The document outlines 6 units of study for teaching grammar topics. Unit 1 focuses on imperatives and includes 4 steps: explaining imperatives, their structure, practicing adding information to imperatives, and playing a game where students follow classmates' imperatives. Unit 2 introduces past tense verbs through a story and activity making a class book about students' pasts. Unit 3 contrasts present perfect and past perfect tenses through exercises matching time signifiers to sentences. Unit 4 compares future and future perfect through a dialogue, questions, and practice conversation. Unit 5 covers wh-questions, tag questions, and additions with conjunctions. Unit 6 provides activities to teach adjectives and adverbs through describing pictures, filling in sentences, making sentences from
The document describes a classroom observation task to observe how teachers manage breakdowns or interruptions during lessons. The observer recorded breakdowns that occurred in two 40-minute lessons, including the source, time, language used by the teacher, and seriousness. Breakdowns observed included late students, student quarrels, announcements, and misunderstandings of instructions. The observer noted that sources of breakdowns were generally student behaviors the teacher disliked, like loud talking. The teacher's language did not change based on seriousness and she responded angrily in most cases. The observer learned breakdowns can sometimes be avoided to minimize lesson interruptions.
COORDINATING
SUBORDINATING
CONJUNCTION
CORRELATIVE
COORDINATING
1. CONJUNCTION
2. INTERIOR
3. UNLESS
4. CORRELATIVE
5. COORDINATING
1. and
2. as loud as
3. though
4. so
5. but
This lesson plan focuses on the topic of decisions and decision making. It includes activities such as analyzing cartoon captions about difficult decisions, matching vocabulary to statements, writing hypothetical situations using the second conditional, discussing questions about personal decisions, and practicing grammar structures like "I wish" and "I hope." The plan aims to extend vocabulary, improve pronunciation, give reasons for decisions, and allow students to reflect on their own decisiveness. It incorporates individual, partner, group, and whole-class activities over four phases of learning using materials like a student book, whiteboard, and worksheet.
Kinds of sentences according to function-LPYsa Garcera
This lesson plan introduces students to the four kinds of sentences according to function: declarative sentences, interrogative sentences, imperative sentences, and exclamatory sentences. The plan engages students through an activity where they are placed in scenarios depicted in pictures and asked to form sentences based on what they see. Through discussion of their examples, the teacher explains the characteristics of each kind of sentence and provides examples. Students are then evaluated on identifying the type of sentence in examples.
The lesson plan outlines a 6-class unit on using future tenses in English for 7th grade students. Each class includes warm-up, main activities, and closure. Main activities focus on reading comprehension, filling in blanks, question formation, and dialog creation using future tenses. Formative assessments include tense recognition, answering questions, and explaining answers. The plan incorporates various technologies and aims to develop linguistic skills like speaking, writing, listening, and reading through interactive exercises.
This document provides a course syllabus for an English grammar course. The course is titled "Grammar (2)" and is intended for students who have completed the prerequisite Grammar (1) course. It will cover advanced grammar topics like tenses, nouns, modal auxiliaries, phrases, sentences, and clauses. The course will be taught over 12 weeks with assignments, quizzes, tests, and a final exam to evaluate students. The goal is for students to further improve their grammar skills.
The document outlines a 60-minute English lesson for Year 9 students focusing on comic styles, with the aim of revising and practicing understanding of present perfect tense. The lesson includes a Prezi presentation explaining comic features, an activity where students work in pairs to construct dialogue for a comic strip, and a closing review of the main points.
This document provides a lesson plan for a 60-minute English class on listening comprehension for Year 9 students. The lesson aims to improve students' listening and writing skills through analyzing advertisements. Students will first watch and answer questions about a Honda advertisement video clip. They will then compare this clip to another advertisement by completing a worksheet. Finally, the class will review the key points and objectives of analyzing different advertisements.
The document describes a classroom observation task to observe how teachers manage breakdowns or interruptions during lessons. The observer recorded breakdowns that occurred in two 40-minute lessons, including the source, time, language used by the teacher, and seriousness. Breakdowns observed included late students, student quarrels, announcements, and misunderstandings of instructions. The observer noted that sources of breakdowns were generally student behaviors the teacher disliked, like loud talking. The teacher's language did not change based on seriousness and she responded angrily in most cases. The observer learned breakdowns can sometimes be avoided to minimize lesson interruptions.
COORDINATING
SUBORDINATING
CONJUNCTION
CORRELATIVE
COORDINATING
1. CONJUNCTION
2. INTERIOR
3. UNLESS
4. CORRELATIVE
5. COORDINATING
1. and
2. as loud as
3. though
4. so
5. but
This lesson plan focuses on the topic of decisions and decision making. It includes activities such as analyzing cartoon captions about difficult decisions, matching vocabulary to statements, writing hypothetical situations using the second conditional, discussing questions about personal decisions, and practicing grammar structures like "I wish" and "I hope." The plan aims to extend vocabulary, improve pronunciation, give reasons for decisions, and allow students to reflect on their own decisiveness. It incorporates individual, partner, group, and whole-class activities over four phases of learning using materials like a student book, whiteboard, and worksheet.
