хичээлийн хөтөлбөр 3.31
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This document provides a lesson plan for teaching English sounds to intermediate students. The 80-minute lesson aims to teach the (a:) sound and have students make their own dialogues. It includes warm-up activities, practicing pronunciation of words with the (a:) sound, presenting and testing word recognition, and concluding with listening to a dialogue and practicing it in pairs. There are 20 students aged 18-20 with varying English levels. The lesson utilizes materials like a board, marker, handouts and a radio for listening activities.
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This lesson plan is for a 2nd grade ELA lesson focusing on decoding one-syllable words with the short /e/ vowel sound. The lesson will begin with a discussion reviewing long and short vowel sounds. Students will then read a paragraph and mini book highlighting words with the short /e/ sound. They will answer questions about knowing when to use the short vs. long /e/ sound in words. The lesson aims to help students distinguish and decode the short /e/ sound in words.
Section 1 Lesson PreparationTeacher Candidate Name .docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Ms. Lope
Grade Level:
2nd grade
Date:
Unit/Subject:
ELA
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
National/State Learning Standards:
Common Core State Standards:
RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
Specific Learning Target(s)/Objectives:
Objective (Explicit)
Student will be able to (SWBAT):
· decode the vowel sound short /e/ in one-syllable words.
· to distinguish the short /e/ sound in one-syllable word within a sentence.
Sub-objectives
· SWBAT sound out words phonically
· SWBAT differentiate between different phonemes
Academic Language
Short /e/ sound
Long /e/ sound
Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web.
Resources, Materials, Equipment, and Technology:
Short /e/ Vocabulary list
Short /e/ paragraph
Short /e/ Book Jen
Short /e/ Word Search worksheet
Section 2: Instructional Planning
Anticipatory Set
Time Needed
Multiple Means of Representation
The teacher will start a conversation with the student, asking the student what the different sounds the different vowels make. Teacher will then lead into conversation about the e sound and it makes two different sounds. Teacher will tell the student that today's objective is to work on the short /e/ sound. Teacher will review the short and long e sound with student, teacher will ask student about learning it in the past. (How did you learn these sounds? How do you remember which sound to make?) Teacher will tell student that we are going to read a paragraph and look for the short /e/ sound.
Explain how you will differentiate materials for students with special needs
·
What accommodations/modifications will you include for a specific student?
·
Do you anticipate any student who will need an additional challenge?
What co-teaching approach will you use to maximize student achievement?
Time Needed
Multiple Means of Engagement
Teacher will have the student read the paragraph that emphasizes the short /e/ sound. The teacher will help the student if needed. The teacher will then have the student highlight the short /e/ sounds. Teacher will explain that it is a short /e/ sound because of the CVC/CVCC pattern.
How did you know to use the short /e/ sound? What would it sound like if you used the long /e/ sound?
Student will read the paragraph. Student will highlight the words with the short /e/ sound. Student will ask and answer questions.
Explain how you will differentiate materials for students with special needs
·
What accommodations/modifications will you include for a specific student?
·
Do you anticipate any student who will need an ad.
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This 12-minute lesson teaches adults how to change statements into yes/no questions in Chinese. Learners will first review pronouns like "你", "你们", and "我". They will then learn how to answer yes/no questions positively with "是" or negatively with "不". Through contextualized drills like "find Elle", learners will practice asking and answering yes/no questions. By the end of the lesson, learners will be able to change statements into questions and answer them to demonstrate their new grammar skills.
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This lesson plan teaches 1st grade students how to remember new vocabulary words by sketching pictures of their meanings. The teacher will introduce a book containing new words and explain the strategy of associating words with images. Students will work in pairs to illustrate vocabulary words from index cards, presenting their drawings to the class. The teacher will assess student understanding through their images and check for comprehension during the guided practice. In the future, the teacher plans to read the story to connect the words to context.
Lesson Plan - Vocabulary and Comprehension - Book Study
This lesson plan aims to teach students to retell the story of "Sneezy the Snowman" using 5 key details. Students will learn 5 vocabulary words from the story and their definitions. They will then read the story and discuss the who, what, when, where, and why details using a graphic organizer. Modeling of the retelling process is provided. Students will then practice independently retelling the story to partners using the organizer and key detail statements for support.
Listening Lesson Plan
This lesson plan is for a listening lesson on shopping. The instructor will introduce listening skill tips and have students do 3 activities to practice their listening comprehension. Activity 1 focuses on vocabulary, pre-listening, and answering comprehension questions about a conversation on shopping. Activity 2 involves another listening conversation and vocabulary practice. Activity 3 has students listen to and role play conversations about shopping for different items. The lesson will conclude with an assignment and evaluation of the students' listening skills.
