time, Students read the texts in order to find out the characteristics of the year and seasons, and the classification of the months,after reading they will share information to each other
    • Activity #3
      • Name of activity : Word sort
      • to learn new vocabulary by classifying them into groups
      • to learn a pronunciation difference between words
      •  
      • Students figure out the differences for themselves
      • Students think about the words to help internalize them
      • Students write and then “handle” the words to help understand and remember them
    • STEPS
        • Teacher gives students a list of words to use
        • Students copy them into squares on a grid either given by the teacher or use regular lined paper .
        • Students cut the words apart.
        • Students sort the words without being told how to sort them.
        • Students explain what they used to sort into different groups
        • Teacher clarifies or corrects and then states the difference to the whole group.
    • Differentiated Instruction:
      • Warm up: ask questions about seasons
      • Activity #2: Venn Diagram
      • Activity#3 : Jigsaw
      • Activity#4:Word Sort
    • Assessment
      • Students will be given a 3-2-1
      • summary sheet in order to self-assess their writing process. Students will write down three things they did during the lesson, two things they could work on a little more, and one thing that may be a problem
      • Closure
      • Students will share what they have learned from this unit, They will go to their Venn Diagram Chart and write what they learned in ” in common” column,
      • Homework
      • Make the PowerPoint presentation about the seasons,
      • Students must choose one of the season and search the pictures and information about it.
    • SAMPLE LESSON PLAN TEMPLATE TOPIC: SPRING LESSON II
      • Teacher Eka enukidze
      • Grade 7-th
      • Proficiency level: Pre-Intermediate
      • Program model : Push in
      • Content: ESOL Teacher
      • PLANNING PHASE
      • State Virginia, standards of learning
      • http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=316
      • Language Objectives
      • English for ESOL Students
      • Goal 1, Standard 1 To use English to communicate in social settings: Students will use English to participate in social interactions
      • Indicators:
      • sharing and requesting information
      • expressing needs, feelings, and ideas
      • engaging in conversations
      • express feelings through drama, poetry, or song
      •  
      •  
      •  
      • Goal 1, Standard 2
      • Students will interact in, through, and with spoken and written English for personal expression and enjoyment
      • indicators
      • sharing social and cultural traditions and values
      • listen to, read, watch, and respond to plays, films, stories, books, songs, poems, computer programs, and magazines
      • Vocabulary
      • Grow, Vegetables, March, April, May. Wake up, Nature, Field, Valley
      • Materials
      • Pictures, handouts, markers, colored papers, cards.
      • Lesson Outline: Developing Speaking skills, Reading skills, Logical thinking
      • Content “ SPRING”
      • Warm –up activity #1
      • Association Map
      • The teacher writes the word- spring in the middle of the blackboard, and Brainstorms the ideas connected to the Spring,
      • Activity #2
      • Create own story
      • After the students dictate some ideas and words connected to Spring, the Teacher gives the task: using these phrases and words create your own story. Then the children make the presentations of their story.
      • Activity #3
      • Teacher gives the envelopes to the students in which are new words cut and jumbled, they should put them into right order.
      • Differentiated Instruction
      • Activity#1 : Warm-up, Brainstorming
      • Activity #2: Story Writing
      • Activity #3: jumbled letters
      • Assessment
      • Ask several students to summarize today`s lesson and ask other students to tell the class one new thing they learned today. The Teacher collects student`s works to check the understanding.
      • Closure
      • Students volunteer to read their writing. the students who volunteer their stories will receive feedback for improvement.
      • Homework
      • Draw the picture describing SPRING
    • SAMPLE LESSON PLAN TEMPLATE TOPIC: SUMMER LESSON III
      • Teacher Eka enukidze
      • Grade 7-th
      • Proficiency level Pre Intermediate
      • Program model push in
      • Content ESOL Teacher
      • PLANNING PHASE
      • State Virginia, standards of learning
      • http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=316
      • Language Objectives
      • English for ESOL Students
      • Goal 1, Standard 1 To use English to communicate in social settings: Students will use English to participate in social interactions
    • Indicators:
      • sharing and requesting information
      • expressing needs, feelings, and ideas
      • engaging in conversations
      • express feelings through drama, poetry, or song
      •  
      • Goal 1, Standard 2
      • Students will interact in, through, and with spoken and written English for personal expression and enjoyment
      • indicators
      • sharing social and cultural traditions and values
      • listen to, read, watch, and respond to plays, films, stories, books, songs, poems, computer programs, and magazines
      • Vocabulary
      • June ,July, August, river, sea, beach, sun-tan, burn,
      • Materials
      • Marker, articles, cards, pictures
      • Lesson Outline: developing speaking, reading skills
      • Content : SUMMER
      • Teaching Phase Sequence
      • Activity#1 Warm up
      • Speak about what is your favorite place to go in summer,
      • How do you usually spend summer?
