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Rodrigues - TPD - Tercer Período - Planificación 6
- The document outlines a lesson plan for a class on healthy lifestyles.
- Students will work in pairs to write a dialogue between a doctor and patient discussing healthy eating and exercise habits.
- Vocabulary and structures around giving advice using "should" and "shouldn't" will be practiced and assessed through the role-play activity.
Chapter 7(assessing speaking )
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, interactive, and extensive speaking tasks. It provides examples and descriptions of assessment tasks like word repetition, picture description, role plays, interviews, presentations and story retelling. Scoring methods are outlined for tasks like repetition, read-alouds, interviews and presentations. The document emphasizes specifying assessment criteria and eliciting optimal speaking outputs for reliable evaluation.
Speaking prompt
In this presentation you can lear bout the speaking prompts, In this case it is used as a warm up during your classes.
Discussion exam
Here are some key points that make someone a good speaker:
- Clear pronunciation so the listener can understand what is being said. The speaker needs to form words correctly.
- Using appropriate intonation (rising and falling of the voice) and stress on important words to make the meaning clear.
- Pausing in the right places so the speech has a natural flow and rhythm.
- Choosing vocabulary that fits the topic and level of the listener. Too simple or complex words may confuse.
- Speaking fluently without too many pauses or hesitations. The message is conveyed smoothly.
Accuracy is especially important in formal situations like presentations, debates or exams where precise communication is expected.
Rodrigues - TPD - Tercer Período - Planificación 7
This document provides a lesson plan for a class on healthy lifestyles and food vocabulary. The lesson involves students acting out dialogues between doctors and patients. They will practice giving advice on healthy living. To assess speaking skills, students will perform their dialogues in front of the class, while others vote on the best performances. The lesson aims to reinforce vocabulary, speaking abilities, and providing health recommendations through an engaging, communicative activity.
Discussion Leaders
The document provides strategies for leading English discussion groups with students in Taiwan. It discusses establishing discussion rules and formats, including warm-up, main discussion, and wrap-up sections. It also addresses common challenges like shy students, poor English skills, boring topics, and distracted students. The key strategies emphasized are connecting with students, providing feedback, giving students time to think, and embracing silence without filling it with unnecessary talking. The overall goal is to encourage students to practice English while improving their skills.
Lesson Plans
The document provides a weekly lesson plan overview for a Spanish class along with explanations of lesson components and standards. The lesson plan focuses on food vocabulary and includes learning targets, activities, assessments, and homework for each day. Explanations provide context on abbreviations used and how vocabulary is introduced, practiced, and assessed throughout the week with games and a quiz on Friday. The pacing guide outlines vocabulary, grammar, and cultural objectives covered over the semester along with tied standards.
Biology.pptx
The document contains information about biology, including what biology is and why knowledge of biology is important. It also includes biology riddles and questions about favorite and least favorite parts of studying biology. The rest of the document appears to be in a foreign language and contains classroom materials like discussion questions, assignments, and presentations.
Recommended
Rodrigues - TPD - Tercer Período - Planificación 6
- The document outlines a lesson plan for a class on healthy lifestyles.
- Students will work in pairs to write a dialogue between a doctor and patient discussing healthy eating and exercise habits.
- Vocabulary and structures around giving advice using "should" and "shouldn't" will be practiced and assessed through the role-play activity.
Chapter 7(assessing speaking )
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, interactive, and extensive speaking tasks. It provides examples and descriptions of assessment tasks like word repetition, picture description, role plays, interviews, presentations and story retelling. Scoring methods are outlined for tasks like repetition, read-alouds, interviews and presentations. The document emphasizes specifying assessment criteria and eliciting optimal speaking outputs for reliable evaluation.
Speaking prompt
In this presentation you can lear bout the speaking prompts, In this case it is used as a warm up during your classes.
Discussion exam
Here are some key points that make someone a good speaker:
- Clear pronunciation so the listener can understand what is being said. The speaker needs to form words correctly.
