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This document provides an overview of a lesson plan about using "can" to talk about ability. The lesson includes learning new vocabulary words about abilities, such as fly, swim, dance, and sing. Students will practice asking and answering questions using "can" through exercises asking about different abilities. The lesson concludes with a review of the new words and structures, with further speaking practice and homework.
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Total physical response power
Total Physical Response (TPR) is a language teaching method developed by James Asher that is based on coordinating speech and physical action, similar to how children acquire their first language. In TPR, the teacher gives students commands and they act them out without speaking. This allows students to understand language without pressure to produce it. Commands start simple and become more complex, and can be part of lessons or tell a story. TPR is effective because understanding and performing physical actions is easy for students and reduces anxiety before they are ready to speak.
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This lesson plan is for an 8th standard English class about the poem "Taj Mahal" by Tagore. The teacher will show a video of the Taj Mahal to introduce the topic. Students will then write about the Taj Mahal based on the video. The teacher will then introduce the poem and recite it, explaining vocabulary. Students will analyze the poem by answering questions in groups and identifying imagery. The teacher will summarize the key points of the poem.
Audio lingual ahmet faruk mutluer
The Audio-Lingual Method was developed in the United States during World War II to rapidly teach soldiers foreign languages for military use. It focuses on teaching speaking and listening skills through repetition drills and imitation of the teacher. Students are not allowed to use their native language in class. The teacher leads drills where students practice substituting words and transforming sentence structures through repetitive question-and-answer exercises and memorization of short dialogues. The goal is to create habits through imitation and practice to allow students to communicate in the target language.
Figurative language lesson plan
The lesson plan is for a 7th grade Read 180 class on Wednesday, October 28, 2009. The objectives are for students to review and identify figurative language outside of written materials, such as in media. Students will review figurative language terms through a PowerPoint presentation and identify terms that represent quotes, clips, and sentences. An assessment activity called "waterfall" will have students work through a worksheet in groups, passing it along when signaled to review as a class. Closure will include thanking students and wishing them a happy Halloween.
Total Physical Respon (TPR)
TPR is a language teaching method that uses physical movement to teach language. The instructor gives commands to the students, who act them out. Key characteristics include coordinating speech and action, using gestures, and having active and engaged students. Typical classroom techniques are giving commands as materials, not basing lessons on grammar, and starting with short simple sentences. Strengths are that it is fun, memorable, and good for kinesthetic learners. A weakness is that shy students may not like it and students can get bored if TPR is overused.
The audio lingual method
The Audio-Lingual Method was developed in 1945 at the University of Michigan as an oral-based language teaching approach. It focuses on drilling students in grammatical sentence patterns through repetition and imitation exercises. The teacher controls the class like an orchestra leader, providing a model for students to mimic. Students are expected to automatically use the target language without relying on their first language. A variety of drills and exercises are used, including dialog memorization, substitution drills, and question-answer practice. While it aims to improve pronunciation and grammar, critics argue it reduces higher-order thinking.
What is total physical response (TPR)
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn a new language. Students respond to verbal commands by performing specific motions and movements without speaking. TPR aims to teach language comprehension before speaking. It works by linking speech and motor skills through gestures and actions in a low-stress environment. While effective for beginners, TPR has limitations as it does not fully address more advanced language skills.
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Total physical response power
Total Physical Response (TPR) is a language teaching method developed by James Asher that is based on coordinating speech and physical action, similar to how children acquire their first language. In TPR, the teacher gives students commands and they act them out without speaking. This allows students to understand language without pressure to produce it. Commands start simple and become more complex, and can be part of lessons or tell a story. TPR is effective because understanding and performing physical actions is easy for students and reduces anxiety before they are ready to speak.
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This lesson plan is for an 8th standard English class about the poem "Taj Mahal" by Tagore. The teacher will show a video of the Taj Mahal to introduce the topic. Students will then write about the Taj Mahal based on the video. The teacher will then introduce the poem and recite it, explaining vocabulary. Students will analyze the poem by answering questions in groups and identifying imagery. The teacher will summarize the key points of the poem.
