This document describes various activities that different people are doing, including eating meals like breakfast and dinner, studying, watching TV, and sleeping. It provides short sentences stating whether "he", "she", or "they" are performing each activity.
The document describes different animals and objects, noting that a pig looks dirty, a dog looks clean, a snake looks long, a pencil looks short, a mouse looks small, and a fish looks big.
The document introduces common phrases for asking and answering where someone is from in different languages. It provides examples of iconic landmarks and locations from France, Brazil, the USA, Taiwan, Korea, India, and the UK. It then has exercises asking the reader to look at 3 or 4 cards showing countries and identify the country that appears on all cards to complete the sentence "I'm from _____." This helps practice identifying commonalities and asking/answering the question "Where are you from?" in a short conversational context.
This document provides information about the country of origin for 12 famous people, including Barack Obama, Gisele Bundchen, David Beckham, Emma Watson, and Neil Armstrong. For each person, it gives their name and states whether they are from the USA, Brazil, UK, Korea, China, Japan, or Taiwan. It concludes by asking the reader to review this information and answer questions about it.
The document contains a list of English words and their Chinese translations, including "stuck", "sail", "lost", "guide", "friends in need", "suppose", "toss", "fall asleep", "beside", "remind", and "Count on me". It also includes a list of random English words like "sea", "tree", and "ship". The document provides vocabulary words in English and their Chinese translations.
Unit4 are there any windows in the dining room_word bankJoli Chao
There are no windows in the dining room. The document is a word bank containing furniture and appliance terms in English and Chinese, including couch, coffee table, rocking chair, armchair, carpet, TV, remote control, electric fan, video/DVD/CD/MP3 player, air conditioner, hairdryer, lamp, cabinet, toaster, microwave oven, dishwasher, and oven.
1) The document is a transcript of an English lesson for elementary school students. It introduces sentences to ask if someone is finished with their work.
2) The teacher, Miss Cindy, has a dialogue with two students, Leo and Lala, asking them what homework they are doing and if they are finished.
3) Leo says he finished his math homework easily. Lala says she needs to finish reading and writing in English, which may take her an hour to complete.
1) The document summarizes the author's observations of teaching strategies at Taipei European School (TES) during a 5-day visit, including having students do morning exercises to music to start the day, conducting debates using a PEEL structure with Google Docs and self/peer assessment, and implementing differentiated guided reading with reciprocal teaching roles.
2) The author notes how technology is used to support learning objectives and higher-order thinking, and foster collaboration, such as using Google Classroom, Google Slides, and Seesaw app.
3) Key strategies observed for developing self-regulated learning included explicit training in metacognition, positive teacher-student interactions, small-group learning, establishing motivating contexts,
Food support card in differentiated instruction Cindy Shen
This document lists various fruits and foods, and asks whether "he" or "she" likes apples, with responses that they either do or do not like apples. It repeats the list of foods and questions about apples twice.
This document contains a lesson plan on reciprocal teaching with activities focused on vocabulary and storytelling. It includes prompts for students to practice predicting, clarifying words, asking questions, and summarizing stories using sentence frames. Students are asked to write 3 sentences summarizing what different animals can and cannot do but expressing what they can do, and to describe the most impressive part of a story. The document provides resources for a homework assignment where students can create their own creative story using the sentence frames.
This document describes various activities that different people are doing, including eating meals like breakfast and dinner, studying, watching TV, and sleeping. It provides short sentences stating whether "he", "she", or "they" are performing each activity.
The document describes different animals and objects, noting that a pig looks dirty, a dog looks clean, a snake looks long, a pencil looks short, a mouse looks small, and a fish looks big.
The document introduces common phrases for asking and answering where someone is from in different languages. It provides examples of iconic landmarks and locations from France, Brazil, the USA, Taiwan, Korea, India, and the UK. It then has exercises asking the reader to look at 3 or 4 cards showing countries and identify the country that appears on all cards to complete the sentence "I'm from _____." This helps practice identifying commonalities and asking/answering the question "Where are you from?" in a short conversational context.