Kinds of sentences according to function-LPYsa Garcera
This lesson plan introduces students to the four kinds of sentences according to function: declarative sentences, interrogative sentences, imperative sentences, and exclamatory sentences. The plan engages students through an activity where they are placed in scenarios depicted in pictures and asked to form sentences based on what they see. Through discussion of their examples, the teacher explains the characteristics of each kind of sentence and provides examples. Students are then evaluated on identifying the type of sentence in examples.
The lesson plan outlines a 6-class unit on using future tenses in English for 7th grade students. Each class includes warm-up, main activities, and closure. Main activities focus on reading comprehension, filling in blanks, question formation, and dialog creation using future tenses. Formative assessments include tense recognition, answering questions, and explaining answers. The plan incorporates various technologies and aims to develop linguistic skills like speaking, writing, listening, and reading through interactive exercises.
This document provides a course syllabus for an English grammar course. The course is titled "Grammar (2)" and is intended for students who have completed the prerequisite Grammar (1) course. It will cover advanced grammar topics like tenses, nouns, modal auxiliaries, phrases, sentences, and clauses. The course will be taught over 12 weeks with assignments, quizzes, tests, and a final exam to evaluate students. The goal is for students to further improve their grammar skills.
The document outlines a 60-minute English lesson for Year 9 students focusing on comic styles, with the aim of revising and practicing understanding of present perfect tense. The lesson includes a Prezi presentation explaining comic features, an activity where students work in pairs to construct dialogue for a comic strip, and a closing review of the main points.
This document provides a lesson plan for a 60-minute English class on listening comprehension for Year 9 students. The lesson aims to improve students' listening and writing skills through analyzing advertisements. Students will first watch and answer questions about a Honda advertisement video clip. They will then compare this clip to another advertisement by completing a worksheet. Finally, the class will review the key points and objectives of analyzing different advertisements.
This document contains a detailed lesson plan for teaching the past simple tense to students at an upper secondary school in Italy. The lesson plan includes two 3-hour lessons. Lesson 1 focuses on regular verbs in the past simple, while Lesson 2 covers irregular verbs and the negative and interrogative forms. A variety of activities are outlined, including watching video clips, group work, class discussions, and homework assignments. The goal is for students to understand and accurately use the past simple tense in both writing and speaking.
The document outlines a lesson plan for a 9th grade English class on the topic of advertisements, with objectives to expand students' knowledge of ads, guide them in analyzing ad messages, and enable discussion of opinions. The plan includes an introduction to assess prior knowledge, a presentation on ads, an individual activity to practice comprehension followed by group work and presentations to develop communication skills.
1.) The document outlines a lesson plan on infinitives for a third year high school English class.
2.) The plan includes objectives, subject matter, procedures, evaluation, and assignment. It will teach students to identify and use infinitives in sentences.
3.) Various activities are outlined, including a review game, example sentences, identification exercises, and rewriting sentences using infinitives. The goal is for students to understand and apply different uses of infinitives.
This document contains a lesson plan for teaching intercultural learning using modals of advice. The 90 minute lesson plan is divided into phases including an icebreaker, extending the theme through grammar explanation and exercises, personalization through problem solving in pairs, focusing on grammar, transferring knowledge to a controlled exercise, and concluding with a whole class activity. The document also includes a sample weekly timetable allocating times and content areas for 4 teaching sessions over 5 days.
The document outlines a 60 minute English lesson plan for 34 Year 9 students focusing on persuasive tactics found in advertisements. The lesson aims to teach students to identify different persuasive tactics like brand names, slogans, and positive adjectives; create their own examples of these tactics; and find real advertisements demonstrating techniques like imperatives, questions, and personal statements through individual and group activities.
This unit plan focuses on teaching first grade students about daily routines. Over three lessons, students will learn to talk about daily habits using the simple present tense and adverbs of frequency. They will understand routines by reading texts and listening to recordings. Key activities include identifying vocabulary, answering comprehension questions, and writing their own daily schedules. The final lesson involves students creating presentations about their routines to demonstrate mastery of the target grammar structures.
The document provides instructions for 10 listening activities where students practice filling in blanks of sentences with verb predicates conjugated with -(으)세요 based on audio dialogues. The activities involve conversations between a professor and students in a Korean linguistics class. Students are asked to listen carefully and fill in the blanks with the correct verb conjugation.
1) The document is a teacher work sample from a student teacher detailing a unit taught on short vowel sounds, specifically the short e sound, to a 1st grade class.
2) An assessment given prior to the unit showed most students were below grade level in identifying short vowel sounds. The unit included activities like reading, phonograms, and sentence building to practice the short e sound.