      • Activity #2
      • The teacher shows the picture to the students and asks to describe it
      •  
      • Activity#3
      • Imaginary Situations
      • Work in Pairs
      • The teacher tells the situations to imagine which is connected to summer time and asks to make the dialogue about the situation.
      • And the pairs should perform the dialogue in the class.
      • Differentiated Instruction
      • Activity #1 warm up.
      • Ask questions about summer
      • Activity #2 Describe the picture
      • Activity#3 Imaginary situations
      • Assessment
      • Informal assessing is going throughout the lesson, particularly regarding the comprehension of the following 1. Do the students use the new words in their descriptions? 2,how do they manage to make the dialogue.
      • Closure
      • Three –question survey used as an exit pass writing feedback
      • Homework
      • Draw the picture describing summer.
    • SAMPLE LESSON PLAN TEMPLATE TOPIC: Fall LESSON IV
      • Teacher Eka enukidze
      • Grade 7-th
      • Proficiency level: Pre-intermediate
      • Program model: push in
      • Content ESOL Teacher
      •  
      • PLANNING PHASE
      • State Virginia, standards of learning
      • http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=316
      • Language Objectives
      • English for ESOL Students
      • Goal 1, Standard 1 To use English to communicate in social settings: Students will use English to participate in social interactions
      • Indicators:
      • sharing and requesting information
      • expressing needs, feelings, and ideas
      • engaging in conversations
      • express feelings through drama, poetry, or song
      •  
      • Goal 1, Standard 2
      • Students will interact in, through, and with spoken and written English for personal expression and enjoyment
      • indicators
      • sharing social and cultural traditions and values
      • listen to, read, watch, and respond to plays, films, stories, books, songs, poems, computer programs, and magazines
      •  
    • Vocabulary Fall, harvest, school year begins, grapes, September, October, November Halloween, pumpkin, apples
      • Materials
      • Pumpkins, fruit, cards, markers
      • Lesson Outline
      • Content “FALL”
      • Teaching Phase Sequence
      • Warm –up
      • Activity #1
      • How can you describe Fall?
      • What holidays do you know which are in Fall?
      • Can you describe Halloween? when it is ? What do you know about it?
      • What do you know about thanksgiving day?
      •  
    • ACTIVITY #2 What Do We Know About Fall? What do I Want to know about Fall ? What have I Learned about Fall ?
      • Activity #3
      • The teacher gives them instruction to make cards for congratulating Halloween to their friends and parents
      • They cut out different shapes of different colors, they glue them onto the cards, and the students should use the new vocabulary about Fall and write the rhyme
      • for the cards.
      • Differentiated Instruction
      • Activity # 1 : Warm up activity( asking questions)
      • Activity #2: KWL
      • Activity #3: make congratulation cards
      • Assessment
      • Using observational assessment, record on a sheet of paper with student`s names listed how students are progressing. I check marks (√) to indicate success and ( x ) to show where more practice or support is needed.
      • Closure
      • Students write a response to the following question on an exit slips: What two things did thy learn today
      • Homework
      • Draw the picture describing Fall
    • SAMPLE LESSON PLAN TEMPLATE TOPIC: WINTER LESSON V
      • Teacher Eka enukidze
      • Grade 7-th
      • Proficiency level: Pre-intermediate
      • Program: model push in
      • Content: ESOL Teacher
      • PLANNING PHASE
      • State Virginia, standards of learning
      • http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=316
      • Language Objectives
      • English for ESOL Students
      • Goal 1, Standard 1 To use English to communicate in social settings: Students will use English to participate in social interactions
      • Indicators:
      • sharing and requesting information
      • expressing needs, feelings, and ideas
      • engaging in conversations
      • express feelings through drama, poetry, or song
      •  
      •  
      • Goal 1, Standard 2
      • Students will interact in, through, and with spoken and written English for personal expression and enjoyment
      • indicators
      • sharing social and cultural traditions and values
      • listen to, read, watch, and respond to plays, films, stories, books, songs, poems, computer programs, and magazines
      • Vocabulary
      • Freeze, skate, snowballs, flakes, Invite, Christmas, Eve
      • Materials
      • Handouts, pictures, whiteboard, marker, projector, computer, film
      • Lesson Outline
      • Enrich vocabulary with new words, develop speaking, listening, reading skills
      • Content: WINTER TIME
    • Teaching Phase Sequence
      • Warm –up
      • Activity #1
      • Students draw pictures for the warm-up, how do they imagine winter in the US
      • Activity #2
      • The students watch the cartoon “The ice queen” (only extract of the film)
      • The teacher gives them instruction to watch the film carefully and asks to write down their idea: how would you finish the film?