This document provides information about the country of origin for 12 famous people, including Barack Obama, Gisele Bundchen, David Beckham, Emma Watson, and Neil Armstrong. For each person, it gives their name and states whether they are from the USA, Brazil, UK, Korea, China, Japan, or Taiwan. It concludes by asking the reader to review this information and answer questions about it.
The document contains a list of English words and their Chinese translations, including "stuck", "sail", "lost", "guide", "friends in need", "suppose", "toss", "fall asleep", "beside", "remind", and "Count on me". It also includes a list of random English words like "sea", "tree", and "ship". The document provides vocabulary words in English and their Chinese translations.
Unit4 are there any windows in the dining room_word bankJoli Chao
There are no windows in the dining room. The document is a word bank containing furniture and appliance terms in English and Chinese, including couch, coffee table, rocking chair, armchair, carpet, TV, remote control, electric fan, video/DVD/CD/MP3 player, air conditioner, hairdryer, lamp, cabinet, toaster, microwave oven, dishwasher, and oven.
1) The document is a transcript of an English lesson for elementary school students. It introduces sentences to ask if someone is finished with their work.
2) The teacher, Miss Cindy, has a dialogue with two students, Leo and Lala, asking them what homework they are doing and if they are finished.
3) Leo says he finished his math homework easily. Lala says she needs to finish reading and writing in English, which may take her an hour to complete.
1) The document summarizes the author's observations of teaching strategies at Taipei European School (TES) during a 5-day visit, including having students do morning exercises to music to start the day, conducting debates using a PEEL structure with Google Docs and self/peer assessment, and implementing differentiated guided reading with reciprocal teaching roles.
2) The author notes how technology is used to support learning objectives and higher-order thinking, and foster collaboration, such as using Google Classroom, Google Slides, and Seesaw app.
3) Key strategies observed for developing self-regulated learning included explicit training in metacognition, positive teacher-student interactions, small-group learning, establishing motivating contexts,
Food support card in differentiated instruction Cindy Shen
This document lists various fruits and foods, and asks whether "he" or "she" likes apples, with responses that they either do or do not like apples. It repeats the list of foods and questions about apples twice.
This document contains a lesson plan on reciprocal teaching with activities focused on vocabulary and storytelling. It includes prompts for students to practice predicting, clarifying words, asking questions, and summarizing stories using sentence frames. Students are asked to write 3 sentences summarizing what different animals can and cannot do but expressing what they can do, and to describe the most impressive part of a story. The document provides resources for a homework assignment where students can create their own creative story using the sentence frames.
1) Teacher Cindy leads an English lesson where students Lala and Leo review sentences from the previous week and learn new sentences including "Are you sure?", "Yes, I am.", and "No, I am not sure."
2) Lala and Leo practice the sentences in a conversation where Leo claims his homework was easy and Lala says her homework was difficult.
3) At the end, Lala and Leo ask if they can have Coke after class, but Teacher Cindy says they must finish other homework first, and that Coke and cookies are not good for their health.
This document appears to be a BINGO card for a magic English classroom warm-up activity. The card contains 25 squares with activities or facts that students can mark if they apply to themselves, such as having read Harry Potter books, liking to eat Italian food, or being able to play the piano. The purpose seems to be an icebreaker game for students to learn more about each other.
This document outlines an English promotion activity at Taipei Municipal Fuan Elementary School that spanned the first semester of the 2013-2014 school year. It provides 18 sets of short dialogues between two people as "passcodes" for students to memorize each week. The activity was awarded special merit from the 12th Taipei City Education Professional Innovation and Action Research conference and received an honorable mention in the 2012 National Creative Teaching KDP International Certification Award.
Sub-skills in reading comprehension testsCindy Shen
The document summarizes a study that examined teachers' perceptions of reading subskills and the relationship between subskills and test items. 5 experienced English teachers participated in rating the difficulty of reading subskills and identifying the subskills required to answer test items. There was strong agreement among teachers on the hierarchy of subskill difficulty and the subskills tested by each item. A correlation was found between teachers' ratings of subskill difficulty and results from Rasch analysis, providing empirical validation of teachers' judgments. The study provides support for using teacher judgments in test development and examining reading test content in relation to subskills.