The document provides examples of listening, speaking, reading and writing activities that can be used to teach English.
For listening activities, it describes games like "Completing the Lyrics" where students fill in missing words to song lyrics, and "Guess Me" where students answer riddles based on clues.
For speaking, it outlines activities like reciting tongue twisters to practice pronunciation, forming question/answer chains using the last word of the prior response, and class debates on topics.
Reading activities include having students write main ideas on sticky notes to place in a text, associating their prior knowledge with a reading, and symbolically representing an abstract theme from a text.
This lesson plan is for a 7th grade enrichment class on public speaking and storytelling. The objectives are for students to understand what storytelling is, its importance, and proper techniques. The lesson will introduce storytelling and its purposes of developing imagination, widening horizons, providing enjoyment, and helping solve problems. Students will learn dos and don'ts of storytelling, such as making it interesting but not losing the message. For evaluation, students will be divided into groups to prepare and perform original stories applying what they learned.
English Year 4 Listening and speaking lesson plan izzati masturah
This 30-minute English lesson plan for Year 4 students focuses on teaching about the solar system. The lesson will begin with an introduction and questions to activate prior knowledge about planets. Then, the teacher will present information about different planet types using flashcards and an LCD screen, explaining vocabulary. Students will practice conversations in pairs about the solar system. To conclude, the teacher will review what was learned and students will present their conversations.
This document provides strategies for activating prior knowledge and building background information for students. It discusses brainstorming, photography studies, previews and predictions, literary maps, and word squares as techniques. The strategies aim to stimulate students' thinking about topics and help them make connections and inferences about characters and events. Activating background knowledge helps students better understand and engage with new information.
This document discusses various teaching strategies including narration, description, exposition, review, group discussion, role playing, dramatization, brainstorming, buzz session, simulation, debate, symposium, and seminar. It provides details on the purpose and process for each strategy. For example, it states that narration involves giving oral accounts of events to pupils, description provides a mental picture through vivid language, and exposition gives new information and clarifies details to promote thinking.
This lesson plan template provides guidance for a high school lesson on analyzing speeches. Students will select a speech to learn from a website, analyze how the speaker uses language and builds credibility, and present it to the class. Peers will ask content-based questions which the presenter must answer using evidence from the speech. The plan outlines selecting speeches at different reading levels, modeling how to prepare a speech, providing practice and feedback opportunities, and assessing speeches and question/answer sessions through rubrics and teacher/peer evaluations. The closing asks students to reflect on what they learned and how the lesson could be improved.
English Language Teaching Materials and Media: Instructional Material and Med...Musfera Nara Vadia
This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.
The document provides a detailed lesson plan for teaching English to first year secondary students about the four types of sentences: declarative, interrogative, imperative, and exclamatory. The plan outlines objectives, materials, procedures, activities, and evaluation. It includes examples of each sentence type from a song about loving children. The lesson introduces the concepts and has students practice identifying and constructing different sentence types through group work, role playing, and an assignment.
This document outlines a listening lesson plan aimed at teaching English related to everyday activities and language use. The plan includes several stages: a pre-listening activity where the teacher asks students about sports they like to familiarize them with the topic; a listening activity where students watch a video from Friends about quitting the gym; post-listening questions to check comprehension; elicitation where the teacher explains new words and expressions; and a role-playing activity where students simulate conversations about quitting jobs to practice the new language. The overall goal is for students to recognize the importance of language skills and be able to apply what they learn.
This lesson plan is for a 7th grade enrichment class on public speaking and storytelling. The objectives are for students to understand what storytelling is, its importance, and proper techniques. The lesson will introduce storytelling and its purposes of developing imagination, widening horizons, providing enjoyment, and helping solve problems. Students will learn dos and don'ts of storytelling, such as making it interesting but not losing the message. For evaluation, students will be divided into groups to prepare and perform original stories applying what they learned.
English Year 4 Listening and speaking lesson plan izzati masturah
This 30-minute English lesson plan for Year 4 students focuses on teaching about the solar system. The lesson will begin with an introduction and questions to activate prior knowledge about planets. Then, the teacher will present information about different planet types using flashcards and an LCD screen, explaining vocabulary. Students will practice conversations in pairs about the solar system. To conclude, the teacher will review what was learned and students will present their conversations.
This document provides strategies for activating prior knowledge and building background information for students. It discusses brainstorming, photography studies, previews and predictions, literary maps, and word squares as techniques. The strategies aim to stimulate students' thinking about topics and help them make connections and inferences about characters and events. Activating background knowledge helps students better understand and engage with new information.
This document discusses various teaching strategies including narration, description, exposition, review, group discussion, role playing, dramatization, brainstorming, buzz session, simulation, debate, symposium, and seminar. It provides details on the purpose and process for each strategy. For example, it states that narration involves giving oral accounts of events to pupils, description provides a mental picture through vivid language, and exposition gives new information and clarifies details to promote thinking.
This lesson plan template provides guidance for a high school lesson on analyzing speeches. Students will select a speech to learn from a website, analyze how the speaker uses language and builds credibility, and present it to the class. Peers will ask content-based questions which the presenter must answer using evidence from the speech. The plan outlines selecting speeches at different reading levels, modeling how to prepare a speech, providing practice and feedback opportunities, and assessing speeches and question/answer sessions through rubrics and teacher/peer evaluations. The closing asks students to reflect on what they learned and how the lesson could be improved.
English Language Teaching Materials and Media: Instructional Material and Med...Musfera Nara Vadia
This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.
The document provides a detailed lesson plan for teaching English to first year secondary students about the four types of sentences: declarative, interrogative, imperative, and exclamatory. The plan outlines objectives, materials, procedures, activities, and evaluation. It includes examples of each sentence type from a song about loving children. The lesson introduces the concepts and has students practice identifying and constructing different sentence types through group work, role playing, and an assignment.
This document outlines a listening lesson plan aimed at teaching English related to everyday activities and language use. The plan includes several stages: a pre-listening activity where the teacher asks students about sports they like to familiarize them with the topic; a listening activity where students watch a video from Friends about quitting the gym; post-listening questions to check comprehension; elicitation where the teacher explains new words and expressions; and a role-playing activity where students simulate conversations about quitting jobs to practice the new language. The overall goal is for students to recognize the importance of language skills and be able to apply what they learn.
