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This document contains 16 question strips about colleges and universities that can be used for speaking practice activities. It provides instructions for three activities: 1) as a seated activity where students take turns selecting questions for their partner to answer, 2) as a standing activity where each student is given a question to ask their partner before finding a new one, and 3) a more challenging standing activity where students must memorize their new question before finding a new speaking partner. The goal is to encourage students to ask follow up questions to fully discuss the topics.
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Rebecca Joseph, Sylvia Juarez, and Juan Villegas present on the UC Personal Insight Questions at HECA 2017 in Long Beach, June 21, 2017
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This document contains an interview with Rochelle Deter, the head of the mathematics department at University Preparatory School. In the interview, Ms. Deter describes her classroom set up, typical teaching day, teaching style, classroom management approach, views on understanding students, motivating students, technology policy, homework policy, advice for new teachers, and approach to meeting the needs of all students. She emphasizes understanding students, modeling expected behavior, allowing opportunities to succeed, and being willing to adapt lessons as needed.
Pairwork
The document provides guidance on using pairwork and groupwork in the communicative classroom. It recommends regularly changing partners to keep students engaged. Groups should be no larger than 3 students so everyone has a chance to speak. The teacher can make activities competitive by keeping score to motivate students. Error correction should be done anonymously when possible to avoid embarrassment and encourage risk-taking.
FINAL #1: Learner profiles
This document discusses teaching strategies for different attributes of the IB learner profile. It provides examples of classroom activities and assessments that teachers can use to promote each attribute among their students. Some of the attributes discussed include setting high expectations, nurturing students' curiosity, encouraging independent and collaborative learning, integrating principles of ethical behavior, and fostering self-reflection.
Learning and Teaching Style - Day 2
The document provides information and instructions for various classroom activities and techniques, including: conducting a learner needs analysis to identify student skills, goals, and needs; understanding different learning styles and matching teaching methods accordingly; a student biography exchange method where students interview each other; a micrologue technique where students write and present short stories summarizing events; and a macrologue technique for developing extended discussions.
Script
The document summarizes interviews from a documentary about Cardinal Newman Catholic School. In the first interview, the head teacher says the school has changed both positively and negatively over the years. She believes the introduction of blazers had a positive impact. In a second interview, students say that while some teachers care about them, others are careless, and policies around bullying are not effectively enforced. A teacher interviewed says classes are too large and they need more support staff. The PE teacher enjoys his job but acknowledges other teachers have more difficulty with behavior in classrooms. In a concluding interview, the head teacher encourages families to consider Cardinal Newman and says it offers a community environment to support students.
Lesson plan 5
This lesson plan is for a class on feelings and emotions for a group of 29 intermediate English students. The plan aims to teach modal verbs for prohibition and obligation through activities identifying suggestions, prohibitions, and obligations related to health problems and feelings. Students will watch a video on empathy, discuss related questions, and work in groups coming up with responses using modals. They will then create a poetic presentation expressing ideas and values about empathy, which they will present to the class. The next week's lesson will have students create posters with their poems to display.
TSU English 1 HRI
This document provides suggestions for English language activities focused on family and friends that begin with listening and speaking. The activities:
1) Start with word-level activities where students respond through gestures and words and progress to using simple sentences.
2) Are meant to help students comprehend short statements, respond in short answers, use familiar words in context, and make simple sentences and questions.
3) Include activities like guessing family relationships, identifying names that start with letters, describing relationships, textbook questions, identifying incorrect sentences, a class quiz, describing classmates, and one-word friend descriptions.
4) Suggest involving all students, using L1 when needed, observing students, and handing activities over to students in
#TLT14 Feedback matters by @Shaun_Allison
1. The document discusses the importance of feedback and provides examples of feedback received by the author throughout his career, both positive and negative.
2. It then summarizes research on effective feedback practices, including making feedback a two-way process that encourages students to think about their work and addressing three key questions: where am I going, how am I going, and where to next.
3. A variety of specific feedback techniques are presented, such as live marking, gallery critique, and the struggle plenary, that aim to make students think and take action in response to feedback.
Learner profiles
1) The document discusses strategies for teaching a unit on robots to students and developing important learner profiles.
2) Suggestions include having students interview adults about how robots could help or hurt humanity, keeping diaries on how robots could influence daily life, and holding debates about benefits of a world with robots.
3) Assessments are proposed such as student presentations on pros and cons of robots' influence on society and allowing student choice in final assessments like presentations, papers, or diagrams.
Warm-up Activities for Teaching Children in ESL Class
The document provides an overview of different student learning levels in language acquisition - Beginner, Upper Beginner, Intermediate, Upper Intermediate, and Advanced. For each level, it describes the typical abilities and limitations students have in terms of speaking, listening, reading, and writing in the target language. The levels progress from having very limited abilities to being able to communicate with more complex structures and on a wider range of topics as the level increases.
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16qs collegesuni
- 1. 16 Question Strips COLLEGES and UNIVERSITIES Describe your college / university. How old is your college / university? Which place do you like best at your college / university? Is it easy to get good grades at your college / university? How is college / university different from high school? Why do some people decide to study at college / university? What are some of the most famous universities in the world? How often do you go to your college / university library? Do you like your college / university cafeteria? Why? / Why not? About how many students study at your college / university? Do you play on any college / university sports teams? What courses do you study at your college / university? How were colleges / universities different a hundred years ago? How did you choose the college / university where you study? Would you like to be a college / university teacher? How will colleges / universities be different in the future? Permission granted to reproduce for classroom use. © allthingstopics.com
- 2. 16 QUESTION STRIPS Colleges and Universities Aim Speaking Practice Level Intermediate to Advanced As a Seated Activity Have your students seated in pairs or in groups of three. Lay the sixteen cut-up questions – face-down – between the students. Students take turns randomly selecting questions to ask their partner(s). Encourage follow-up questions. Be sure to set a time frame for your students (try starting with 10 – 15 minutes for 16 questions; you may want to adjust this in later classes). Monitor and assist. As a Standing Activity 1 Have all your students stand up. Give one question strip to each student. Students find a partner and ask their question. Encourage follow-up questions. After the students have asked each other their questions, have them exchange question strips and find new partners and continue. Set a time frame as above. Monitor and assist. As a Standing Activity 2 This activity runs exactly the same as in ‘Standing Activity 1’ except that students first have about a minute to memorize their question (before placing it in their pocket – it can be used as a prompt if needed). After each short conversation, students ‘mentally exchange’ their questions – they must help each other memorize their new questions before setting of to find a new partner. This activity version is a little challenging, but also lots of fun – and it’s great to see all the learning that takes place! Set a time frame as above. Monitor and assist. Permission granted to reproduce for classroom use. © allthingstopics.com