3) A post-assessment showed student understanding of the short e sound improved, with most students achieving satisfactory or higher levels, indicating the unit was successful in helping students meet the learning goals.
This document contains a lesson on listening comprehension exercises using the Korean verb ending -(으)세요. It provides 10 listening activities where students listen to short dialogues and fill in blanks with verbs conjugated with -(으)세요. The activities involve conversations between teachers and students, and professors and students. The document checks the answers after each activity and provides hints on conjugating verbs with -(으)세요.
The document outlines a lesson plan on active and passive voice for students. It includes objectives, subject matter, procedures, and activities. The teacher will lead students in identifying active and passive verbs, provide examples of sentences in both voices, and have students practice changing sentences from active to passive voice. The goal is for students to understand the difference between active and passive voice and the importance of proper sentence construction.
Tom Sawyer tricks his Aunt Polly by telling her to look behind her, allowing him to escape after being caught with red-stained lips from eating her fruit. It is 1844 and 11-year-old Tom lives with his Aunt Polly in St. Petersburg, Missouri after his parents' death, though he is often misbehaved. As punishment for stealing her fruit, Aunt Polly decides Tom must paint the fence the next day.
1) This lesson plan template provides instructions for a close reading lesson on globalization. Students will read an article on globalization multiple times and complete a worksheet where they define the term at different levels using evidence from the text.
2) The lesson involves students doing individual work, partner work, and group work. They will read the text independently and with partners, discussing the text and completing the worksheet together.
3) The teacher reflected that having students read the same passage multiple times was boring and distracted students from deeper understanding. The teacher would modify future lessons to address this issue.
Detailed lesson plan sentence structure;simple & compoundVil Clinton
The document provides a detailed lesson plan for teaching English III that focuses on comparing simple and compound sentences. It outlines 3 learning objectives for students, references materials about sentence structure, and describes a pyramidal teaching procedure where students will combine words and phrases into simple and compound sentences.
The document provides a lesson plan for a 35-minute English lesson for secondary school students on the topic of grammar (articles). It includes 3 stages: presentation, practice, and production. The lesson plan aims to teach students about articles and their appropriate usage through class discussion, a worksheet, and a group grammar game. It also outlines the learning objectives, materials, and a follow-up activity.
This document discusses different contexts and learner types for language learning. It provides a chart to match student needs with different types of English learning purposes. It also describes different learning contexts such as in-company teaching, private language schools, and virtual learning. The document discusses differences between teaching children, adolescents and adults. It provides examples to identify what type of learner is being described. Finally, it rates activities as appropriate for beginner, intermediate or advanced levels based on the skills and language needed.
This document provides an overview of an 11th grade American Literature course. [1] It outlines the major texts that will be covered including The Crucible, Their Eyes Were Watching God, and The Great Gatsby. [2] The course will examine how writers addressed topics like freedom, nature, race, gender, and individuality in defining the American Dream. [3] Grading policies, homework expectations, and the teacher's contact information are also included.
The document describes the "flip model" or "flipped classroom" approach to instruction. In the flip model, instruction that traditionally took place in the classroom, such as lectures, is moved outside of the classroom via video. This frees up class time for hands-on activities, collaborative work, and addressing individual student needs. The document provides examples of how the flip model could work for different subjects and outlines the benefits, which include increased engagement, individualized instruction, and giving teachers more time with students.
This document provides an overview of an English language learning unit about moving on from big life events. It includes conversations about breaking up from relationships and describes moving on positively by getting over the break up. The unit focuses on describing life changes using phrases like "broke up with my boyfriend" and "transferred schools". Learners practice conversations discussing their own life events and responding appropriately to both good and bad news shared by others.
This document provides teaching notes for an ESL grammar activity to practice forming wh- questions. The activity is divided into two parts: 1) an accuracy-based pairwork matching activity where students use question and auxiliary verb cards to form questions; and 2) a communicative mingling activity where students walk around asking the questions on their answer sheets to find the person who matches. The teacher's notes provide detailed instructions on preparing materials, demonstrating the activity, and having students play the game in pairs or by mingling to ask questions.
1. The lesson plan is for a Form 1 class on the story "Flipping Fantastic" and focuses on identifying characters and their characteristics through class discussion, group work, and individual worksheets.
2. Students will discuss the main characters, complete a worksheet matching characters to characteristics, answer questions individually about the characters, and act out different characters' traits in groups for others to identify.
3. The lesson aims to help students participate actively in class, correctly answer questions about characters, and demonstrate character traits to their classmates.
This document contains Jill Cameron's self-evaluation of an audio recording of one of her science lessons along with samples of work from two students, one on-level and one below-level. Jill found that while her lesson went well, she identified areas for improvement such as slowing down her speech and using more affirmative language. The student work samples show improvement in spelling and sentence complexity for the on-level student but inconsistency for the below-level student who struggled to focus during lessons.