- Using appropriate intonation (rising and falling of the voice) and stress on important words to make the meaning clear.
- Pausing in the right places so the speech has a natural flow and rhythm.
- Choosing vocabulary that fits the topic and level of the listener. Too simple or complex words may confuse.
- Speaking fluently without too many pauses or hesitations. The message is conveyed smoothly.
Accuracy is especially important in formal situations like presentations, debates or exams where precise communication is expected.
Rodrigues - TPD - Tercer Período - Planificación 7
This document provides a lesson plan for a class on healthy lifestyles and food vocabulary. The lesson involves students acting out dialogues between doctors and patients. They will practice giving advice on healthy living. To assess speaking skills, students will perform their dialogues in front of the class, while others vote on the best performances. The lesson aims to reinforce vocabulary, speaking abilities, and providing health recommendations through an engaging, communicative activity.
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The document provides strategies for leading English discussion groups with students in Taiwan. It discusses establishing discussion rules and formats, including warm-up, main discussion, and wrap-up sections. It also addresses common challenges like shy students, poor English skills, boring topics, and distracted students. The key strategies emphasized are connecting with students, providing feedback, giving students time to think, and embracing silence without filling it with unnecessary talking. The overall goal is to encourage students to practice English while improving their skills.
Lesson Plans
The document provides a weekly lesson plan overview for a Spanish class along with explanations of lesson components and standards. The lesson plan focuses on food vocabulary and includes learning targets, activities, assessments, and homework for each day. Explanations provide context on abbreviations used and how vocabulary is introduced, practiced, and assessed throughout the week with games and a quiz on Friday. The pacing guide outlines vocabulary, grammar, and cultural objectives covered over the semester along with tied standards.
Biology.pptx
The document contains information about biology, including what biology is and why knowledge of biology is important. It also includes biology riddles and questions about favorite and least favorite parts of studying biology. The rest of the document appears to be in a foreign language and contains classroom materials like discussion questions, assignments, and presentations.
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The document provides information about the TOEFL speaking section. It takes 20 minutes and consists of 6 questions that assess delivery, use of English, response to the question, and ability to summarize information from readings and lectures. The tasks include speaking independently about experiences, preferences, or opinions; reading a passage and responding to a related conversation; and summarizing a lecture on an academic topic while providing examples. Raters evaluate clarity, grammar, vocabulary, question response, and summarization skills.
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This document provides information about the requirements for Further Oral Activities (FOA) for the International Baccalaureate (IB) Diploma and the Dutch Secondary Education (SE) program. It states that IB students must complete two FOAs, which count for 30% of their grade. SE also requires oral assessment, with the first FOA counting for 5% and the second for 20% of a student's SE grade. The document outlines FOA criteria, examples of activities like debates and presentations, assessment rubrics, planning guidelines, and language ability expectations.
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This document provides guidance on preparing for the IELTS speaking test. It describes the structure and scoring of the test, which consists of three parts: Part 1 involves basic interview questions lasting 4-5 minutes; Part 2 requires a 1-2 minute individual response to a prompt card; Part 3 is a 4-5 minute two-way discussion on an abstract topic related to Part 2. The document offers sample questions, topics, and advice on how to effectively prepare responses, including practicing answering questions and recording oneself to improve fluency, coherence, vocabulary and grammar.
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This document summarizes an English class about idioms. The instructor introduces idioms and discusses their importance for reading tests like IELTS and TOEFL. Three idioms are presented: "to monkey around", "monkey business", and "to make a monkey out of someone". Students do an activity using one of the idioms and introduce their partner by interviewing them. Homework includes completing a personal goals section and purchasing two textbooks. The class also involves a diagnostic reading test.
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This document provides instructions for teachers on how to use the book "Table Talk!" to help students improve their English speaking skills. It recommends starting lessons with new vocabulary and phrases to set the topic. It then suggests grammar exercises to help students form questions. The main part of the lesson involves giving students conversation starter questions to discuss in pairs or groups. The goal is to create a comfortable environment where students can practice speaking through discussions of personal topics.