      • Activity #3
      • Title the text
      • The teacher gives the students handouts, they should read the extracts and give them titles
      • Differentiated Instruction
      • Activity#1
      • Warm up : draw a picture
      • Activity #2 Watch the cartoon
      • Activity #3 Title the texts.
      • Assessment
      • Informational assessment of student comprehension for this lesson can be observational as each student takes part in both whole group and paired activities. the closing activity can also serve as a test of knowledge gained during the lesson
      • Closure
      • A directed reading-thinking activity is an excellent way to encourage ESOL readers .It provides opportunities for students to feel successful and realize that reading is an interactive process.
      • Homework
      • Create their own short story about winter
    • George Mason University College of Education and Human Development, Center for International Education Teaching Excellence and Achievement Program Funded by IREX –US. Department of State/ ECA
      •  
      • Portfolio Strategy Sheet
      •  
      • Name of method or strategy:
      • Predicting the story from the title
      • When is this method or strategy useful?
      • Pre-reading, before working on the text
      • 3. Why or how is this method or strategy useful?
      • 1. Develops reading skills,
      • 2. Stimulate interest in reading,
      • 3. Give motivation to students for reading,
      •  
      • What are the steps involved in using this strategy or method?
      • Select an appropriate story
      • Choose key words
      • Writes instructions and sets time limit
      •  
      • 5. When would this method or strategy be useful in your setting?
      • Before teaching a new subject or before teaching a new skill.   
      • 6.What would you like other teachers in your school to know about this method or strategy?
      • It is good for logical thinking as well, the students will try to guess the gist of the text, by using the key words, and also it helps to develop creative skills.
    • George Mason University College of Education and Human Development, Center for International Education Teaching Excellence and Achievement Program Funded by IREX –US. Department of State/ ECA
      • Portfolio Strategy Sheet
      • 1.Name of method or strategy:
      • Running Dictation
      • 2.When is this method or strategy useful?
      • At the beginning of class
      • 3. Why or how is this method or strategy useful?
      • 1. Gives students practice in scanning the sentence level and remember forms
      • 2. Checks and improves students` language reproduction
      •  
      • 4.What are the steps involved in using this strategy or method?
      • Choose appropriate text
      • Write two copies of the text
      • Write clear instructions
      • Put copies of the text in opposite end of the room
      • Tell the students that a secretary will write down sentences dictated by runners,
      • Runner take turns running to the pointed text, Each runner has to bring back one sentence to the secretary, the following runner can`t go to the text until the previous runner has returned. As soon as the first group finished the dictation, the activity stops, but learners should be aware the focus is on accuracy.
      •   5. When would this method or strategy be useful in your setting?
      •   Many uses: nouns / verbs; regular and irregular verbs; pronunciation of regular past tense; pronunciation of c sound as s or k; rules for forming plurals; etc.
      • 6.What would you like other teachers in your school to know about this method or strategy?
      • Primary focus is writing, but listening, speaking, spelling and punctuation are also in use, so it`s very useful for teaching grammar.
    • George Mason University College of Education and Human Development, Center for International Education Teaching Excellence and Achievement Program Funded by IREX –US. Department of State/ ECA
      • Portfolio Strategy Sheet
      • 1.Name of method or strategy:
      • Vocabulary matching with L1
      • 2.When is this method or strategy useful?
        • to learn new vocabulary by classifying them into groups
        • to learn a pronunciation difference between words
      •  
      • 3. Why or how is this method or strategy useful?
      • 1. Help students increase vocabulary using L1
      • 2. Students figure out the differences for themselves
      • Students think about the words to help internalize them
      • Students write and then “handle” the words to help understand and remember them.
      •  
      • 4.What are the steps involved in using this strategy or method?
      • Students read the text silently to the end and while reading write out the unknown words and make their own list of new words. They should write the words exactly as they appear in the text, E.g “looked”
      • Check the meaning of unknown with their partner,
      • Make the list of unknown words as a pair,
      • Count the number of words on their list and tell the number to the teacher,
      • The pair who`s got the most number of words comes to the board and writes their list in the left column.