This document contains a summary of techniques for autonomous language learning. It discusses the concept of autonomy in learning, where the learner takes full responsibility for their learning process and decisions. It then provides a sample curriculum for an English language course consisting of 4 activities: [1] introducing the course objectives and materials, [2] having students complete a questionnaire on their expectations and language practice habits, [3] forming student teams and distributing first reading, and [4] analyzing the reading in groups and as a class. Each activity lists its objective, materials, and description.
This document contains a detailed lesson plan for teaching the past simple tense to students at an upper secondary school in Italy. The lesson plan includes two 3-hour lessons. Lesson 1 focuses on regular verbs in the past simple, while Lesson 2 covers irregular verbs and the negative and interrogative forms. A variety of activities are outlined, including watching video clips, group work, class discussions, and homework assignments. The goal is for students to understand and accurately use the past simple tense in both writing and speaking.
The document outlines a lesson plan for a 9th grade English class on the topic of advertisements, with objectives to expand students' knowledge of ads, guide them in analyzing ad messages, and enable discussion of opinions. The plan includes an introduction to assess prior knowledge, a presentation on ads, an individual activity to practice comprehension followed by group work and presentations to develop communication skills.
1.) The document outlines a lesson plan on infinitives for a third year high school English class.
2.) The plan includes objectives, subject matter, procedures, evaluation, and assignment. It will teach students to identify and use infinitives in sentences.
3.) Various activities are outlined, including a review game, example sentences, identification exercises, and rewriting sentences using infinitives. The goal is for students to understand and apply different uses of infinitives.
This document contains a lesson plan for teaching intercultural learning using modals of advice. The 90 minute lesson plan is divided into phases including an icebreaker, extending the theme through grammar explanation and exercises, personalization through problem solving in pairs, focusing on grammar, transferring knowledge to a controlled exercise, and concluding with a whole class activity. The document also includes a sample weekly timetable allocating times and content areas for 4 teaching sessions over 5 days.
The document outlines a 60 minute English lesson plan for 34 Year 9 students focusing on persuasive tactics found in advertisements. The lesson aims to teach students to identify different persuasive tactics like brand names, slogans, and positive adjectives; create their own examples of these tactics; and find real advertisements demonstrating techniques like imperatives, questions, and personal statements through individual and group activities.
This unit plan focuses on teaching first grade students about daily routines. Over three lessons, students will learn to talk about daily habits using the simple present tense and adverbs of frequency. They will understand routines by reading texts and listening to recordings. Key activities include identifying vocabulary, answering comprehension questions, and writing their own daily schedules. The final lesson involves students creating presentations about their routines to demonstrate mastery of the target grammar structures.
The document provides instructions for 10 listening activities where students practice filling in blanks of sentences with verb predicates conjugated with -(으)세요 based on audio dialogues. The activities involve conversations between a professor and students in a Korean linguistics class. Students are asked to listen carefully and fill in the blanks with the correct verb conjugation.
1) The document is a teacher work sample from a student teacher detailing a unit taught on short vowel sounds, specifically the short e sound, to a 1st grade class.
2) An assessment given prior to the unit showed most students were below grade level in identifying short vowel sounds. The unit included activities like reading, phonograms, and sentence building to practice the short e sound.
3) A post-assessment showed student understanding of the short e sound improved, with most students achieving satisfactory or higher levels, indicating the unit was successful in helping students meet the learning goals.
This document contains a lesson on listening comprehension exercises using the Korean verb ending -(으)세요. It provides 10 listening activities where students listen to short dialogues and fill in blanks with verbs conjugated with -(으)세요. The activities involve conversations between teachers and students, and professors and students. The document checks the answers after each activity and provides hints on conjugating verbs with -(으)세요.
The document outlines a lesson plan on active and passive voice for students. It includes objectives, subject matter, procedures, and activities. The teacher will lead students in identifying active and passive verbs, provide examples of sentences in both voices, and have students practice changing sentences from active to passive voice. The goal is for students to understand the difference between active and passive voice and the importance of proper sentence construction.
Tom Sawyer tricks his Aunt Polly by telling her to look behind her, allowing him to escape after being caught with red-stained lips from eating her fruit. It is 1844 and 11-year-old Tom lives with his Aunt Polly in St. Petersburg, Missouri after his parents' death, though he is often misbehaved. As punishment for stealing her fruit, Aunt Polly decides Tom must paint the fence the next day.
1) This lesson plan template provides instructions for a close reading lesson on globalization. Students will read an article on globalization multiple times and complete a worksheet where they define the term at different levels using evidence from the text.
2) The lesson involves students doing individual work, partner work, and group work. They will read the text independently and with partners, discussing the text and completing the worksheet together.
3) The teacher reflected that having students read the same passage multiple times was boring and distracted students from deeper understanding. The teacher would modify future lessons to address this issue.
Detailed lesson plan sentence structure;simple & compoundVil Clinton
The document provides a detailed lesson plan for teaching English III that focuses on comparing simple and compound sentences. It outlines 3 learning objectives for students, references materials about sentence structure, and describes a pyramidal teaching procedure where students will combine words and phrases into simple and compound sentences.