An English for Specific Purposes (ESP) lesson plan on business communications. The lesson focuses on making introductions and exchanging business greetings. Includes small group discussion and roleplay. Used for Grade 11-12 or equivalent students.
The document outlines best practices for classroom management according to Dr. Abey Thomas. It discusses establishing clear classroom rules, procedures, and routines to maximize instruction time and minimize disruptions. Effective classroom management involves preparing well-organized lesson plans, arranging the classroom space purposefully, using attention signals and proximity control, and emphasizing discipline through logical consequences rather than punishment. The document provides many examples and recommendations for teachers to consider as they develop their own classroom management strategies.
The 40-minute lesson plan aims to teach listening skills through a worksheet about two Hong Kong tourist attractions: the Hong Kong Museum of History and the Big Buddha. Students will first read background materials and then listen to audio guides to complete information sheets. They will then discuss which attraction they prefer and why. For homework, students will design an information sheet for another Hong Kong tourist spot using online research.
This lesson plan outlines a writing lesson for a 10th grade English class on descriptive texts. The objectives are for students to write descriptive texts with the correct structure. Vocabulary and grammar focuses on describing people. Activities include the teacher providing an example text, explaining the text structure, and playing a ball toss game ("CSW game") where students answer questions to describe a person in one word at a time to build a paragraph. Students then work in groups to arrange the sentences into a descriptive text which one student presents. The lesson concludes with the teacher summarizing descriptive texts and assigning homework to write a descriptive text based on a picture.
TEACHING READING LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
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.
This lesson plan outlines a lesson on analyzing the level of importance of information listened to and writing a poetic script based on a discussed topic or work. The plan includes preparatory activities like motivation and vocabulary building. Students will then read and discuss two pieces of information to analyze their importance. Students will be divided into groups to write poetic scripts on assigned topics like love of country, helping squatters, avoiding drugs, or water conservation. The lesson aims to help students understand how listened information can be helpful and encourage perseverance and diligence after study.
The document outlines the objectives, procedures, and activities for a grammar lesson on basic sentence patterns. The lesson aims to help students 1) identify basic sentence patterns, 2) differentiate patterns by discussing with peers, and 3) write meaningful sentences using the patterns. The procedures include interactive activities like arranging words to form sentences, analyzing sentence patterns, completing worksheets, and creating their own sentences to reinforce the patterns. Students are then asked to apply what they've learned by writing sentences using different patterns and defining noun types.
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.
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 provides guidance on teaching speaking skills to young learners. It discusses that speaking allows young learners to play with sounds and words, and to observe the impact of their words. The importance of speaking is that it allows young learners to communicate their wants and needs, and to respond to adults. When teaching speaking, some methods that are recommended include singing songs, saying rhymes/poems, performing role plays, and retelling stories. Examples of a poem and dialogues that could be used are also provided.
This document discusses various topics related to classroom management and effective teaching. It begins with icebreakers and defining the roles of a 21st century teacher. It then addresses whether teaching skills are innate or can be developed, listing key skills like pedagogical, technical, personal, and social skills. Instruction patterns like lectures, questioning techniques, group work and individual work are covered. Effective classroom management tools include pair work, group work, clear instructions, eliciting responses through questions, and incorporating technology. The document emphasizes developing a variety of higher-order questioning techniques and using multimedia aids and modern technologies in the classroom.
This lesson plan summarizes a lesson on verb tenses. It includes objectives to identify and differentiate between past, present and future verb tenses and construct sentences using correct tenses. Learning activities include games to practice tenses, highlighting examples of simple past, present and future tenses, and an activity where students construct sentences from placards showing verb tenses. There is also an evaluation with sentences to identify verbs and write the tense, and an assignment to write a reflection using correct verb tenses.
This document discusses various methods for teaching vocabulary to students, including using pictures, direct instruction of vocabulary words, and having students do group work. It emphasizes exposing students to vocabulary in context through authentic materials and tasks. Some specific techniques mentioned are keyword methods, word maps, and root analysis. Both explicit instruction of individual words and more implicit learning through reading are recommended approaches.
This document outlines a 55-minute English lesson plan for elementary school students. The lesson teaches past tense verbs to describe what activities students did during the past weekend. The teacher will present vocabulary words using flashcards and a sample conversation. Students will then practice the target language by asking each other what they did last weekend and filling out individual diary sheets. The lesson concludes by having students write an email to a friend describing their activities from last summer.
This lesson plan is for a 7th grade English class and focuses on teaching students how to participate in a panel discussion. The objectives are for students to discuss issues through a panel discussion process, perform a panel discussion, and actively participate in a group activity. Students will learn about panel discussions, including the roles of moderator and experts. They will then participate in a mock panel discussion where some students role play different stakeholders discussing the issue of poor garbage collection causing health problems in the community. Afterwards, students will evaluate each other's participation using a rating sheet and are assigned an essay explaining the importance of learning panel discussion skills.
This document outlines a lesson plan for a Year 3 reading class focusing on the story of Little Red Riding Hood. The 60-minute lesson involves several stages: an induction using riddles to engage students; a pre-reading stage using pictures and a video to introduce the story; a reading stage where the teacher and students take turns reading the story aloud and discussing it; a while-reading stage where students complete multiple choice and fill-in-the-blank exercises to assess their comprehension; and a closure where the teacher reinforces and summarizes the key lessons. The objectives are for students to read words correctly, answer at least 3 of 5 multiple choice questions correctly, and answer at least 5 of 8 fill-in-the
1. Teachers in all content areas must model reading strategies to help struggling readers become independent learners. They should break down assignments, provide vocabulary support, and highlight textbook features.
2. Students can be grouped based on where they sit in the classroom - those in front tend to value education more, those in middle are more pragmatic, and those in back are more at-risk and disengaged.
3. There are five key areas of reading instruction supported by research: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Teachers must explicitly teach these skills and strategies.
