Adaptingatextbook 091123181236-phpapp01
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The document discusses how to adapt textbooks for language teaching. It notes that textbooks alone do not teach language, but are tools that can be adapted. Teachers should reflect on their approach and adapt materials based on learner needs and the teaching context. Textbooks provide structure but also have limitations, so adaptation is important. The document provides guidance on how to adapt materials at different levels, from individual activities to entire units or syllabi. It also outlines a cycle of ongoing assessment and adaptation when using textbooks.
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Final Project.Explanation
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This document discusses the importance of lesson planning for teachers. It argues that lesson planning is important for teachers of all experience levels for several reasons: 1) It helps ensure classroom instruction aligns with curriculum goals and objectives in an organized manner; 2) It guides teachers systematically through lesson delivery and allows them to track challenges and interventions; 3) It prevents overreliance on textbooks and allows teachers to adapt lessons to student needs. The document also notes that without lesson planning, delivery is not smooth, materials are underutilized, and transition to other teachers is difficult. Overall, the key point is that having a detailed lesson plan is important for effective teaching, even for experienced teachers.
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The document discusses planning activities and lessons for teaching English as a foreign language. It describes the key steps in planning a lesson as familiarizing yourself with material, anticipating problems, timing, and student needs. When running an activity, the teacher should introduce, set up, and allow the activity before closing with feedback. The document also discusses choosing classroom activities, content and procedures, and different kinds of lesson structures like logical lines, topic umbrellas, and jungle paths.
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This document provides guidance on common elements to include in elementary lesson plans. It lists key components such as contextual information, student objectives and goals, materials, procedures, and assessments. The template is meant to help teachers organize their planning to meet diverse student needs and incorporate different types of lessons and subjects. Modifications may be needed based on course instructor recommendations. An example science lesson plan format is also included to illustrate how to apply the template components.
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The document discusses workbooks, which are practice materials for students arranged according to textbooks. Workbooks contain summaries of textbook chapters, exercises of different types and keys, suggestions for practical work and assignments. They provide overviews and learning outcomes to guide students. Workbooks vary from those that reprint textbook pages to fill-in-the-blank to those with many activities, forms, diagrams and study guides. Workbooks serve as a combined course of study, study guide and record book to help students study effectively, including those who missed time. However, workbooks are also relatively inflexible and deny student participation in planning.
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Discussion-based learning challenges students to take responsibility for their own education through questioning and answering methods. The teacher's role is to facilitate discussion by clearly defining expectations, preparing themselves, and arranging seating to allow all students to easily participate. Effective discussion involves dividing students into groups, explaining the purpose and process, providing information and questions, guiding responses, and summarizing to help students draw conclusions.
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This document discusses instructional support materials for teachers and students. It describes the main materials as course books/textbooks for students and teacher texts/handbooks for instructors. Course books provide logically arranged learning materials on various subjects and criteria for a good course book include appropriate content, arrangement, exercises and quality. Teacher handbooks provide guidelines for instructors on how to teach effectively using the student course books, including background knowledge, techniques, additional materials and new evaluation methods. The materials are important to guide students and help teachers deliver quality instruction.
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The document provides instructions for a final school project where students shadow a teacher for a day. Students must choose a teacher, get permission, and set up a time to observe the teacher's classroom activities. Students then create a portfolio with observation sheets, interview results, and documents from the classroom to document their experience shadowing the teacher.
Final Project.Explanation
The document provides instructions for a final school project where students shadow a teacher for a day. Students must choose a teacher, get permission, and set up a time to observe the teacher's classroom activities. Students then create a portfolio with observation sheets, interview results, and samples of classroom materials to document their experience shadowing the teacher.
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2) It provides models for lesson planning including specifying objectives, activities, organization, and evaluation, as well as implementing plans flexibly based on student needs.
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The document discusses different note-taking strategies for college courses including the Cornell note-taking system, outline system, and notes on notes system. It provides tips for effective note-taking during lectures and from textbooks. Additionally, it reviews study methods for college-level textbooks including avoiding multi-tasking, studying with purpose, and techniques for reviewing notes.
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The document discusses effective lesson planning. It defines a lesson plan as a teacher's guide that includes goals, methods, and assessment. It outlines the typical elements of a lesson plan such as objectives, materials, and activities. It describes different types of assignments like whole-class lessons, group work, and independent practice. Finally, it discusses the importance of reflection and adjustment after teaching a lesson. Effective lesson planning helps teachers stay organized and achieve learning objectives.
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This document discusses lesson planning and assessment. It provides details on assessing two subjects: Teaching Language Knowledge for Non-English Majors and Teaching Skills 1. Assessment is based on participation, assignments, teaching reflections, lesson plans, and demonstrations. The document also discusses Bloom's Revised Taxonomy, explaining that it provides a hierarchy of learning objectives to help teachers plan instruction and assessment aligned with the objectives. The taxonomy involves six levels of objectives from remember to create. Examples are given of objectives written for each level involving physics concepts. References for further information on Bloom's Taxonomy are also provided.
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lesson plan is a teacher's detailed description of the course of instruction. it includes definition, types, elements, nature, steps, format etc.
Lessonplan 091110132052-phpapp02-100118194254-phpapp01
The document outlines key principles for communicative language teaching, including using suitable, meaningful materials that involve natural mistakes and positive reinforcement to make the teaching enjoyable and interactive. It discusses the importance of lesson planning for both teachers and learners, highlighting elements to consider like objectives, prior knowledge, activities, and constant components like objectives and procedures. Teachers are advised to design varied, coherent, balanced, flexible, and challenging lessons that manage time well.