Lesson plan template
This document provides a template for a Phase 1 lesson plan that includes sections for students and setting, background, learning objectives, materials, procedures and timing, and reflection. The template instructs teachers to identify their target students and class setting in section A. Section B asks teachers to describe previous and subsequent lessons. Section C requires teachers to state learning objectives and expected student results. Section D prompts teachers to list needed materials and sources. Section E directs teachers to outline step-by-step procedures and timing in a table format. Finally, section F instructs teachers to reflect on how the lesson uses authentic materials and group work and is appropriate for the targeted age/grade level.
Lesson plan second conditional
This lesson plan is for a 3rd year English class at Juan Montalvo High School. The lesson topic is on gender roles using the second conditional and has the following objectives: to develop intensive listening, reading, speaking, and writing skills and to use the second conditional to describe imaginary situations. The procedures include engaging students with a memory card game to review vocabulary, studying verbs in past and present tense, and activating prior knowledge by having students write sentences about how their life would be different if they were a member of the opposite sex using the second conditional structure. Materials include charts, markers, paper, and flashcards.
Iit 10483523 lesson_plan
This 40-minute lesson plan is about teaching conditional sentences type 2. The teacher will first play a song to activate students' schema about imaginary situations. Students will then brainstorm what they would do if they had a million dollars. They will share their ideas in groups to practice oral English. The teacher will then explain the grammar pattern for conditional type 2 sentences. To conclude, students will report their partners' ideas to the class using correct grammar and be assigned a worksheet to reinforce their learning at home.
Remote Assignment 5/5
This bilingual education lesson plan has students do a show and tell activity where they present an object in both Spanish and English. They will describe the object and give three reasons why it's important to them in both languages. Students will then answer questions about the object in the language asked. After, students will write a half page reflection on their thoughts and feelings speaking both languages, which they prefer and why, and which makes them more comfortable. The assignment is graded for full participation points as long as the student tries, to encourage speaking in both languages without fear of a bad grade discouraging them.
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First conditional lesson plan for secondary level students
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TEACHING VOCABULARY LESSON PLAN FOR YOUNG LEARNERS
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Lesson Plan - Vocabulary and Comprehension - Book Study
Lesson Plan - Vocabulary and Comprehension - Book Study
Similar to хичээлийн хөтөлбөр 3.31
Section 1 Lesson PreparationTeacher Candidate Name.docx
This lesson plan is for a 2nd grade ELA lesson focusing on decoding one-syllable words with the short /e/ vowel sound. The lesson will begin with a discussion reviewing long and short vowel sounds. Students will then read a paragraph and mini book highlighting words with the short /e/ sound. They will answer questions about knowing when to use the short vs. long /e/ sound in words. The lesson aims to help students distinguish and decode the short /e/ sound in words.
Section 1 Lesson PreparationTeacher Candidate Name .docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Ms. Lope
Grade Level:
2nd grade
Date:
Unit/Subject:
ELA
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
National/State Learning Standards:
Common Core State Standards:
RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
Specific Learning Target(s)/Objectives:
Objective (Explicit)
Student will be able to (SWBAT):
· decode the vowel sound short /e/ in one-syllable words.
· to distinguish the short /e/ sound in one-syllable word within a sentence.
Sub-objectives
· SWBAT sound out words phonically
· SWBAT differentiate between different phonemes
Academic Language
Short /e/ sound
Long /e/ sound
Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web.
Resources, Materials, Equipment, and Technology:
Short /e/ Vocabulary list
Short /e/ paragraph
Short /e/ Book Jen
Short /e/ Word Search worksheet
Section 2: Instructional Planning
Anticipatory Set
Time Needed
Multiple Means of Representation
The teacher will start a conversation with the student, asking the student what the different sounds the different vowels make. Teacher will then lead into conversation about the e sound and it makes two different sounds. Teacher will tell the student that today's objective is to work on the short /e/ sound. Teacher will review the short and long e sound with student, teacher will ask student about learning it in the past. (How did you learn these sounds? How do you remember which sound to make?) Teacher will tell student that we are going to read a paragraph and look for the short /e/ sound.
Explain how you will differentiate materials for students with special needs
·
What accommodations/modifications will you include for a specific student?
·
Do you anticipate any student who will need an additional challenge?
What co-teaching approach will you use to maximize student achievement?
Time Needed
Multiple Means of Engagement
Teacher will have the student read the paragraph that emphasizes the short /e/ sound. The teacher will help the student if needed. The teacher will then have the student highlight the short /e/ sounds. Teacher will explain that it is a short /e/ sound because of the CVC/CVCC pattern.
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Student will read the paragraph. Student will highlight the words with the short /e/ sound. Student will ask and answer questions.