This document discusses teaching listening skills in English as a second language. It begins by stating that the objective of classroom listening is to prepare students for real-life listening situations. It then lists common features of real-life listening situations, such as informal language, noise, redundancy, and ongoing listener response.
The document notes that classroom listening does not replicate real-life listening. It recommends basing listening activities on simulated real-life situations to motivate students. Guidelines are provided for listening texts, such as using informal speech, and for listening tasks, such as providing expectations and an ongoing purpose. Finally, examples are given of different types of listening activities and how they can be adapted.
The lesson plan teaches 2nd and 3rd grade students about adjectives by having them use adjectives to describe objects in bags through touch and describe pieces of music through listening. Students will write down adjectives for five mystery objects in bags without looking and three musical selections. They will share their adjectives with peers. The goal is for students to understand that adjectives can describe objects and music even when not seen. Students will hand in their adjective papers for assessment.
10 Listening/speaking lessons with youtubeCurt Reese
This document provides ideas for enhancing English language lessons with a focus on listening and speaking. It includes 11 topics: 1) using YouTube videos, 2) practicing TOEFL tasks, 3) finding phrases for speeches, 4) formal vs. informal vocabulary, 5) pronunciation analysis, 6) finding idioms, 7) creating expert listening groups, 8) performing as American characters, 9) paired American dialogue performances, 10) final student video projects, and 11) discussing conditionals and modal verbs. For each topic, it provides detailed instructions and examples for classroom activities.
An English for Specific Purposes (ESP) lesson plan on business communications. The lesson focuses on making introductions and exchanging business greetings. Includes small group discussion and roleplay. Used for Grade 11-12 or equivalent students.
The document outlines best practices for classroom management according to Dr. Abey Thomas. It discusses establishing clear classroom rules, procedures, and routines to maximize instruction time and minimize disruptions. Effective classroom management involves preparing well-organized lesson plans, arranging the classroom space purposefully, using attention signals and proximity control, and emphasizing discipline through logical consequences rather than punishment. The document provides many examples and recommendations for teachers to consider as they develop their own classroom management strategies.
The 40-minute lesson plan aims to teach listening skills through a worksheet about two Hong Kong tourist attractions: the Hong Kong Museum of History and the Big Buddha. Students will first read background materials and then listen to audio guides to complete information sheets. They will then discuss which attraction they prefer and why. For homework, students will design an information sheet for another Hong Kong tourist spot using online research.
This lesson plan outlines a writing lesson for a 10th grade English class on descriptive texts. The objectives are for students to write descriptive texts with the correct structure. Vocabulary and grammar focuses on describing people. Activities include the teacher providing an example text, explaining the text structure, and playing a ball toss game ("CSW game") where students answer questions to describe a person in one word at a time to build a paragraph. Students then work in groups to arrange the sentences into a descriptive text which one student presents. The lesson concludes with the teacher summarizing descriptive texts and assigning homework to write a descriptive text based on a picture.
TEACHING READING LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
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.
This lesson plan outlines a lesson on analyzing the level of importance of information listened to and writing a poetic script based on a discussed topic or work. The plan includes preparatory activities like motivation and vocabulary building. Students will then read and discuss two pieces of information to analyze their importance. Students will be divided into groups to write poetic scripts on assigned topics like love of country, helping squatters, avoiding drugs, or water conservation. The lesson aims to help students understand how listened information can be helpful and encourage perseverance and diligence after study.
The document outlines the objectives, procedures, and activities for a grammar lesson on basic sentence patterns. The lesson aims to help students 1) identify basic sentence patterns, 2) differentiate patterns by discussing with peers, and 3) write meaningful sentences using the patterns. The procedures include interactive activities like arranging words to form sentences, analyzing sentence patterns, completing worksheets, and creating their own sentences to reinforce the patterns. Students are then asked to apply what they've learned by writing sentences using different patterns and defining noun types.
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.
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 provides guidance on teaching speaking skills to young learners. It discusses that speaking allows young learners to play with sounds and words, and to observe the impact of their words. The importance of speaking is that it allows young learners to communicate their wants and needs, and to respond to adults. When teaching speaking, some methods that are recommended include singing songs, saying rhymes/poems, performing role plays, and retelling stories. Examples of a poem and dialogues that could be used are also provided.
This document discusses various topics related to classroom management and effective teaching. It begins with icebreakers and defining the roles of a 21st century teacher. It then addresses whether teaching skills are innate or can be developed, listing key skills like pedagogical, technical, personal, and social skills. Instruction patterns like lectures, questioning techniques, group work and individual work are covered. Effective classroom management tools include pair work, group work, clear instructions, eliciting responses through questions, and incorporating technology. The document emphasizes developing a variety of higher-order questioning techniques and using multimedia aids and modern technologies in the classroom.
This lesson plan summarizes a lesson on verb tenses. It includes objectives to identify and differentiate between past, present and future verb tenses and construct sentences using correct tenses. Learning activities include games to practice tenses, highlighting examples of simple past, present and future tenses, and an activity where students construct sentences from placards showing verb tenses. There is also an evaluation with sentences to identify verbs and write the tense, and an assignment to write a reflection using correct verb tenses.
This document discusses various methods for teaching vocabulary to students, including using pictures, direct instruction of vocabulary words, and having students do group work. It emphasizes exposing students to vocabulary in context through authentic materials and tasks. Some specific techniques mentioned are keyword methods, word maps, and root analysis. Both explicit instruction of individual words and more implicit learning through reading are recommended approaches.
This document outlines a 55-minute English lesson plan for elementary school students. The lesson teaches past tense verbs to describe what activities students did during the past weekend. The teacher will present vocabulary words using flashcards and a sample conversation. Students will then practice the target language by asking each other what they did last weekend and filling out individual diary sheets. The lesson concludes by having students write an email to a friend describing their activities from last summer.