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This document provides an outline for an 8-week course on public speaking for intermediate Zulu second language students. It includes assumptions about the class, a suggested calendar, and details on activities and assignments. The objective is to provide tools to teach public speaking. Overviews of the course include modeling presentations, giving students freedom in topics, and using feedback forms. Assignments include partner introductions and PowerPoint presentations. The document discusses reducing anxiety, improving content and delivery, and building self-confidence in public speaking.
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Helping Teachers: Success with Intensive Service Delivery Models in the Schools
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This document outlines the lesson plan for an English class focusing on reading. The lesson will have students read about different family types and structures. They will discuss household chores and responsibilities within families. Students will then read an article and identify the most appropriate title. They will also discuss their feelings about different chores and responsibilities. The lesson incorporates group discussion, individual reading and writing, and differentiated activities for varying skill levels.
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The document provides information for two candidates participating in a role-play conversation as part of an English proficiency exam. It gives Candidate A information about an intensive English course in England and Candidate B information about an online English course, for them to discuss in their conversation. It also provides similar formatted information for 4 other sample conversation topics for the candidates to discuss.
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
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This document summarizes key points about second language acquisition from chapters in two textbooks. It discusses that while some are born bilingual, most learn a second language later in life. Acquisition means natural learning through use, while learning is a more conscious effort. Factors like age of exposure, motivation, classroom environment, and use of the language can impact success. Practice is important, and adults have advantages over children but learn differently. Full fluency may require hundreds of hours of study and use over time.
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1. idioms, intro, diag
This document summarizes an English class about idioms. The instructor introduces idioms and discusses their importance for reading tests like IELTS and TOEFL. Three idioms are presented: "to monkey around", "monkey business", and "to make a monkey out of someone". Students do an activity using one of the idioms and introduce their partner by interviewing them. Homework includes completing a personal goals section and purchasing two textbooks. The class also involves a diagnostic reading test.
Tesol 2014 Presentation: Scaffolding for Success
This document provides an overview of scaffolding strategies to support English language learners' access to content area curriculum. It discusses the use of verbal, procedural, and instructional scaffolds. Specific scaffolding techniques are explained, such as think-alouds, graphic organizers, cooperative learning groups, manipulatives, and modeling. Sample activities demonstrate how to implement strategies like THIEVES, GIST, and conga lines in the classroom. The objectives are to help educators identify effective teaching methods that support both content and language learning.
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The document provides an agenda for a literacy network workshop. It includes:
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Table Talk is conversation-based learning. This book is designed to help teachers create an atmosphere conducive to conversation by making the language spoken in class both comprehensible and engaging and build student confidence in answering questions. This will allow students to practice speaking English without the fear of being “on stage”. With “Table Talk!” students can spend time formulating their conversations, self-reflect and self-assess, have realistic conversations with peers of differing skill levels, and in the end, feel confident in their abilities. This will encourage participation by making sure everyone get a turn to use their ability in a way they are comfortable to. When something can be learned without effort, great effort has gone into its teaching. This book has done the hard work for you. Enjoy.
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This document provides instructions for teachers on how to use the book "Table Talk!" to help students improve their English speaking skills. It recommends starting lessons with new vocabulary and phrases to set the topic. It then suggests grammar exercises to help students form questions. The main part of the lesson involves giving students conversation starter questions to discuss in pairs or groups. The goal is to create a comfortable environment where students can practice speaking through discussions of personal topics.
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This document provides an outline for an 8-week course on public speaking for intermediate Zulu second language students. It includes assumptions about the class, a suggested calendar, and details on activities and assignments. The objective is to provide tools to teach public speaking. Overviews of the course include modeling presentations, giving students freedom in topics, and using feedback forms. Assignments include partner introductions and PowerPoint presentations. The document discusses reducing anxiety, improving content and delivery, and building self-confidence in public speaking.