Audio lingual ahmet faruk mutluer
The Audio-Lingual Method was developed in the United States during World War II to rapidly teach soldiers foreign languages for military use. It focuses on teaching speaking and listening skills through repetition drills and imitation of the teacher. Students are not allowed to use their native language in class. The teacher leads drills where students practice substituting words and transforming sentence structures through repetitive question-and-answer exercises and memorization of short dialogues. The goal is to create habits through imitation and practice to allow students to communicate in the target language.
Figurative language lesson plan
The lesson plan is for a 7th grade Read 180 class on Wednesday, October 28, 2009. The objectives are for students to review and identify figurative language outside of written materials, such as in media. Students will review figurative language terms through a PowerPoint presentation and identify terms that represent quotes, clips, and sentences. An assessment activity called "waterfall" will have students work through a worksheet in groups, passing it along when signaled to review as a class. Closure will include thanking students and wishing them a happy Halloween.
Total Physical Respon (TPR)
TPR is a language teaching method that uses physical movement to teach language. The instructor gives commands to the students, who act them out. Key characteristics include coordinating speech and action, using gestures, and having active and engaged students. Typical classroom techniques are giving commands as materials, not basing lessons on grammar, and starting with short simple sentences. Strengths are that it is fun, memorable, and good for kinesthetic learners. A weakness is that shy students may not like it and students can get bored if TPR is overused.
The audio lingual method
The Audio-Lingual Method was developed in 1945 at the University of Michigan as an oral-based language teaching approach. It focuses on drilling students in grammatical sentence patterns through repetition and imitation exercises. The teacher controls the class like an orchestra leader, providing a model for students to mimic. Students are expected to automatically use the target language without relying on their first language. A variety of drills and exercises are used, including dialog memorization, substitution drills, and question-answer practice. While it aims to improve pronunciation and grammar, critics argue it reduces higher-order thinking.
What is total physical response (TPR)
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn a new language. Students respond to verbal commands by performing specific motions and movements without speaking. TPR aims to teach language comprehension before speaking. It works by linking speech and motor skills through gestures and actions in a low-stress environment. While effective for beginners, TPR has limitations as it does not fully address more advanced language skills.
TEACHING READING LESSON PLAN FOR YOUNG LEARNERS
This lesson plan is for a 5th grade reading class lasting 40 minutes. The lesson will teach students about book genres and book reviews. Students will make lists of their favorite books, learn about different book genres through a presentation, and read a passage with a book review. They will work to sequence and comprehend the passage. A game will have students answering scanning questions from the text in teams. Finally, students will complete a worksheet on the passage and the best performer will receive the book discussed in the review as a prize. The lesson aims to help students classify books, understand texts, recognize pronunciation mistakes, learn about book genres, and share opinions on books read.
TEFL - Teaching The Language System
The document discusses various approaches to teaching language systems, including deductive and inductive approaches. It also discusses methods for explaining meaning, language construction, and providing practice and correction. Some key teaching methods include using visual aids to explain meaning, demonstrating intonation patterns, using flashcards, repetition for practice, and correcting errors carefully without being intrusive.
audiolingualmethod finality
The Audio-Lingual Method is a method of foreign language teaching that was introduced in the United States in the 1940s. It emphasizes speaking and listening before reading and writing, uses dialogues as the main form of presentation, and drills as the main technique. The teacher presents a dialogue and students repeat it together and individually. Variation drills are used, including repetition, replacement, and transformation drills. While it aims to create speaking habits, the Audio-Lingual Method is teacher-centered and lacks explanation of grammar rules.
Figurative Language lesson plan
This lesson plan aims to teach students about figurative language through examples from Romeo and Juliet. Students will watch a video about figurative language, then have it defined and explained in a Nearpod presentation. They will identify examples of metaphors, similes, dramatic irony and personification in passages from Act 2. Finally, if time allows, students will write a text conversation between Romeo and Juliet using two examples of the figurative language devices.
TEACHING SPEAKING LESSON PLAN FOR YOUNG LEARNERS
This lesson plan is for a 4th grade speaking activity to teach describing people and objects using adjectives like beautiful, ugly, fast, slow, poor, and rich. The 40-minute lesson involves 3 stages: 1) Presenting vocabulary through a PPT and having students practice using the words; 2) Having students complete exercises matching pictures and sentences, then writing and presenting stories using the adjectives; 3) Dividing students into groups to perform role-plays using sample dialogues and playing a game using "happy" and "sad" face signs to encourage emotion sharing. The goal is for students to communicate, use everyday speech, have conversations, and describe people and objects while overcoming stage fright.