This lesson plan is for a 7th grade English class and focuses on teaching students how to participate in a panel discussion. The objectives are for students to discuss issues through a panel discussion process, perform a panel discussion, and actively participate in a group activity. Students will learn about panel discussions, including the roles of moderator and experts. They will then participate in a mock panel discussion where some students role play different stakeholders discussing the issue of poor garbage collection causing health problems in the community. Afterwards, students will evaluate each other's participation using a rating sheet and are assigned an essay explaining the importance of learning panel discussion skills.
This document outlines a lesson plan for a Year 3 reading class focusing on the story of Little Red Riding Hood. The 60-minute lesson involves several stages: an induction using riddles to engage students; a pre-reading stage using pictures and a video to introduce the story; a reading stage where the teacher and students take turns reading the story aloud and discussing it; a while-reading stage where students complete multiple choice and fill-in-the-blank exercises to assess their comprehension; and a closure where the teacher reinforces and summarizes the key lessons. The objectives are for students to read words correctly, answer at least 3 of 5 multiple choice questions correctly, and answer at least 5 of 8 fill-in-the
1. Teachers in all content areas must model reading strategies to help struggling readers become independent learners. They should break down assignments, provide vocabulary support, and highlight textbook features.
2. Students can be grouped based on where they sit in the classroom - those in front tend to value education more, those in middle are more pragmatic, and those in back are more at-risk and disengaged.
3. There are five key areas of reading instruction supported by research: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Teachers must explicitly teach these skills and strategies.
This document discusses teaching listening skills in English as a second language. It begins by stating that the objective of classroom listening is to prepare students for real-life listening situations. It then lists common features of real-life listening situations, such as informal language, noise, redundancy, and ongoing listener response.
The document notes that classroom listening does not replicate real-life listening. It recommends basing listening activities on simulated real-life situations to motivate students. Guidelines are provided for listening texts, such as using informal speech, and for listening tasks, such as providing expectations and an ongoing purpose. Finally, examples are given of different types of listening activities and how they can be adapted.
The lesson plan teaches 2nd and 3rd grade students about adjectives by having them use adjectives to describe objects in bags through touch and describe pieces of music through listening. Students will write down adjectives for five mystery objects in bags without looking and three musical selections. They will share their adjectives with peers. The goal is for students to understand that adjectives can describe objects and music even when not seen. Students will hand in their adjective papers for assessment.
10 Listening/speaking lessons with youtubeCurt Reese
This document provides ideas for enhancing English language lessons with a focus on listening and speaking. It includes 11 topics: 1) using YouTube videos, 2) practicing TOEFL tasks, 3) finding phrases for speeches, 4) formal vs. informal vocabulary, 5) pronunciation analysis, 6) finding idioms, 7) creating expert listening groups, 8) performing as American characters, 9) paired American dialogue performances, 10) final student video projects, and 11) discussing conditionals and modal verbs. For each topic, it provides detailed instructions and examples for classroom activities.
Academic listening and speaking for pre-service EFL teachersShona Whyte
This document provides information on an academic listening and speaking course for pre-service teachers of English as a foreign language. The course aims to develop students' listening comprehension skills, practice their oral presentation skills, and help them identify and improve areas of difficulty in listening and speaking. Assessments include students giving presentations, devising listening exercises, providing feedback on peers, and reflecting on their own oral production through blog posts with audio/video recordings. The course utilizes online tools like Weebly, SoundCloud and Padlet to support activities and assignments.
Create a Communicative Language Classroom: Designing Listening and Speaking ...Transparent Language, Inc.
Language teachers understand that 21st century students must be able to communicate effectively with diverse people from many different cultures. In order to meet this challenge, teachers should emphasize communicative skills when instructing foreign languages. Students are required not only to understand, but also to produce language in oral and written forms. This webinar series will cover how to plan instructional activities that align with the three ACTFL modes of communication (Interpersonal, Interpretive, and Presentational), as they relate to listening, speaking, reading, and writing.
In this session, we'll discuss speaking and listening activities.
A chapter on listening skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
The document provides guidance for activities and techniques to promote speaking skills in English language learners. It recommends that teachers create a communicative classroom where students can engage in authentic tasks that require real-life communication, such as group discussions, role plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, class reporting, playing cards, picture sequencing/narrating, picture describing, and finding differences in pictures. The document also provides suggestions for teachers, such as providing opportunities for student speaking time, reducing corrections, involving speaking practice both in and out of class, and diagnosing individual student difficulties.
The document discusses the benefits of exercise for mental health. It states that regular exercise can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illnesses.
This document discusses two types of listening activities: extensive listening and intensive listening. Extensive listening involves listening outside of class for pleasure and language improvement, while intensive listening uses in-class activities with tapes, teachers, or visitors. Both kinds are important for improving listening skills. Intensive listening specifically benefits from allowing students to ask questions, see speakers, and replay tapes; teachers should guide students and organize feedback. The document also lists sub-skills important for listening comprehension like prediction, guessing meaning, and discerning viewpoint.
The document outlines a lesson plan for a 1st grade class focusing on consolidating language about pets. The objectives are for students to pronounce words, sing songs, understand instructions, name and describe animals, and distinguish between big and small. Activities include games with pictures of pets, singing songs, matching animals and sizes, feeling toys in a bag, and writing a secret pet crossword. Differentiation and assessments are provided to support varying skill levels.
The lesson teaches students about respect through reading the book "How Full is Your Bucket" and creating buckets to display respectful behaviors. Students will summarize what respect means, identify respectful and disrespectful behaviors, and create a personal plan to demonstrate respect. Assessment includes think-pair-share, participation in creating an anchor chart on respectful behaviors, journaling, and displaying buckets. Students are encouraged to fill each other's buckets with notes about respectful acts.
This document discusses strategies for balancing fluency and accuracy in language teaching. It emphasizes that fluency activities should allow students to use what they know without introducing new grammar or vocabulary, in order to build confidence and practice. Accuracy activities should focus on language, and can include controlled activities and error correction. The document provides examples of fluency activities like discussions, problem-solving tasks, and role-plays, as well as accuracy activities like dictation and peer correction. It stresses the importance of being clear about the objective of each activity and allowing students to work at their own level.
This document provides a daily lesson log for a catch-up Friday at a grade school. It outlines the following activities:
- A 140 minute Drop Everything And Read session to strengthen reading skills.
