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This lesson plan is for a beginner level English class of 18 pupils. The aims are to teach the indefinite article through conversation, exercises, reading, and pair work. The lesson will include a greeting activity, presentation and explanation of grammar rules for the indefinite article "a" and "an", exercises identifying articles in pictures and phrases, and homework on the topic. Teaching techniques include conversation, explanation, grammar exercises, reading, and pair work.
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2) It includes the aim, which is for students to describe daily routines using adverbs of frequency orally and in writing.
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Jenny's model focuses on explaining topics, highlighting useful words, presenting grammar, and having students do drills and tasks in groups.
Grace's model shows students the task, teaches linguistic skills needed, has students practice with correction, and then produce the targeted skills.
Irene's model involves presentation, practice, and then having students complete a task.
Elly's model includes presentation, teaching, practice with error correction, and then having students use similar tasks for production.
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This lesson plan aims to teach students about the first conditional in English. The main objective is for students to recognize and use the grammar structures, vocabulary, and clauses related to conditional sentences in the context of "Election Day". Key activities include filling in gaps and writing a proposal using first conditional sentences to make promises, offers, and warnings for an election. The lesson involves a presentation of the grammar point, controlled practice with examples, and a group production activity where students write election proposals and present them to the class.
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The document outlines the principles and steps a teacher takes to teach vocabulary to students. The teacher 1) introduces new material to provide context, 2) arranges student desks in a semicircle for better interaction, and 3) has students write their names on their desks. The teacher then 4) provides example pictures for students to answer, 5) uses terminology to help students focus on the material, and 6) presents information and allows practice and repetition. The teacher 7) has students practice pronunciation. Next, the teacher 8) divides students into groups to focus on tasks, 9) provides reinforcement, and 10) continues exercises like reading aloud and making vocabulary cards. Grouping provides opportunities for student interaction and language exposure.
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This document discusses the importance of using a student-centered approach to teaching grammar. It summarizes research that compared traditional teacher-centered grammar instruction to student-centered activities involving group work and role playing. Test results showed that the student-centered approach was more effective: 47% of students in the traditional group scored 6 or below on a grammar test, while only 29% scored 8 or below in the student-centered group. The document provides examples of student-centered activities and recommends reworking grammar exercises in textbooks to incorporate more communication, critical thinking, and student expression.
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This document discusses planning lessons over a week to keep students engaged. It recommends varying activities daily and incorporating different skills. Lessons should have introduction, practice, production, and review stages. A variety of activities should target reading, writing, speaking and listening at each stage. Proper planning is needed to choose effective techniques for different activities that will develop language skills rather than just memorizing answers. Student interaction, like pair work, is also important.
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The observers summarized 3 English classes at different grade levels. In the first class, the teacher explained the present continuous tense through examples on the board and having students participate. Some students were distracted. The second class reviewed a previous lesson and had students describe images, but there was more distraction. The third class covered indefinite articles and used realia, but had low student participation. Overall, the observers felt the classes could be more dynamic, use less translation, and better motivate students through a variety of activities.
Our class observations 1.
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described images and translated, but others were speaking during presentations.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained with writing, questions and guides. Students then wrote concepts and completed group worksheets. The class lacked dynamics and motivation at the start.
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The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described pictures and translated sentences. Observers felt distracted due to lack of student attention.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
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- The lessons saw mixed success, with positive student behavior but room for improvement in lesson pacing and activity design. The student teacher gained experience and looks to apply lessons learned in future teaching.
TPD II 2016 Journal Writing - Canellas
Mariana Canellas completed her second practicum period teaching English at Colegio No 738. Her lessons focused on the Olympic Games and applied a communicative approach. Students had difficulty communicating in English but behaved well. The lessons saw mixed success, with students engaging with videos but not completing homework. Mariana reflected on improving lesson pacing and integrating more written exercises and pair work. She was grateful for the learning experience and looks forward to assessing her progress in her report.
TPD II 2016 Journal Writing - Canellas
1) The document summarizes a journal entry by a student teacher, Mariana Canellas, observing classes taught by teacher Analía Perez at Colegio No 738. Mariana observed a lesson on present simple and present perfect tenses that involved students completing exercises at their desks.
2) In her next lesson, Mariana taught using visual aids and gestures to communicate as the students struggled with English instructions. The students behaved well but seemed tired from the activities.
3) Over subsequent lessons, Mariana worked to foster more communication through activities like pair work while addressing challenges like student absences and maintaining motivation over multiple classes.
TPD II 2016 Journal Writing - Canellas
Mariana Canellas observed English language classes at Colegio No 738 during her practicum period. In her journal, she summarized each lesson, noting the pedagogical principles, teaching strategies, student reactions, successful aspects and changes she would make. For some lessons, students behaved well but lacked motivation. Mariana realized she needed to better support students with cognitive problems and improve timing and activity design. Overall, it was a valuable learning experience for Mariana.