Professionalism and professional issues 2
This document outlines an agenda for a training session on professionalism and professional issues for teachers. The session aims to review teacher roles and responsibilities, consider the concept of professionalism, reflect on professional standards, and look at current teaching issues. Key topics that will be covered include defining professionalism and roles versus responsibilities, discussing dual professionalism, self-assessing against professional standards, understanding the wider social role of teachers, and exploring current debates around issues like Prevent and radicalization. Participants will reflect on how professionalism relates to their work, set development targets, and discuss how to embed topics like British values and Prevent into their teaching practice.
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The document provides information for two candidates participating in a role-play conversation as part of an English proficiency exam. It gives Candidate A information about an intensive English course in England and Candidate B information about an online English course, for them to discuss in their conversation. It also provides similar formatted information for 4 other sample conversation topics for the candidates to discuss.
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Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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- 1. DIRECCIÓ GENERAL D’ORDENACIÓ I CENTRES DOCENTS Conselleria d’Educació INGLÉS PROVES DE CERTIFICACIÓ NIVEL INTERMEDIO TASK 1 MONOLOGUE • Read the title of the topic and the suggestions. • Choose one or more ideas to include in your monologue. You can add ideas of your own. • Talk to your partner about the topic for 3 to 3.30 minutes. EDUCATION • Private or state schools? Why? • Your experience at school (primary, secondary) or at University. • Do you have any regrets about your education? • What would you change about the present education system? • Education in the past and at present: differences. SET 1 CANDIDATE A
- 2. DIRECCIÓ GENERAL D’ORDENACIÓ I CENTRES DOCENTS Conselleria d’Educació INGLÉS PROVES DE CERTIFICACIÓ NIVEL INTERMEDIO TASK 2 DIALOGUE • Now you will have a conversation with your partner about an imaginary situation for about 5 to 6 minutes. • Remember it is a conversation. • Your partner has the same topic but different information. • If possible, try to reach an agreement at the end of the conversation. A LONG JOURNEY You are going to Berlin with some friends to spend a five-day holiday there. It is going to be your first time in Berlin and you are really looking forward to it. You would like to take turns driving all night and get there as soon as possible. Use the ideas below. You start the conversation. • Save money on accommodation • Roads in very good condition • Not much traffic at night • Visit some other places on your way SET 1 CANDIDATE A
- 3. DIRECCIÓ GENERAL D’ORDENACIÓ I CENTRES DOCENTS Conselleria d’Educació INGLÉS PROVES DE CERTIFICACIÓ NIVEL INTERMEDIO TASK 1 MONOLOGUE • Read the title of the topic and the suggestions. • Choose one or more ideas to include in your monologue. You can add ideas of your own. • Talk to your partner about the topic for 3 to 3.30 minutes. LIFESTYLES • What do you think about lifestyles at present? / Do we live healthily? Why / why not? • Changes in Spanish eating habits. Do people get enough exercise? • Would you change anything about your lifestyle? What? • Are you a healthy person? Why (not)? SET 1 CANDIDATE B
- 4. DIRECCIÓ GENERAL D’ORDENACIÓ I CENTRES DOCENTS Conselleria d’Educació INGLÉS PROVES DE CERTIFICACIÓ NIVEL INTERMEDIO TASK 2 DIALOGUE • Now you will have a conversation with your partner about an imaginary situation for about 5 to 6 minutes. • Remember it is a conversation. • Your partner has the same topic but different information. • If possible, try to reach an agreement at the end of the conversation. A LONG JOURNEY You are going to Berlin with some friends to spend a five-day holiday there. It is going to be your first time in Berlin and you are really looking forward to it. You would like to go by plane. Use the ideas below: • Less tired when you get to Berlin • Unfamiliar roads • Driving at night dangerous • Cheap flights available • Spend more time in the city SET 1 CANDIDATE B