- A 70 minute session on respecting neighbors and community to develop relationship and value skills.
- A 40 minute health education session identifying body parts and their functions.
- A 30 minute session for students to share newly discovered skills and knowledge and appreciate their learning.
The log details objectives, facilitation strategies including integration of themes from other subjects, and reflective questions for each activity to enhance student skills in reading, values, health and discovery.
This document contains a dossier for a language teaching training lesson plan. The lesson plan focuses on teaching occupations and articles "a" and "an" through various activities and exercises. The lesson begins with identifying famous people's occupations from pictures. Students then match pictures of occupations to job titles and discuss which seem interesting or dangerous. Pronunciation of two-syllable occupation words is practiced. Students ask and answer questions about famous people's jobs in pairs. The teacher evaluates the lesson as promoting student participation and motivation through the use of varied activities and visual aids.
This document discusses techniques for teaching speaking skills to intermediate English language learners. It begins by defining speaking and explaining why teaching speaking is important for language learning. The document then outlines what teaching speaking involves, such as producing sounds and stress patterns, selecting appropriate words, and organizing thoughts.
Several activities for promoting speaking are presented, including discussions, role-plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, reporting, playing cards, picture narrating, picture describing, and finding differences. Examples are provided for each activity. The document concludes by assigning specific students to present sample lessons on speaking techniques.
The lesson introduces idioms to 5th grade students. It begins with reviewing what idioms are using a Prezi presentation that provides examples. Students then complete worksheets to practice identifying idioms and illustrating one in a drawing. They write a short story using idioms and are evaluated on their writing. To conclude, students state an idiom as their "ticket out the door." The goal is for students to enhance their writing by incorporating idioms.
GCU College of EducationLESSON PLAN TEMPLATESight Words Guid.docxlianaalbee2qly
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.
GuidedGuided ResponseIn addition to responding to your instru.docxaidaclewer
Guided
Guided Response:
In addition to responding to your instructor’s comments and questions, respond to at least two of your peers. Ask questions to push your classmates to be more specific about their literacy planning.
Compare your routines to theirs. How are they similar? How are they different?
My work :
Routines for Literacy Learning ( so
Compare my routines to theirs. How are they similar? How are they different?)
Broad Instructional Goals:
Ø
To develop an interest and make sense of printed material
Ø
To learn letter to sound correspondence
Ø
To read words and identify sounds that makes words
Ø
Participate in a shared reading of the story,
The Gingerbread Man
Four Block Lesson Plan:
First Block:
Self-Selected Reading
Second Block:
Guided Reading
Third Block:
Working With Words
Fourth Block:
Writing
Time: 15Minutes
Time: 20 Minutes
Time: 25Minutes
Time: 30 Minutes
On the first lesson of self-selected reading, each pupil will try to study the tale “The Gingerbread Man”. They will study it for the primary 15 minutes. I will then permit them to respond to the events inside the tale and inspire them to chine in
I will then examine the tale once more loud to the whole class can even encourage the students to examine alongside me. I will then put up prepared sentence strips in a pocket chart. I might then examine the story through pointing to each word. I could tell them to pick out their preferred words and write them on a separate sheet
I will overview the story on the 0.33 time and ask the students to select their best preferred phrases from the tale. I will difficulty each with a marker(black) to jot down each word separate on paper I will tell them to attract interest on each word while writing’s will also take the scholars to a computer lab for them to do an online project of matching the begging letter sounds at the lowest of the laptop.
I will then allow the students to use the brand new discovered words to create a web story by means of operating on computers. They will then put up their work online
I will also make the students to also read Mustapha, M., & Maldonado-Colon, E. (2011). Whole-to-part phonics instruction: Building on what children know to help them know more.
The Reading Teacher
,
41
, 328–338
References
Alexander, G.J. (2011).
The Lesson Plan
. Hoodoo Mysteries.
Bowen, W. G., & McPherson, M. S. (2016).
Lesson Plan: An agenda for change in American higher education
.
By:
Ste By: Winscher
Goal:
Make students more aware of word meaning.
Option 1:
Select a grade level and create a Four Blocks lesson plan. Make sure to include all four blocks as identified on pp. 50-51. Design the Four Blocks around a specific text and/or topic.
The chart I have created is specified for my 4
th
grade English class particularly for my vocabulary/reading portion of class. The following are the 4 topics used in the four-block lesson plan:
Self
‐
selected
reading.
Guided
reading.
Working
with words.
Writi ...
This document discusses the language teaching method called Suggestopedia. It has 9 key characteristics including using suggestion to help students overcome barriers to learning, creating a relaxed environment, using students' imagination, presenting new vocabulary and grammar concepts briefly, using native language translation, integrating music and drama into teaching, and not giving formal tests. The purposes of Suggestopedia are to accelerate foreign language learning for communication, liberate students' minds from limitations, facilitate a comfortable learning environment, and increase learning ability. Possible topics that can be taught include any foreign language grammar or literature lessons.
The document provides a lesson plan for a class on the topic of "Taking care of Business around the world." The aims of the lesson are to understand phrases related to business, evaluate services/products across cultures, discuss unusual business practices in different cultures, and consider turning problems into opportunities with different cultural standards. The lesson involves an icebreaker activity matching flags to technology developments. Students will then discuss business vocabulary, cultural standards, and opinions on services/products in various countries and regions.
Reader's Theater is a strategy that allows students to practice their oral reading skills by reading a script aloud without memorizing, blocking, costumes, or additional props. Students read from a script to bring the story to life for an audience through vocal expression.
Lesson Plan PhonicsTeacher Candidate Course .docxsmile790243
Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish t ...
1) The document discusses strategies for teaching academic vocabulary to students to increase achievement. It emphasizes explicitly teaching vocabulary using a six step process.
2) The six step process involves the teacher providing descriptions and examples of new terms, students restating the terms in their own words, drawing pictures, adding to their knowledge in notebooks, discussing terms with peers, and playing games to reinforce the vocabulary.