The document provides a lesson plan for a 35-minute English lesson for secondary school students on the topic of grammar (articles). It includes 3 stages: presentation, practice, and production. The lesson plan aims to teach students about articles and their appropriate usage through class discussion, a worksheet, and a group grammar game. It also outlines the learning objectives, materials, and a follow-up activity.
This document discusses different contexts and learner types for language learning. It provides a chart to match student needs with different types of English learning purposes. It also describes different learning contexts such as in-company teaching, private language schools, and virtual learning. The document discusses differences between teaching children, adolescents and adults. It provides examples to identify what type of learner is being described. Finally, it rates activities as appropriate for beginner, intermediate or advanced levels based on the skills and language needed.
This document provides an overview of an 11th grade American Literature course. [1] It outlines the major texts that will be covered including The Crucible, Their Eyes Were Watching God, and The Great Gatsby. [2] The course will examine how writers addressed topics like freedom, nature, race, gender, and individuality in defining the American Dream. [3] Grading policies, homework expectations, and the teacher's contact information are also included.
The document describes the "flip model" or "flipped classroom" approach to instruction. In the flip model, instruction that traditionally took place in the classroom, such as lectures, is moved outside of the classroom via video. This frees up class time for hands-on activities, collaborative work, and addressing individual student needs. The document provides examples of how the flip model could work for different subjects and outlines the benefits, which include increased engagement, individualized instruction, and giving teachers more time with students.
This document provides an overview of an English language learning unit about moving on from big life events. It includes conversations about breaking up from relationships and describes moving on positively by getting over the break up. The unit focuses on describing life changes using phrases like "broke up with my boyfriend" and "transferred schools". Learners practice conversations discussing their own life events and responding appropriately to both good and bad news shared by others.
This document provides teaching notes for an ESL grammar activity to practice forming wh- questions. The activity is divided into two parts: 1) an accuracy-based pairwork matching activity where students use question and auxiliary verb cards to form questions; and 2) a communicative mingling activity where students walk around asking the questions on their answer sheets to find the person who matches. The teacher's notes provide detailed instructions on preparing materials, demonstrating the activity, and having students play the game in pairs or by mingling to ask questions.
1. The lesson plan is for a Form 1 class on the story "Flipping Fantastic" and focuses on identifying characters and their characteristics through class discussion, group work, and individual worksheets.
2. Students will discuss the main characters, complete a worksheet matching characters to characteristics, answer questions individually about the characters, and act out different characters' traits in groups for others to identify.
3. The lesson aims to help students participate actively in class, correctly answer questions about characters, and demonstrate character traits to their classmates.
This document contains Jill Cameron's self-evaluation of an audio recording of one of her science lessons along with samples of work from two students, one on-level and one below-level. Jill found that while her lesson went well, she identified areas for improvement such as slowing down her speech and using more affirmative language. The student work samples show improvement in spelling and sentence complexity for the on-level student but inconsistency for the below-level student who struggled to focus during lessons.
This document contains a summary of techniques for autonomous language learning. It discusses the concept of autonomy in learning, where the learner takes full responsibility for their learning process and decisions. It then provides a sample curriculum for an English language course consisting of 4 activities: [1] introducing the course objectives and materials, [2] having students complete a questionnaire on their expectations and language practice habits, [3] forming student teams and distributing first reading, and [4] analyzing the reading in groups and as a class. Each activity lists its objective, materials, and description.
The lesson plan introduces first grade students to adding the suffix "-s" to words containing glued sounds like "ang" through whole group instruction, individual practice, and interactive activities. Students will learn the new spelling pattern, build words with the teacher, write sentences independently, and reinforce their learning through kinesthetic practice using cookie sheets or whiteboards to form new words. The lesson is aligned to Massachusetts English Language Arts standards and aims to help students understand how to read and spell words with suffixes.
The document provides a lesson plan for a 50-minute English class on direct speech for Year 9 students. It includes the objectives, which are for students to be able to use punctuations in direct speech with 80% accuracy, identify reporting verbs with 90% accuracy, and transform comic dialogues to direct speech. The lesson involves explaining direct speech rules, exercises identifying punctuations and reporting verbs, and transforming comic strip dialogues to direct speech in groups. Students will work individually and in groups while the teacher guides activities and checks understanding.
This document summarizes a lesson on character voice that a teacher delivered to third grade students. The teacher used PowerPoint to display character phrases and potential character matches. Students had to select which character they thought best matched the voice of each phrase. They would then stand in different corners of the room labeled with the character options. The teacher found the students were engaged and able to correctly identify the character voices. However, some students got distracted when standing in the back. The teacher reflected that setting clearer expectations may help with behavior. Overall, the PowerPoint presentation enhanced the lesson by allowing visual presentation of materials and keeping students engaged through sounds.