Total physical response (tpr)
Total Physical Response (TPR) is a language teaching method where instructors give commands in the target language and students respond through physical actions. The teacher plays an active role by directing students as actors, while students primarily listen and perform actions. TPR is advantageous because it is fun, easy to prepare, good for vocabulary learning, works for large classes, and has no age barriers. However, it risks overuse and is limited compared to other methods.
Shakespeare Lesson Plan
The document outlines a lesson plan for a 6th grade class to identify figurative language in Shakespeare's works. The lesson plan aims to teach students how to translate figurative language into modern terms, define literary devices such as metaphor and imagery, and explain an author's purpose for using such techniques. Key elements of the plan include reviewing literary devices, analyzing Romeo's monologue about Juliet, identifying the figures of speech, discussing their literal meanings, and assessing student comprehension through questions.
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This document discusses different approaches to teaching language systems and specific aspects of language. It covers deductive and inductive approaches, explaining meaning using examples and descriptions, explaining language construction using gestures, and providing written rules. It also discusses practice and controlled practice through repetition. Examples are given for teaching grammar, pronunciation, vocabulary and language functions. The document defines types of mistakes students can make and approaches to correcting students, recommending against intrusive correction during activities.
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Audio lingual method Silent Way
The document describes several methods for teaching language:
The audio-lingual method focuses on listening and speaking through the use of dialogs, emphasizing listening and speaking before reading and writing. New dialogs are presented for repetition and drilling of structures.
The silent way method focuses students' perceptions through gestures rather than translation. The teacher is silent to encourage cooperation and learning from peers. Students learn to listen to themselves without vocalization from the teacher.
Pattern drills are used to build familiarity with key structures, starting with repetition of short phrases and building up to full sentences. Substitution drills replace parts of sentences to reinforce understanding of grammar patterns.
Teaching and Learning Strategy: Teaching Language Construction & Grammar
This document discusses strategies for teaching language construction and grammar. It outlines four approaches:
1) Studying structure and use, which focuses on language forms, meanings, and functions.
2) Explain and practice, taking a deductive approach by first explaining rules and then having students practice.
3) Discovery and practice, using an inductive approach where students discover language patterns on their own.
4) Research and practice, where students research language independently using resources like dictionaries.
The document also provides specific techniques for each approach, such as choosing study activities, introducing grammar deductively or inductively, and using games to practice grammar.
Learning teaching chapter2 3
The document discusses potential problems in classroom management and language teaching. It addresses issues like not checking students' understanding of instructions, asking vague questions like "do you understand", having a fear of genuine feedback, lacking authority, focusing on the fastest students, and failing to create rapport. It emphasizes checking comprehension, being authentic, showing respect, developing empathy, and balancing work on language skills and systems.
Innovative lesson plan
The document summarizes an innovative English lesson plan about the short story "The Resignation" by Munshi Premchand. The plan depicts the physical and mental picture of the main character Lala Fatehchand. It includes activities like showing students quotes and videos about dignity of labor, reading the story aloud, discussing difficult vocabulary, answering questions in groups, and writing a profile of Munshi Premchand. The goal is to understand the theme of dignity of labor and analyze how the character Fatehchand is treated in his workplace.
Ch 8 total physical response
Total Physical Response (TPR) is a language teaching method that focuses on listening comprehension over speaking. It is based on the idea that listening precedes speaking in first language acquisition. Using TPR, instructors give students commands that require physical actions to associate words and meanings. Students observe and then imitate the actions. The goal is to create a low-anxiety environment where students can learn through enjoyable physical activities before speaking is introduced.
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This lesson plan aims to teach 8th grade students the concepts of nouns and verbs. The teacher will divide students into groups and have them form words using letter blocks, acting out verbs and identifying nouns that cannot be acted out. The teacher will then provide a chart explaining the definitions and differences between nouns and verbs, including examples. Students will be expected to identify and apply the concepts of nouns and verbs in new sentences and situations.