3) Research shows vocabulary is a strong predictor of reading ability and comprehension, and students need to see words multiple times to recognize them. Direct vocabulary instruction can significantly improve students' reading comprehension scores.
The document outlines goals and activities for a lexical approach classroom. The general goals are to develop students' reading skills and increase their store of lexical chunks. More specific goals include motivating students to read engaging texts, raising awareness of lexical chunking, and helping students develop independent learning skills by experiencing chunks in authentic texts. Sample classroom materials are provided to achieve these goals, including readings, comprehension questions, and activities analyzing lexical chunks. Teachers are instructed to adapt the materials for their students and reflect on how well the goals were achieved.
This document provides a lesson plan for a 40-minute English class for 3rd year students at Colegio Provincial J. M. Sobral. The lesson focuses on teaching vocabulary related to dogs and what they can offer people. It includes a warm-up activity reviewing vocabulary from a reading passage, presenting the passage in groups, and having students practice comprehending and matching the vocabulary with pictures. Assessment of vocabulary knowledge and comprehension is integrated throughout the lesson. The plan demonstrates organization, sequencing of activities to develop skills, and inclusion of various teaching strategies.
The document describes several effective multi-level reading and speaking activities that can be used in an ESL classroom. The activities are designed to challenge students at different levels, engage students, provide feedback, create a learner-centered environment, teach any content, be easily adapted, and provide independent work time for students. Some of the activities described include Read, Cover, Re-Tell, Re-Read; Vocabulary Cards; Quick Write; Mingle; Reconstruct the Story; and Find a Sentence. The document emphasizes that these activities require little preparation from teachers and help develop student confidence and independence.
This document discusses various warm-up activities and lead-in activities that can be used in the classroom:
1. Warm-up activities are used to energize or calm students and prepare them for learning. Some examples provided include the 5 minute interview, questioning games, and movement activities.
2. Lead-in activities are used to introduce new vocabulary or concepts. Suggestions involve using word clouds, matching words and photos, and brainstorming ideas in groups.
3. When resources are limited, alternative minimal resource activities can engage students through games involving vocabulary, speaking, and creative tasks.
4. Using games in the classroom is beneficial as they make learning enjoyable and provide authentic contexts for
GCU College of EducationLESSON PLAN TEMPLATEKindergarten SiMatthewTennant613
GCU College of Education
LESSON PLAN TEMPLATE
Kindergarten: Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2020
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:
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:
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Technology:
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 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 could do anything you wanted, what would you do?
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL): Repetition of words and letter sounds. Allow for pointing o ...
Similar to Simulated Activities for Teaching Listening, Speaking, Reading and Writing (20)
This document discusses different forms and elements of poetry such as narrative, descriptive, didactic, lyric, epic, ballad, elegy, ode, sonnet, dramatic monologue, iamb, trochee, anapest, spondee, dactyl, end rhyme, internal rhyme, masculine rhyme, and feminine rhyme. It asks questions about what poetry is, why humanity reads poems, and what makes poems beautiful to explore different aspects of poetry.
The Biography of William Shakespeare and His WritingsDenmark Aleluya
This document provides an autograph format template that includes sections for personal details like name, age, education history, married life, writing career, and famous quotes. The template asks the user to fill in biographical information such as birthplace, parents' names, schools attended, spouse, children, plays written, and a dedication for readers. It concludes with spaces for the date and location of the author's death.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
The Key - A Book Report in Afro-Asian LiteratureDenmark Aleluya
The novel follows the diary entries of Ikuko and her husband and their deteriorating marriage. The husband grows dissatisfied with their sex life and hatches a plan to manipulate Ikuko into becoming more sexually adventurous by getting her drunk on brandy every night. This leads to several incidents where Ikuko loses consciousness and the husband takes intimate photos and touches her without consent while pretending to be her lover Kimura. Their daughter Toshiko disapproves of the husband's treatment of Ikuko. The novel explores themes of sexuality, fetishism, and the breakdown of trust in the marriage.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
Lesson Plan in British and American LiteratureDenmark Aleluya
The document outlines a lesson plan for teaching 9th grade students about the short story "Locomotive" by William Saroyan. It includes learning objectives, materials, and a detailed schedule of activities like introducing vocabulary, discussing characters, identifying the plot structure, and answering comprehension questions. Students will define short stories, discuss their personal experiences, read about the author, and reflect on themes regarding friendship, trust, and humanity.
The lesson plan summarizes the story of Odysseus and teaches about gerunds. It includes discussing the characters and plot of the story, having students retell parts of the plot in groups, and defining and providing examples of gerunds and their functions in sentences. The students are assessed by identifying gerunds and their functions in sample sentences.
The Great Gatsby - Term Paper in British and American LiteratureDenmark Aleluya
The document provides background information on F. Scott Fitzgerald's novel "The Great Gatsby" and the historical context of the 1920s in America. It summarizes the key characters in the novel, including Jay Gatsby, Nick Carraway, Tom and Daisy Buchanan, George and Myrtle Wilson. It then provides a high-level summary of some of the major plot points, including Gatsby throwing lavish parties, his past relationship with Daisy, and rising tensions between Gatsby and Tom Buchanan over Daisy.
Norm-Referenced and Criterion-Referenced InterpretationDenmark Aleluya
This is my report in Assessment of Student Learning 1 about Referencing Frameworks, Test Interpretation etc. I wish this could help everyone who needs a little information.
Norm-Referenced and Criterion-Referenced Interpretation
Simulated Activities for Teaching Listening, Speaking, Reading and Writing
1. DENMARK ALELUYA
Secondary Education-English Major III
Professor A. Manaligod
Teaching Listening, Speaking, Reading and Writing
LISTENING ACTIVITIES
Completing the lyrics
This game takes practicing of listening skills in a very exciting manner. For this activity, the teacher
needs to prepare a song that the students are presumably familiar with. This can work as a motivation
activity stressing the use of prepositions (or any part of speech that the teacher wants to stress). First,
the teacher plays the song using a cassette player. The audio should be loud and clear for the students
to listen accurately to the lyrics. After playing the song, give the activity sheets containing the copy of
lyrics with all the preposition words missing. The teacher asks them to provide the missing words
without telling that those are prepositions. After 3 minutes, the teacher plays again the song and has
the students check their respective papers. After which, the teacher asks the students what the missing
words are and officially introduce the topic for the day.