This document contains a daily lesson plan for a class on the poem "Mr. Nobody". The lesson plan outlines the objectives to recite and understand the poem, its themes and moral values. It details the teaching methods such as using a video, lecture, games and interaction. It provides a step-by-step breakdown of the lesson including introducing the topic through flashcards, watching a video on the poem, having a student draw a figure and doing exercises as homework. The goal is for students to appreciate friendship, develop creativity and learn diligence through analyzing the poem.
Ms4 level f ile 6 fact and fiction with atf and aef competenciesMr Bounab Samir
MS4 file 6 " fact and Fiction" this file can be used to teach the following learning objectives :
1- Tell story
2- Express cause and effect in story telling (simple past & past continuous + time conjunctions "when - while - as)
Lesson plan 6 octavo basico object possesive_pronounsRafael Alejandro
The lesson plan aims to teach 8th grade students the difference between object and possessive pronouns. Students will complete a worksheet identifying object pronouns and their uses. They will also watch a video tutorial on possessive pronouns, taking notes and practicing examples, in order to distinguish between the two types of pronouns. The goal is for students to recognize and use pronouns correctly in sentences.
This document outlines the lesson plan and activities for a class about money. It includes using a video to introduce vocabulary related to money, having students listen to and comprehend a text about money, identifying verbs that collocate with money, and explaining tenses used in the text. It also discusses delivering instructional content online before class and giving students time to work at home or at school, including using a flipped classroom approach where students do research at home and engage in concepts in class with guidance. Finally, it mentions students will show their work to classmates.
1) The lesson plan is for a Form 1 class and focuses on analyzing the plot of the short story "Flipping Fantastic".
2) Students will participate in group activities to identify events from the story and arrange them in the proper sequence of the plot.
3) The lesson aims to teach students how to recognize elements of a story such as the plot, give sequences of events, and follow the progression of ideas in a narrative.
1) The lesson plan is for a Form 1 class and focuses on analyzing the plot of the short story "Flipping Fantastic".
2) Students will participate in group activities to identify events from the story and arrange them in the proper sequence of the plot.
3) The lesson aims to teach students how to understand and discuss the elements of a story, including its events, characters, and resolution.
This document summarizes Yun Qin's lesson plan for teaching students to read and retell a simple Chinese story called "Yugong Yi Shan". The lesson plan has the following key points:
1. Students will read the story "Yugong Yi Shan" aloud with the teacher and discuss the beginning, middle, and end.
2. Students will then read the story independently and retell the sequence of events to the teacher.
3. The teacher will explain the structure of stories and have students roleplay parts of the story to practice retelling.
4. As an assessment, students will retell the story to partners to check their comprehension and ability to recount what happened.
The daily plan outlines a 50-minute lesson for a Grade 5 class on school subjects. The lesson objectives are to note details from a passage, use "which" in questions, and use comparative degrees of adjectives. Various activities are outlined, including warm-up questions, phonics, vocabulary, conversation practice, and grammar exercises. Student workbooks will be used for evaluation. Homework from the Grade 5 workbook is assigned.
Silent Way Method and Communicative Language TeachingMiss EAP
The document discusses the key aspects of the communicative language teaching (CLT) approach. It emphasizes developing students' communicative competence and using classroom activities focused on meaningful communication, such as role plays. The teacher acts as a facilitator rather than expert, while students are expected to participate in groups and take responsibility for their learning. Lessons typically involve presenting a language function or structure, providing practice and feedback, and allowing discovery of rules. Sample activities include role plays and reconstructing a story from sections divided among students.
This two-part drama lesson aims to help students understand and address bullying from multiple perspectives. In the first part, students role-play oppressive scenarios and discuss different responses to bullying. They then devise short performances exploring bullying situations and potential solutions. In the second part, students reflect on their reflections, create tableaux depicting bullying and solutions, and discuss how to prevent bullying and respond if they witness it. The lesson encourages empathy, critical thinking about oppression, and collaborative problem-solving through drama activities.
The document provides guidance for teachers on narrating past events. It discusses using the past tense to describe events that happened in chronological order. Example exercises are given to help students practice these skills, including putting paragraphs in order, filling in time phrases, and writing short narratives about past events. The final part reviews using the past simple tense to narrate, and provides a sample story for students to discuss.
This lesson plan focuses on teaching students about using the past simple tense. It includes activities like watching a song video that explains regular and irregular past verb forms, completing a presentation about the past simple tense including affirmative and negative forms, and having students write a short paragraph about what they did last weekend using past tense verbs. The expected outcomes are that students will be able to distinguish between affirmative and negative past simple forms and write about past events using this tense.
The lesson plan involves 5 activities over 45 minutes to teach demonstrative pronouns to beginner English students. The activities include using flashcards, reading a text and identifying pronouns, creating a story in pairs, sticking pronouns on a felt board in teams, and filling in a worksheet. Potential issues like not having materials and students not staying on task are addressed, along with explanations of how each activity supports language acquisition theories regarding memorization, input/output processing, and creativity at different learner ages and stages.