Explain how you will differentiate materials for students with special needs
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What accommodations/modifications will you include for a specific student?
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Do you anticipate any student who will need an ad.
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This lesson plan is for a 1.5 hour English class for 12 university students studying law with an average age of 17. The lesson aims to teach students to describe their personal possessions using "have got" and to describe a celebrity's home. The teacher will introduce "have got" through a song, use a pearl tree graphic organizer to explain grammar, have students identify vocabulary for household items, and have students practice the vocabulary. Students will then make a short PowerPoint presentation describing their favorite personal possessions to demonstrate their understanding. The teacher anticipates that students may think "have got" is different than "I have" and will explain they are the same grammatically.
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Approaches to Language Teaching
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The Influence of Tpr, Gtm Methods and Linguistic Intelligence Toward the Lea...
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This research was aimed to find out the effect of Teaching Method and Linguistic Intelligence on the student’s learning outcomes in English.The research was conducted at the Public Primary School 023 and 010 Sidomulyo, Samarinda East Borneo between using experimental method with factorial design 2 x 2, with a sample group A treated by Total Physical Response (TPR) and group B treated by Grammatical Translation Method (GTM) taken by simple random sampling. Data was analysed by two ways ANOVA.The research findings are (1) the student’s learning outcomes in English taught by TPR are higher than those who were taught by GTM, (2) The mean score of the student’s learning outcomes in English with high linguistic intelligence is higher than the mean score of the student’s learning outcomes in English with lower linguistic intelligence, (3) For the students with lower linguistic intelligence, there is significant difference between the application of TPR and GTM in their learning outcomes, (4) There is an interaction effect among the teaching method and linguistic intelligence on the learning outcomes in English. GCU College of EducationLESSON PLAN TEMPLATESight Words Guid.docx
GCU College of Education
LESSON PLAN TEMPLATE
Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2018
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors/Grouping:
There are 21 students total with 3 students with IEPs. The three students with IEPs have the support of the inclusion model. The special education teacher co-teaches during the 55-minute ELA block in the general education classroom.
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Resources, Materials, Equipment, and Technology:
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Section 2: Instructional Planning
Anticipatory Set
· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at family words.
Time Needed
10 mins
Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
· Next we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro Cat in the Hat:
· Have you ever had a really silly friend?
· Have you ever made a big mess in your house?
· What are some rules you should follow when you visit someone’s house?
· Do a book walk and identify the H sound in hat//has. Also look for –at sounds like in cat and hat.
· Children will then read independently with teacher listening on in a round robin format.
· After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?
· Writing task for second half of guided reading group (This may occur on the next day.) If you c.
Lp week 1
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Unit3task1 diegoparedes rociovargas-alexandervera
The document describes a speaking assessment for students at a university in Chile. It includes 3 tasks to evaluate students' speaking skills. In task 1, students discuss pictures in pairs to choose the best workspace and agree on their choice. In task 2, each student individually chooses a technological device from the pictures and gives 3 reasons for their choice. In task 3, students discuss the same pictures to agree on a gift for a friend's birthday. Rubrics are provided to evaluate pronunciation, vocabulary, fluency, organization and other criteria. The assessment aims to evaluate students' communicative competence through collaborative and individual speaking activities.
English ppt
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The Effect Of Grammar Translation Method On Students Learning At Primary Lev...
The document outlines an action research project on the effectiveness of the Grammar Translation Method in teaching English as a second language. It includes an introduction stating the research problem, objectives, questions and theoretical framework. The methodology section describes a qualitative approach using observations and checklists. Three cycles of action are described - an initial meeting, pre-observation checklist, and lesson plan delivery followed by a post-observation checklist. Discussion of the findings showed improvement in student vocabulary and language skills. The conclusion states the experience was positive and helped improve teaching abilities. Recommendations include developing grammar-based activities and encouraging student skill development.
Shs dll week 1
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Lesson plan 2.1 and 2.2
This lesson plan is for an 8th grade English class at SMPN 2 Demak. It covers two competency standards: understanding explicit and implicit meaning in functional texts. The plan allocates time over 6 meetings to work on objectives like responding to expressions, past tense verbs, opinions, and descriptive dialog. Activities use the three phase technique and include listening, responding, and games like chain stories and "Who, Where, What?". Materials include textbooks, videos, and surroundings. Assessment is oral testing and observation of verbal responses, scored out of 25 total points.
Allowing Space and Time for Students' Voice
Progressive Education Series presents customized content, in a one topic per presentation format. It is ideal for use in Professional Learning Communities and in Teacher Education Programs, and Workshops. This presentation is titled, "Allowing the Space and Time for Students' Voice"
It is focused on harnessing the strength of the first five minutes of a class to learn about the learners.
Please feel free to contact the author for addition help and support.
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