Example:
My Love by Westlife
Pronoun
An empty street an empty house
___’m _____ inside ____ heart
___’m ______ alone the rooms are getting smaller
____ wonder how _____ wonder why
____ wonder where ______ are
The days ____ had the song ______ sang together..Oh yeah..
And Oh ____ love ___’m holding on forever
Reaching for the love that seems so far
So ___ say a little prayer
And hope _____ dreams would take ______ there
Where the skies are blue to see _____ once again, _______
love
2. Over seas and coast to coast to find the place ____ love the
most
Where the fields are green to see ______ once again ______
love
Guess me!
Guess me is a listening activity that enhances students’ ability to decipher answers by understanding
closely the clues presented by the teacher. It goes like a sort of a riddle/puzzle game where hints
defining the word are given. The topic or classification will guide the students what the clues are for and
the answer. It can be done individually or through groups.
PROCEDURES:
The teacher groups the students into 6 with 8 members each. Afterwards, she gives the instruction to
them. She reads the first classification and the clues afterwards. The students are only allowed to
answer after 3 seconds.
Example: Professions
I solve X and Y but I can also do grammar
I write and talk all day with patience and perseverance
I check papers and themes like a machine, you see
I talk about history and essay, poems and short stories
Answer : Teacher
Parts of Speech
They call me names
Margarita, Jona and Bruno
Someone tells that I’ve gone to Quaipo
And had myself adobo
My neighbor calls me Poochy-Poochy like a dog you should
beware of
It’s just the way I am just names you love to tell
Answer: Nouns
3. Voice Camera
Voice Camera is a listening activity that brings out how creative and imaginative students are in
picturing or representing the voice that they hear. The students listen to the audio and imagine how the
voice characterizes its physical appearance or psychological condition. It can be a springboard activity
for a lesson about tone, stress, pitch and volume.
PROCEDURES:
1. The teacher prepares voice clips downloaded from the internet portraying different tone,
stress, pace and emotion.
2. The teacher plays the audio twice and give students 3 seconds to imagine and picture how the
voice characterizes a personality
3. The teacher presents some pictures or words that may characterize the voice. The students
choose from them.
Example:
ROARING MAN: HAHAHAHA! At last! I finally had the crown
I now have the power and strength I need to
Let you all suffer under my tyrannical rule!!
Never a day shall you all keep your rests
Because you will all toil you bodies to satisfy
me!! HAHAHA!!
The choices may be:
PICTURES:
A. A big ordinary man
B. A smiling king or prince
C. A devilish-faced monarch
WORDS:
A. An insane man
B. A dictatorial leader
4. C. A powerful king
SPEAKING ACTIVITIES
Knotting your tongues
This activity enhances the speaking abilities of students particularly in pronunciation and exercise their
oral cavity. They are required to read the sentences as quickly but understandably with proper diction.
PROCEDURES:
1. The teacher prepares a number of tongue twisters and presents them in the class. (The teacher
can use sheets and distribute it in the class or have it written in a Manila paper.)
2. The teacher reads every tongue twister before asking any student to read.
3. The student is allowed to read it twice as quickly as possible.
Example: Peter Piper
Peter Piper picked a pack of pickled pepper
A pack of pickled pepper Peter Piper picked
If Peter Piper picked a pack of pickled pepper
Where’s the pack of pickled pepper Peter Piper picked?
Last Word Chain
This speaking activity enhances students’ ability to form questions, commands, requests and/or
statements in a short period of time.
PROCEDURE:
1. The teacher starts the game by giving a complete sentence.
2. The teacher calls someone to give a statement, a question, a request or a command using the
last word of the given sentence. Students can only answer in 10 seconds.
3. The student calls another student to give sentence using the last word she used.
4. The cycle goes on until a chain is formed.
Example:
5. Teacher: I lived in Davao City Do everything I want.
when I was 5
I want that teddy bear, can
Student: 5 students finished you please buy it?
the project.
It never stopped!
Is your project easy to do?
Class Debate
This speaking activity enhances students’ ability to express themselves freely by providing arguments
defending their own point-of-view. It also enhances higher-order thinking skills (HOTS) as students
thread arguments and find weak loopholes of the opposing team. Participation, camaraderie and
logical thinking are also enhanced.
Procedures:
1. The teacher prepares an interesting and debatable point after the class discussion. It can be of a
serious topic ranging from societal problems, issues and concerns to a subjective proposition
where the decisions of a certain character of a story are evaluated.
2. The teacher divides the class into two opposing parties, asks their main argument and writes it
on the board.
3. A toss coin is held to identify the starting group. Every speaker is given only 3-5 minutes to
explain his/her side.
4. The first round should present the reasons why they favor their respective arguments.
5. The next round should present their arguments against the other.
6. The last round should conclude their arguments and the consequences if their argument is not
followed or if the downsides if the opposing argument is followed.
7. A separate panel of judges will declare will present their observations and declares the winner.
EXAMPLE:
Hector and Andromache (The Fall of Troy)
What would be a greater responsibility, being a warrior to defend your own country or being a father to
your family?
Helen and Paris
If you were Helen, would you opt to go with Paris and leave Menelaus or stay with Menelaus and ignore
your feelings to Paris?
6. READING ACTIVITIES
About Point
About Point is an interactive way of responding to the text by getting the main idea and the salient
points that supports it. It enhances critical thinking skills of the students through reading
comprehension as they understand the text and get the gist and significant details of the text.
PROCEDURE:
1. The teacher prepares 8 sticky notes and short stories (or any reading material) appropriate to
the students’ level.
2. The teacher forms 8 groups with 5 members each.
3. The teacher gives the sticky notes, sheets and two selections to each group.
4. The teacher asks the students to get the main idea of each paragraph, write them on the sticky
notes and paste them in the paragraphs.