      • One person from other pairs come to the board and add the words from their list that are not on the board.
      • The students match the words on the left with the words on the right individually,
      • 5. When would this method or strategy be useful in your setting?
      • In learning new vocabulary
      • In a formal vocabulary program throughout the year
      • 6.What would you like other teachers in your school to know about this method or strategy?
      • It is extremely easy and requires no special materials. The words or lists must be neat and large enough to read from a distance. It helps the teacher to remember to use the words as often as possible and keeps them in front of the students so they can really become part of their vocabulary. If they are in groups it helps students associate the words with topics.
      •  
    • George Mason University College of Education and Human Development, Center for International Education Teaching Excellence and Achievement Program Funded by IREX –US. Department of State/ ECA
      • Portfolio Strategy Sheet
      • 1.Name of method or strategy:
      • Willy Nilly
      • When is this method or strategy useful?
      • Working on the vocabulary
      • 3. Why or how is this method or strategy useful?
      • 1. To Practice of topical vocabulary(through grammatical patterns)
      • 4. What are the steps involved in using this strategy or method?
      • Select an appropriate story(for demonstration it will be countries)
      • Teacher writes the names of 6-10 countries on one side, and their translation, transcription, and names of their capitals (or pictures/other association) on the other side. Prepare 2-3 sets (with the same information) depending on the number of students on the class.
      • Adjust grammatical structure as appropriate ( Would Willy Nilly like to go…?)
      • States purpose and gives instructions
      • Brainstorms with the group the names of different countries
      • Splits the class into 3 groups of 5-6
      • Gives out packs of cards
      • Writes sample sentences on the board, monitors
      •  
      • 5. When would this method or strategy be useful in your setting?
      • For increase of vocabulary (especially topical vocabulary), Correct use of grammatical tenses,  
      • 6.What would you like other teachers in your school to know about this method or strategy?
      • They can integrate curriculum with Geography, History, because they have the same topic in common, this will help students to see the subjects in different aspects
    • George Mason University College of Education and Human Development, Center for International Education Teaching Excellence and Achievement Program Funded by IREX –US. Department of State/ ECA
      • Portfolio Strategy Sheet
      • 1.Name of method or strategy:
      • Completing the ends of lines in the text
      • 2.When is this method or strategy useful?
      • When working on the new text
      • 3. Why or how is this method or strategy useful?
      • 1. Improves students intensive reading skills with a focus on meaning
      • 2. Give motivation to students for reading,
      •  
      • 4.What are the steps involved in using this strategy or method?
      • Teacher decides how much and which parts of story /text to delite
      • Tests if task is performable
      • Writes out instructions
      • Counts and supplies dashes for missing letters and/or words at the end of each line
      • Defines the time limit for activity
      • Writes the text on the board or a large sheet of paper.
      •  
      • 5. When would this method or strategy be useful in your setting?
      • Teaching reading, accuracy and spelling   
      • 6.What would you like other teachers in your school to know about this method or strategy?
      • The matter is that besides developing reading skills they should pay attention to accuracy and spelling
    • My Reflective Statement on Learning
      • We, teachers of TEA program, were lucky to have a chance to have sessions in ESL Research, Methods& Assessment; We met very interesting and well educated people Nora Elbilawi`s classes were very helpful during the whole course ,which were supported with academic books, articles, reliable websites on the question, She was always ready to share her knowledge and experience with us. Her encouragement and dedication was impressive. It helped us much to explore and try new things, we had not done before
    • SIGNIFICANT LEARNING FROM These SESSIONS :
      • LEARN INSTRUCTION MODEL, to design lesson plan
      • Backward design to develop unit plan and lesson plans
      • Use of different types of assessment strategies i.e. Formative assessment, Summative assessment, designing Rubric for performance assessment.
      • Design lesson plan based upon MI theory.
      • Use Brain Compatible Instruction in choosing the activities for the classes.
      • The most interesting topic for me was Integrated Thematic Instruction (ITI), a
      • comprehensive school improvement model designed by Susan Kovalik in 1982
      • to increase student performance and teacher satisfaction.
      • And generally Integrated Curriculum to foster students making connections among their learning
      • I would like to thank her for the support and dedication. I feel how I grew as a specialist after her sessions. As soon as I get home I will share this knowledge and experience with teachers of my region. I will never forget your wonderful classes THANK YOU!!!
    • MASON PATRIOTS