The lesson plan involves 5 activities over 45 minutes to teach demonstrative pronouns to beginner English students. The activities include using flashcards, reading a text and identifying pronouns, creating a story in pairs, sticking pronouns on a felt board in teams, and filling in a worksheet. Potential issues like not having materials and students not staying on task are addressed, along with explanations of how each activity supports language acquisition theories regarding memorization, input/output processing, and creativity at different learner ages and ability levels.
Similar to 123255524 on-line-course-units-grammar-express-(1) (20)
Universities and schools are increasingly using social networks to connect with students, as many students actively engage with topics and share personal lives online. While social networks provide opportunities to stay connected with colleagues, the ease of accessing inappropriate content online poses risks, especially for young people. Educators must learn how to use social networks appropriately and teach students to govern their own safe and productive use of these sites, as social skills development and ethical practices remain important goals in education.
Visible thinking aims to develop students' critical and creative thinking through routines that engage student curiosity and knowledge of their own attitudes. By understanding student attitudes, it is easier to develop programs and classrooms that increase students' desire to learn English. Classroom activities should manage behavior, organize learning, and establish communication rules to support visible thinking approaches that integrate thinking skill development with content learning across subjects.
This document outlines the methodology used to teach grammar points in Clear Grammar materials. Key elements include presenting grammar through visual aids like cartoons and photos alongside written explanations, examples, usage and pronunciation notes. A variety of exercise types are used to practice each point, and tests allow students to check their progress.
This document outlines the methodology for teaching English grammar through an online program, which contextualizes grammar points through cartoons, photos and various file formats, and provides clear explanations, examples and notes on usage, pronunciation and different exercise types and tests to help students learn and track their progress, along with options for student interaction.
This document outlines the methodology for teaching English grammar through an online program, which contextualizes grammar points through cartoons, photos and various file formats, and provides clear explanations, examples and notes on usage, pronunciation and different exercise types and tests to help students learn and track their progress, along with options for student interaction.
The document outlines several self-tests to evaluate students' mastery of various English grammar topics. Self Test I evaluates students' ability to answer questions in the present imperative tense within a timed period. Self Test II assesses students through observation of verb tense usage and a worksheet. Self Test III evaluates understanding of the present perfect and past perfect tenses through group activities and homework. Self Test IV has students write a future letter to themselves describing ambitions and goals. Self Test V involves dividing students into groups to complete online exercises on wh-questions, tag questions, and additions. Self Test VI provides a worksheet with adjectives and adverbs and has students write sentences about themselves and a story using these parts of speech.
This document outlines the objectives of an English grammar course, which are to enable students to apply grammar structures in real-life situations by writing sentences with correct verb forms and short essays. The course will cover present imperative, past tense, present perfect and past perfect tenses, future and future perfect tenses, WH-questions, tag questions, adjectives, and adverbs through activities like identifying verbs, constructing sentences, and determining correct usage.
1. Units of study
UNITS PROCEDURES TOPICS
1 Present Step One: Present Progressive
Imperative. Explain to your Simple Present
students what an Tense
'imperative' is. Non-action verbs
Also known as a Present Progressive
command or a and Simple Present
plea, it gives Tense
someone Imperative
instructions
about what they
should do - Stand
up. Sit down.
Stop talking. Etc.
Write several
examples on the
board and have
students copy
into notebooks.
Step Two:
Explain the basic
structure of an
imperative,
either a) the
simple version
composed of just
a verb - Sit. Stop.
Eat. Run. Etc., or
b) a verb
followed by
additional
information - Sit
there. Stop
talking. Eat
faster. Hit
Nelson. Etc.
Step Three: Go
around the
classroom, giving
2. a basic verb
imperative (Go.
Eat. Talk etc) and
ask each student
to add additional
information to
the imperative -
Faster, A
Person's Name,
Now, Tomorrow
etc.
Step Four:
(Game One) -
Choose three
students and ask
them to come to
the front of the
class. Choose the
more outgoing
ones, so they
don't feel stupid
when they're
standing up
there and
expected to
follow
commands.
When standing in
a row facing the
other students,
give them
several
imperatives to
follow - Turn
around. Sit down
on the floor.
Stand up. Touch
your nose and on
and on. I always
do a few silly
ones "Hit
yourself really
fast", "Kiss that
3. boy", which my
students love as
it makes them
laugh.
Now allow other
students to raise
their hands and,
after you choose
one, let him or
her give an
imperative to the
students at the
front of the class.
Here the other
students get very
creative, and
silly, with the
imperatives they
create and it
usually ends up
with the whole
classroom
screaming
laughing
including the
three students at
the front of the
class.
2 Past tense Introduction and Simple Past Tense:
Motivation affirmative
statements
The teacher will Simple Past Tense:
read the Negative statements
students a short and Questions.
story. The Used to
teacher will place
Past Progressive
emphasis on the
Past Progressive and
past tense verbs
Simple Past Tense
within the story.