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This lesson plan is for a 3rd grade class on toys and games. The 40 minute lesson will teach students to describe toys and games through writing advertisements. Students will bring toys to class, discuss their favorites, and write simple sentences about their peers' toys. They will then work individually and in groups to create advertisements by drawing and writing catchphrases for their favorite toy. Finally, students will provide feedback on each other's advertisements and vote on the best one. The goal is for students to practice daily conversation and writing skills while learning about advertising language.
The natural approach
The natural approach to teaching second language students involves four stages: comprehension, early production, speech emerges, and intermediate fluency. During the initial comprehension stage, teachers should use visual aids, speak slowly, and not require English practice. The early production stage involves yes/no answers and one-word responses. The speech emerges stage includes short phrases and dialog. Finally, the intermediate fluency stage focuses on longer phrases, sentences, and narratives. Throughout the process, the natural approach emphasizes meaning over grammar and uses the native language, visuals, and a comfortable classroom environment to lower anxiety and facilitate acquisition.
Teaching the Language System
This document discusses different approaches to teaching language systems. It describes deductive and inductive approaches, where deductive introduces grammar rules first and inductive uses examples to deduce rules. It also discusses using gestures, pictures, diagrams and written explanations to teach vocabulary and concepts. Finally, it emphasizes the importance of practice and repetition to move learning from short-term to long-term memory.
Nidhi jindal
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audiolingualmethod finality
The Audio-Lingual Method is a method of foreign language teaching that was introduced in the United States in the 1940s. It emphasizes speaking and listening before reading and writing, uses dialogues as the main form of presentation, and drills as the main technique. The teacher presents a dialogue and students repeat it together and individually. Variation drills are used, including repetition, replacement, and transformation drills. While it aims to create speaking habits, the Audio-Lingual Method is teacher-centered and lacks explanation of grammar rules.
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This lesson plan aims to teach students about figurative language through examples from Romeo and Juliet. Students will watch a video about figurative language, then have it defined and explained in a Nearpod presentation. They will identify examples of metaphors, similes, dramatic irony and personification in passages from Act 2. Finally, if time allows, students will write a text conversation between Romeo and Juliet using two examples of the figurative language devices.
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Total Physical Response (TPR) is a language teaching method where instructors give commands in the target language and students respond through physical actions. The teacher plays an active role by directing students as actors, while students primarily listen and perform actions. TPR is advantageous because it is fun, easy to prepare, good for vocabulary learning, works for large classes, and has no age barriers. However, it risks overuse and is limited compared to other methods.
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The document outlines a lesson plan for a 6th grade class to identify figurative language in Shakespeare's works. The lesson plan aims to teach students how to translate figurative language into modern terms, define literary devices such as metaphor and imagery, and explain an author's purpose for using such techniques. Key elements of the plan include reviewing literary devices, analyzing Romeo's monologue about Juliet, identifying the figures of speech, discussing their literal meanings, and assessing student comprehension through questions.
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This document discusses different approaches to teaching language systems and specific aspects of language. It covers deductive and inductive approaches, explaining meaning using examples and descriptions, explaining language construction using gestures, and providing written rules. It also discusses practice and controlled practice through repetition. Examples are given for teaching grammar, pronunciation, vocabulary and language functions. The document defines types of mistakes students can make and approaches to correcting students, recommending against intrusive correction during activities.
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The document describes several methods for teaching language:
The audio-lingual method focuses on listening and speaking through the use of dialogs, emphasizing listening and speaking before reading and writing. New dialogs are presented for repetition and drilling of structures.
The silent way method focuses students' perceptions through gestures rather than translation. The teacher is silent to encourage cooperation and learning from peers. Students learn to listen to themselves without vocalization from the teacher.
Pattern drills are used to build familiarity with key structures, starting with repetition of short phrases and building up to full sentences. Substitution drills replace parts of sentences to reinforce understanding of grammar patterns.
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1) Studying structure and use, which focuses on language forms, meanings, and functions.
2) Explain and practice, taking a deductive approach by first explaining rules and then having students practice.
3) Discovery and practice, using an inductive approach where students discover language patterns on their own.
4) Research and practice, where students research language independently using resources like dictionaries.
The document also provides specific techniques for each approach, such as choosing study activities, introducing grammar deductively or inductively, and using games to practice grammar.