5. The teacher asks the students to fill in the needed information in the sheet.
Example: (The Cask of Amontillado for 9th Graders)
Focus: British and American Literature
Associative Hypothesis
This activity brings in the prior knowledge of the students regarding a certain topic for the day’s
discussion. It is particularly done in groups to prompt brainstorming, collaborative discussion and an
increased level of comprehension as they share own understanding among themselves.
PROCEDURE:
1. The teacher prepares a reading material appropriate to the level of the students
2. The teacher forms 8 groups with 5 members each.
7. 3. The teacher asks the class to jot down their understanding about a certain question (Addressed
by the teacher) or about the title of the selection.
4. The teacher hands each group 2 copies of the selection and asks them to read it.
5. Afterwards, the teacher asks the students to jot down the points presented by the author and
compare them to their own ideas.
Symbolic Representation
Symbolic representation is a reading activity that enhances students reading comprehension by
visualizing a certain abstract theme into a symbolic representation.
PROCEDURES:
1. The teacher prepares a reading material appropriate to the level of students
2. The teacher forms groups of 8 with 5 members each and hands them the reading material
3. After reading, the students draw an object or anything that will describe what they feel about
the text or the theme of the text.
4. Groups take turns on explaining what their drawn material is all about.
Figure me out!
The figure me out activity works similarly as that of the concept attainment strategy. This is particularly
effective when teaching a grammar lesson and the students are having difficulties understanding the
slight differences between two concepts. It also fosters cooperative learning as the students are
required to come up with an over-all understanding about the concept being studied.
PROCEDURES:
1. The teacher prepares examples about two different concepts on a sheet. The examples must be
accompanied by a definition to scaffold the students and get them on the right track.
2. The teacher introduces the grammar lesson and disseminates the sheets to the class. It can be
done individually but it feels more engaging and would sound easier to do if answering would
come in groups. The activity will run for 5 minutes.
3. Each group will state their explanations about their own observations and how they got with
their conclusions. A definition of the concept is provided afterwards.
8. Example: Figure me!
What’s the difference between an adjective and an adverb?
General Instruction: Closely examine the relationship of the underlined words with the others in the
sentence. You can write in the sheets to find points of differences.
9. Properties of Adjectives Properties of Adverbs
Examples:
The cruel witch is truly hateful. The cruel witch is truly hateful.
The Sistine Chapel is majestically expansive. The Sistine Chapel is majestically expansive.
Jamal made a bright guess. Jamal made a slightly bright guess.
Examples: _______ Degree of Adjective
Jamie is a tall fifteen-year old freshman. Janna definitely reviewed for the examinations.
Distinguished honors classes are intelligent. Elvis probably took nights off sleep to read his lectures.
His phone is slim. Tito meanly kicked Harold’s seat.
Examples: ________ Degree of Adjective
Examples: Adverb of _________
Janna made a better remark than he did.
Elvis had a higher score than Serena. Peter went to school yesterday.
Tito is the rowdiest among the Junior class. Lily gets ready for tomorrow.
Examples: ________ Degree of Adjective Examples: Adverb of ___________
Polly got the highest rank among the class. He slowly walks his feet to his bed.
Halley is the loveliest muse during the prom. She gently patted Rainier’s back.
Thriller movies are the most exciting films to watch.
Examples : Adverb of ___________
After the incident, Eva seldom goes to school.
Lloyd often goes to see her mom at the city.
The man always talks about freedom.
DEFINITION: DEFINITION:
WRITING ACTIVITIES
Word Generator!
10. This writing activity works like the usual writing drama everyone has presumably played. However, this
activity puts a higher bar as the students are required to generate word/s after word/s until the shortest
word/s is derived. It enhances students’ ability to formulate words under pressure.
Procedure:
1. The teacher forms 8 groups with 5 members each. He/She gives them sheets where they are to
write their answers.
2. The teacher reads the first word and asks the student to read it afterwards. He/She also gives its
definition. From this, the student gets a certain word corresponding to the number of letters
written beside the given word. Students answer for 3 minutes per level.
3. The teacher presents all the possible words fitted in the required number of letters. Each word
has numbers beside them corresponding to the number of letters that they need to fill in.
4. The procedure continues until the shortest word/s is/are derived.
Example:
MISUNDERSTANDING (1 thirteen-lettered word)
UNDERSTANDING (1 ten-lettered word)
UNDERSTAND (2 seven-lettered words)
ASUNDER (2 six-lettered words) – SANDER (8 five-lettered
words) – (READS) (DEARS) (DARES) (NEARS) (EARNS) (DEANS)
(NARES) (SNARE) – (9 four-lettered words) (READ) (EARS)
(DEAR) (SEAR) (EARN) (DARE) (NEAR) (DEAN) (SAND) – (3 eight-
lettered word) – (RED) (EAR) (AND) (SEA) (ARE) (END) (DEN)
(RAN)
SUNDER (1 five-lettered) UNDER – (8 four-lettered) (DUNE)
(NUDE) (RUNS) (SEND) (DENS) (URNS) (SURD) (ENDS) – (5 three-
lettered word) (RUN) (END) (RED) (DEN) (URN)
11. Write me a dialogue!
This writing activity enhances the students’ ability to creatively formulate conversations after reading a
selection. It can portray any particular scene in the story; the only important thing is the material made
for a classroom skit. The creative write-up would also show how good they understood the selection
and how effective they are to portray the scene.
Procedure:
1. The teacher forms group and asks members to choose
their leader.
2. Students choose a certain scene to portray and tell it
to the teacher.
3. Students write their dialogue and have their mini-practice
for 10 minutes.
4. Students are asked to pick their numbers.
5. Each group presents their skit for 5 minutes.
Journaling
This writing activity is one of the not-so new activities that a teacher can use to prompt metacognitive
thinking in the classroom. Yet, until now, this activity is not widely used. This is particularly effective tin
enhancing students’ writing skills and shows an understanding of the topic the class learned for the day.
Procedure:
1. After the class discussion, the teacher asks the
students to write a short journal about what they have
learned for the day.
2. The students are allowed to write for only 5 minutes.
3. The teacher calls for students to share their own write-
ups.