After the story
the class will
4. have a
discussion about
activities that
they have done
in the past. As
students talk
about these past
events the
teacher can point
out the different
tense verbs that
the students are
using in their oral
language. The
teacher will write
the verbs on the
chalkboard. Once
the teacher feel
confident that
the students
understand the
concept of the
past tense verbs
he will explain to
them that at the
end of the lesson
they will be using
the pictures of
themselves to
create a class
book titled When
I was a Little
Boy/Girl.
3 Present perfect Teacher will put Present Perfect:
and Past Perfect two category Since and for
headings on the Present Perfect:
board: Past Already and Yet
Perfect - Present Perfect:
Present Perfect Indefinite Past
Present Perfect and
Students brain Simple Past Tense
storm on the Present Perfect
various time
5. signifiers that are Progressive
used in each Present Perfect and
tense. Present Perfect
Progressive.
Teacher will put Past Perfect
the time Past Perfect
expressions into Progressive
the correct
category on the
board and have
students copy
the exercise. Ask
students to
provide example
sentences for
each of the time
expressions -
signifiers that are
on the board.
Divide students
into groups of 3
-4. Give students
worksheet and
ask them to
decide which
time signifiers -
expressions can
go with which
sentences. Make
sure to point out
that there are a
number of
possibilities for
each sentence.
Correct
sentences as a
class. Follow-up
by discussing
which time
signifier(s) might
be best in
6. 4 Future and Future The choice of the Future: Be going and
Perfect future form and Will
future perfect is Future: Contrast be
difficult for many going to, Will, Simple
students. This present
lesson focuses on Future: Be going and
providing context Will, Simple Present
for students so Tense, Present
that they can Progressive.
understand the Future Progressive
basic difference Future Perfect and
between Future Perfect
something that is Progressive
planned for the
Future: Be going and
future and a
Will
spontaneous
decision.
Students first
study a short a
dialog and
answer some
questions. After
this, students
give answers to a
number of
questions which
elicit either 'will'
or 'will have to'.
Finally, students
get together for
some small talk
to practice.
5 Wh-questions, Tag Instructional Wh-Questions:
questions and Activity Subject and
Addition Predicate
1. Teacher greets Tag Questions
students. Additions: With So,
2. Teacher Too, Neither, and Not
informs the class either
that they will be
learning about
WH-questions.
3. Teacher
asks the students
7. whether they
have heard
about it before.
4. Teacher
asks the students
to say the WH-
questions out
loud.
Activity 1
1.Teacher lists
down the WH-
questions.
2.Teacher
discusses with
students on what
the WH-
questions
indicate.
3.Teacher makes
sure the students
understand the
purposes of the
WH-questions.
Conclusion
1.Teacher asks
the students
what do they
think of the
lesson and what
have they
learned.
2. Teacher
recaps and
concludes the
lesson.
6 Adjectives and Activity 1: Adjectives and
Adverbs Gather a variety Adverbs: (quick
of pictures and /quickly)
assign either a Participial Adjectives:
noun or verb to (interesting/intereste
them depending d)
on what the Adjectives and
8. picture depicts. Adverbs: Equatives
Clearly a picture Adjectives:
of a car would be Comparatives
labeled “car.” Adjectives:
However, the Superlatives
picture of a Adverbs:
woman sitting Comparatives and
behind the wheel Superlatives
of a car could be
labeled “driving.”
Next, break
students up into
groups to
challenge each
other. The
purpose of the
challenge is
describe the
noun pictures
using adjectives
and the verb
pictures using
adverbs. The
opposing teams
have to figure
out what is in the
picture given
these clues.
Using the picture
of the car,
students might
describe it as
red, shiny,
metallic, small,
and economical.
For the picture of
the person
driving, students
might describe it
as happily,
speedily, joyfully,
or energetically.
The team that
figures out the
most pictures
would win.
9. Activity 2: On
the classroom
walls, provide
students with
sentences that
have blank
spaces where an
adjective or
adverb should
be. Make them
large enough
that students can
be part of the
sentence. Give
each student a
few large pieces
of paper in which
to write down a
word to fit into
the space. Then
have students
become part of
the sentence by
standing in front
of the correct
space with their
adjective or
adverb.
Activity 3: On
large note cards
or pieces of
paper, have
students write
down individual
nouns, verbs,
adjectives and
adverbs. Then,
have students
walk around
class trying to
find two to three
other students to
make a sentence
with. The
10. students that
create the
longest complete
sentence (that
makes sense)
wins.
Activity 4:
Adverb charades
- choose a
variety of
different adverbs
to put on one set
of note cards and
put a variety of
different verbs
on another set.
Have students
draw from both
piles of cards.
Once they have
their adverbs and
verbs, they can
then act out the
words and hope
that the students
can guess the
two word phrase.