Lessonplan 091110132052-phpapp02-100118194254-phpapp01
The document outlines key principles for communicative language teaching, including using suitable, meaningful materials that involve natural mistakes and positive reinforcement to make the teaching enjoyable and interactive. It discusses the importance of lesson planning for both teachers and learners, highlighting elements to consider like objectives, prior knowledge, activities, and constant components like objectives and procedures. Teachers are advised to design lessons with variety, coherence, balance, flexibility, and appropriate challenge.
LESSON PLAN.pptx
This document discusses the key components of an effective lesson plan, including objectives, anticipatory set, direct instruction, guided practice, closure, independent practice, required materials, and assessment. It emphasizes that lesson planning is important as it forces teachers to think through what students will learn and how they will teach it. It also increases the likelihood that learning will occur. The document provides examples and explanations for how to write each component of a strong lesson plan.
Danielle Hajduk Instructional Inquiry
This summary analyzes a first grade classroom that uses the new Lead 21 literacy program. The teacher teaches the program daily, which divides the school year into rigorous units focused on topics. Throughout the day, students engage in whole group instruction on the unit, small group literacy centers, and 1:1 support as needed. The classroom is text-rich and exposes students to various genres. Suggestions include incorporating additional projects and hands-on activities to supplement the worksheet-focused program.
critical
This document provides information about Smriti Girotra's science pedagogy project on a critical evaluation of a science textbook. It includes her name, roll number, batch, project title, mentor's name, and college name. The document then outlines the topics to be covered in the project, including an introduction, definition of a textbook, the need and importance of textbooks, characteristics of textbooks, a critical evaluation of a science textbook, and a conclusion. It provides background information on textbooks, their role in education, and considerations for evaluating textbooks.
Language-Learning-Material-Development.pptx
This document provides an overview of language learning materials and material development. It defines what materials are, discusses the forms materials can take (printed, non-printed, self-access), and their roles. It also covers the differences between authentic and non-authentic materials, advantages and disadvantages of each. Additionally, it examines evaluating and adapting textbooks, factors in textbook development, and criteria for evaluation. The document concludes with discussing the nature of material development and considerations for preparing materials for language programs.
Importance of lesson planning.pptx
A lesson plan is a teacher's detailed guide for presenting a lesson that outlines the objectives, procedures, and assessments for the lesson. It helps teachers maintain structure and focus in their lessons. An effective lesson plan engages students, taps prior knowledge, and builds new skills while working towards specific learning objectives. Lesson planning is important for both new and experienced teachers as it helps ensure lessons are well-organized, on track to meet learning goals, and can be adapted if needed.
What language teaching is.
Good teaching happens when competent teachers with non-discouraging personalities use non-defensive approaches to language teaching and learning, and cherish their students. Author: Dr. James E. Alatis
Dean Emeritus, School of Languages and Linguistics, Georgetown University.
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Lesson Plan -Importanat points- (shared using VisualBee) (download it to wat...
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Teaching practice- I Observation report writing-8607-B.ED-DAY 01-AIOU
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Lessonplan 091110132052-phpapp02-100118194254-phpapp01
Lessonplan 091110132052-phpapp02-100118194254-phpapp01
Lessonplan 091110132052-phpapp02-100118194254-phpapp01
Lessonplan 091110132052-phpapp02-100118194254-phpapp01
Adaptingatextbook 091123181236-phpapp01
- 1. ADAPTING A TEXTBOOK Just as a piano does not play music, a textbook does not teach language. The textbook is a stimulus or instrument for teaching and learning.
- 2. Reflect about it! • I plan my lessons to respond to my learners´ needs, so I never use a textbook. • I always plan my lessons following the suggestions in the teacher´s book. • I use all the materials in every unit in the order given in the book. • I use a textbook, but I change most of it so that learners don´t get bored. • I have got a good textbook and have not got time to adapt any of it.
- 3. Advantages of Using a Textbook It provides: • A syllabus for the course. • Security for the students. • Sets of visuals, activities, readings. • Basis for assessing students’ learning. • Consistency with a program across a given level. • Supporting materials.
- 4. Disadvantages of Using a Textbook • The content may not be relevant- right level • There may be too much focus on specific aspects of language and not enough focus on others. • It may not include everything. • There may not be the right mix of activities. • The sequence is lockstep. • The material may go out of date. • The timetible is unrealistic.
- 5. Starting Points • • • • • Own experience, beliefs and undestandings Needs analysis- Class Profile Goals and objectives Context requirenments Adapt a textbook by: Changing, supplementing, eliminating and resequencing material.
- 6. Facets to Understanding How to Use a Textbook 1. The textbook itself: “getting inside it”- what are you adapting or supplementing. a. Conceptualizing content: language, learning and social context. b. Formulating goals and objectives c. Organizing the course 2. Everything other than the textbook: context, students, teacher-What are you adapting it to.
- 7. A Range of Choices with Respect to Adopting a Textbook • The activity level: Change, supplement, eliminate material. • The unit level: Change the order of the activities and adapt existing ones. • The book/syllabus level: Change, add new areas or eliminate parts of the syllabus.
- 8. The Cycle of Textbook Adaptation Stage 1 Planning how to teach with the text Stage 4 Reteaching Ongoing assesment and decision making Stage 3 Replanning how to teach Stage 2 Teaching with the text