TPD II 2016 Journal Writing - Canellas
Mariana Canellas observed English language classes at Colegio No 738 during her practicum period. In her journal, she summarized each lesson, noting the pedagogical principles, teaching strategies, student reactions, successful aspects, and changes she would make. For some lessons, students were tired, lacked motivation, or did not do homework. Mariana worked to engage students through visual aids, group work, and videos. She reflected on integrating skills and supporting students with different needs. Her tutors provided feedback encouraging her to clarify ideas and consider varied teaching approaches.
Dossier francisco antonio
This document provides a lesson plan for a class on giving advice about injuries and accidents using the grammar structure "It's + adjective + infinitive". The lesson includes activities where students practice describing injuries from their past, discuss safety rules and advice, and work with the target grammar structure. The plan aims to help students understand and use this structure to communicate advice in a meaningful way while revising related vocabulary. Student interaction and feedback is incorporated throughout the different phases of the lesson.
Lesson plan Bahasa Inggeris Tahun 5
The daily lesson plan is for Year 4D and focuses on grammar and the theme of loving others. The topic is possessive pronouns. Students will learn to use possessive pronouns like "his", "hers", and "theirs" correctly. The plan includes introduction and explanation of possessive pronouns, practice questions replacing nouns with pronouns, filling in blanks with correct pronouns, and assessment of understanding through similar exercises. The goal is for students to accurately use possessive pronouns in at least 8 out of 10 questions by the end of the lesson.
Unit 10- Classroom Observation.ppt
This document outlines the aims and content of a classroom observation unit. It introduces classroom observation, discusses what constitutes effective English language teaching, and explains the reasons for observing real classrooms. Trainees are provided preliminary questions on observation topics and tools. An observation checklist is included to guide trainees in observing lessons, teaching materials, classroom management, student learning and involvement, and the teacher's English abilities. The document concludes by discussing principles for conducting observations and how to structure an observation report. The overall aim is to prepare trainees to observe classrooms and evaluate teaching effectively.
Audio lingual method slide presentation
The document summarizes an audio-lingual language teaching method demonstration lesson. The key points are:
1. The teacher models target language sentences for repetition by students to form habits. Errors are corrected to prevent formation of bad habits.
2. Students struggle with a dialogue line, so the teacher uses a "backward build-up drill" from the end of the sentence.
3. Grammar drills like substitution and question-answer are used to overlearn patterns. The teacher positively reinforces students with praise.
Teaching literature ppt
This lesson plan is for a 50-minute English lesson for 15-16 year old grade 9 students. The lesson aims to introduce direct and indirect reported speech. It will help students learn to change speech between direct and indirect, use correct grammar, understand meaning from reading, and solve exercises using the new structure. The lesson will use communicative language teaching and include explanation, conversation, reading, pair work, examples, and exercises. The purpose is to teach students to report and record incidents in daily life and use language in different written and oral forms. The lesson consists of 5 stages - an icebreaker, introduction, consolidation exercises, practice activities, and a closing review with homework.
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- 1. LESSON PLAN NAME: DATE: NO. OF PUPILS: 18 LEVEL: beginners TOPIC: Indefinite article What’s this? Greetings AIMS OF THE LESSON: assimilate new grammatical rules help students improve their grammar using different types of exercises improve pupils’ pronunciation and their ability of speaking in English freely PUPILS’ PROBLEMS: pupils may not be familiar with certain words TEACHING TECHNIQUES: conversation, explanation grammar exercises reading pair work AIDS: WOW – Students’ Book, Oxford University Press
- 2. STAGE ACTIVITIES TIMING 1. LEAD - IN Teacher salutes the pupils and asks them how they are feeling. She checks the absents and whether they had homework or not. 5min 2. COMPREHENSION TASK Pupils are introduced to the topic of the new lesson. Teacher writes the title of the lesson on the blackboard and presents the main activities of the lesson, i.e. discussing some grammar issues. 5min 3. GRAMMAR a. Presentation The teacher asks one pupil to read the short conversation from the course book. The teacher draws them the attention about the use of the article. Then, she explains to them when the article a, respectively an are used. 15min b. Practice Several exercises are solved. All deal with the use of the indefinite article. Pupils are supposed to look at some pictures and give the right answer to the question ‘What’s this?’ 10min c. Production The teacher gives the pupils some useful phrases used when we want to greet someone. Then, in pairs they are asked to greet his/her deskmate and the other way round. 10min
- 3. 4. FEED - BACK Pupils are given an exercise from the course book to solve. They are supposed to complete the gaps with the correct form of the indefinite article. Teacher names those who will read the exercise. If there’s a wrong answer, the teacher will ask somebody else to correct his/her classmate. 5min 5. HOMEWORK Teacher gives the pupils an exercise which deals with the topic discussed during the lesson.