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The document discusses potential problems in classroom management and language teaching. It addresses issues like not checking students' understanding of instructions, asking vague questions like "do you understand", having a fear of genuine feedback, lacking authority, focusing on the fastest students, and failing to create rapport. It emphasizes checking comprehension, being authentic, showing respect, developing empathy, and balancing work on language skills and systems.
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Total Physical Response (TPR) is a language teaching method that focuses on listening comprehension over speaking. It is based on the idea that listening precedes speaking in first language acquisition. Using TPR, instructors give students commands that require physical actions to associate words and meanings. Students observe and then imitate the actions. The goal is to create a low-anxiety environment where students can learn through enjoyable physical activities before speaking is introduced.
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This lesson plan aims to teach 8th grade students the concepts of nouns and verbs. The teacher will divide students into groups and have them form words using letter blocks, acting out verbs and identifying nouns that cannot be acted out. The teacher will then provide a chart explaining the definitions and differences between nouns and verbs, including examples. Students will be expected to identify and apply the concepts of nouns and verbs in new sentences and situations.
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This lesson plan is for a 3rd grade class on toys and games. The 40 minute lesson will teach students to describe toys and games through writing advertisements. Students will bring toys to class, discuss their favorites, and write simple sentences about their peers' toys. They will then work individually and in groups to create advertisements by drawing and writing catchphrases for their favorite toy. Finally, students will provide feedback on each other's advertisements and vote on the best one. The goal is for students to practice daily conversation and writing skills while learning about advertising language.
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The natural approach to teaching second language students involves four stages: comprehension, early production, speech emerges, and intermediate fluency. During the initial comprehension stage, teachers should use visual aids, speak slowly, and not require English practice. The early production stage involves yes/no answers and one-word responses. The speech emerges stage includes short phrases and dialog. Finally, the intermediate fluency stage focuses on longer phrases, sentences, and narratives. Throughout the process, the natural approach emphasizes meaning over grammar and uses the native language, visuals, and a comfortable classroom environment to lower anxiety and facilitate acquisition.
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This document discusses different approaches to teaching language systems. It describes deductive and inductive approaches, where deductive introduces grammar rules first and inductive uses examples to deduce rules. It also discusses using gestures, pictures, diagrams and written explanations to teach vocabulary and concepts. Finally, it emphasizes the importance of practice and repetition to move learning from short-term to long-term memory.
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Expertise in Application Development using ASP.NET,MVC, C#.NET, ADO.NET, SQL Server, MySql, JavaScript, JQuery.
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Strictly following the coding rules and behaves disciplined in working environment.
Can quickly learn new technologies, think creatively and solve problems in a critical environment.
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This CV is for Sonal Nikita Sharma, who is currently studying for a Bachelor of Commerce degree in Accounting and Economics at the University of the South Pacific. She has a strong academic record, having been dux of her secondary school and earning high marks in her external examinations. She has held several leadership roles, including vice president of the university's Accounting Students Association and head girl of her secondary school. Her skills include oral and written communication, organization, numeracy, teamwork, and handling critical situations. She is also involved in creative activities, sports, reading, and making new friends.
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The $11 billion merger between Tim Hortons and Burger King has sparked debate about the potential impact on Tim Hortons' brand and community sponsorships. While some experts fear Burger King's owner may implement cost-cutting strategies that harm Tim Hortons' programs and identity, others argue that Tim Hortons remained strong during its previous partnership with Wendy's and that maintaining separate brands is possible. Supporters also note potential benefits like expanding Tim Hortons' coffee sales through Burger King locations. The long-term effects of the merger on Tim Hortons' sponsorships and identity remain uncertain.
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11 le thithuydung.mul1
- 1. NONG LAM UNIVERSITY FACULITY OF FOREIGN LANGUAGES - PEDAGOGY Teacher : Le Thi Thuy Dung Email: dungdatle@gmail.com
- 2. Know how to use “ Can “ Learn new words about ability Apply correctly Speak your own ability
- 3. CONTENT
- 5. USE: talk about ability
- 7. Practice Exercise1: Write the questions and then answer them (FLY) (DANCE) Can it fly? Yes it can Can he dance? No he can’t
- 8. (SWIM)(SING) Exercise2: Ask your friend about their abilities. Can she sing? No she can’t Can she swim? Yes she can
- 9. REVIEW 1 2 3 4 Learn all new words Review and learn structure Practice further speaking Do homework