This document discusses the development of self-produced teaching materials for an English language unit on countries and nationalities for beginner students. It explains that textbooks often dictate the content and approach, so the teachers designed their own materials to make it more communicative and student-centered. They researched different syllabus types and chose to combine content-based and task-based approaches. In developing the materials, they considered factors like vocabulary level, cultural content, instructions, and including visual/audio support. Their goal was to create clear, engaging materials that develop students' language abilities through meaningful communication practice.
Building and enhancing new literacy across curriculum 1.pdfAnjelaMayHintoloro
1. The document discusses the differences between acquiring a first language and learning a second language. Acquiring a first language is a subconscious process that happens through exposure to the language from a young age, while learning a second language requires more conscious effort.
2. There are different theories on the best way to teach a second language. Some argue the best approach mirrors how children acquire their first language through comprehensible input. Others believe learning requires conscious attention to the language as well.
3. Good language learners and teachers have certain key characteristics. Good learners try new things, aren't afraid of mistakes, and practice whenever possible. Good teachers consider cultural backgrounds, potential language barriers, and provide scaffolding to support
This document provides a teaching framework for instructing students with dyslexia in English language. It discusses key aspects to consider like the language components, characteristics of dyslexia, theories of language learning, and strategies to use. Specific techniques mentioned include using pictures, response to intervention with multi-tiered instruction, shaping behaviors, and cueing. A variety of hands-on activities are suggested to engage multiple learning styles like audio books, clay models, note cards, and sand trays. The framework aims to support an individualized approach based on theories of behaviorism, critical period, and socio-cultural influences.
Some considerations when teaching english in today’s settingsmaxyfelix
This document discusses considerations for teaching English in various settings. It covers important issues related to teachers, students, methodology, materials and evaluation. It provides an overview of different language teaching methods and the roles of teachers in each method. It also discusses characteristics of effective language learners and considers factors related to materials selection and the use of portfolios for evaluation.
Integrating LSRW Language Skills in ESL Curriculum1.pptxSubramanian Mani
1) The document discusses integrating language skills like listening, speaking, reading and writing into ESL curriculums.
2) It provides examples of classroom activities that can help develop these skills like group work, role playing, using films and audio tapes.
3) The role of teachers is to incorporate activities that engage students and allow them to practice and develop their language skills through interaction, instead of just one-way teaching. This helps students learn in a more realistic way.
This document provides an overview of task-based learning (TBL) as a language teaching methodology. It defines TBL as an approach that places students in real-world communication situations requiring language use to complete a specific task. The document outlines the typical TBL framework, including a pre-task, task cycle, and post-task language focus. It provides examples of TBL activities at beginner and intermediate levels using tools/devices and texts. Key aspects of TBL highlighted are using the target language as much as possible, focusing on learner activity, and the importance of the post-task consciousness raising phase.
Anatomy and Physiology of the Digestive SystemObjectives· Iden.docxdurantheseldine
Anatomy and Physiology of the Digestive System
Objectives
· Identify the anatomical structures of the digestive system and their functions
· Explain the physiology of digestion through the system
Assignment Overview
This exercise helps students understand the anatomical structures of the digestive system
Deliverables
Annotated diagram of the digestive system
Step 1 Draw a diagram. (It is OK to take a diagram from the internet and label it.)
Using the drawing tools provided by your word-processing program, draw a diagram that traces the pathway and physiological processes of a bite of food through the digestive system. Annotate each step in the digestive process with a brief paragraph describing what happens in the step.
Be sure to include ALL the following topics:
· The organs of the digestive system (This includes the alimentary canal AND the accessory organs of digestion)
· The actions of the digestive system
· Propulsion
· Absorption
· Chemical digestion
· Mechanical d
Running head: CREATING A LANGUAGE RICH ENVIRONMENT1
CREATING A LANGUAGE RICH ENVIRONMENT6
Creating a Language Rich Environment
Kawanda Murphy
Instructor Afiya Armstrong
Ece315 Language Development in young Children
12/17/18
Creating a Language Rich Environment
Introduction
Children learn best in environments that support optimum creativity as well as development opportunities. As such, teachers must strive to foster a learning environment that enhances language acquisition among students. Learners can grasp different languages with the right practice, instructions as well as encouragement. Every teacher has a responsibility to have a classroom set up with specific learning areas as well as plan for their use (Celic, 2009). The ways in which he or she creates the opportunities for productive language acquisition can enable learners to lower their mistakes, allow learners at different educational levels interact with one another, as well as create a natural learning environment that teaches and provides various opportunities for language learning (Piper, 2012). Therefore, I have designed a classroom floor plan with three centers- the computer corner, the collaborative work table and reading corner- that do not only promote literacy, but also language acquisition.
The Classroom Floor plan
This floor plan is specifically designed to provide children with the opportunities on how learn and use language in natural ways. The three primary areas designed for promoting language learning and use include the computer corner, the reading center as well as the collaborative worktable.
The Computer Corner
The computer corner has 2 computer desks than can be used by between 2 and 3 learners at a time. The computer area supports language development among learners by providing them with the opportunities on how to use a computer, play interactive reading game, print words for learning as well as use other educational programs that promote reading as well as language acq.
Materials designed for english language teaching a critical analysisOsnovna šola Pivka
The pupils were divided into five mixed ability groups with four pupils in each group, in which each member had a significant role to play in reaching the final goal.
Step 2:
- two pupils from each group search the Internet to find at least three facts about their
animal's habits using the frequency adverbs
- they write short sentences using the adverbs correctly
- they take the information back to their group
Step 3:
- the group discusses the information and decides on the best three facts
- one pupil copies or types the final three facts
- the facts are added to the picture puzzle
Step 4:
- a representative from each group presents their animal and facts to
AbstractThis paper examines how literature can be used to teach .docxannetnash8266
Abstract
This paper examines how literature can be used to teach vocabulary. It is based on experiences that were obtained on a practicum. 3 hours were spent in three different classrooms and analysis made on how the instructors facilitate the understanding of the students in the reading and the writing sessions. These observations were observed for both the mainstream and the minority language students.
Later, a specific grade was chosen from the Language Arts standards and 6 hours were then spent to develop and design a 5 day lesson plan on how to use literature to teach vocabulary. A single piece of text was then used during the entire 5 days teaching period. This paper therefore covers observations and analysis from 15-30 minutes mini-lessons that covers the various aspects of literacy teaching. These include Oral language and Vocabulary, Phonics, Word patterns, and Word analysis, Fluency, Reading Comprehension and Writing. This paper is therefore based on analysis, observations and corrections from my mentor teacher regarding teaching, management and engagement strategies in accordance to student learning.
Synopsis:Using literature to teach vocabulary
There are many responsibilities that come about in teaching language in school. In language a teacher must teach comprehension (understanding), reading, literature, grammar, writing and vocabulary. However, because of the tight schedule of events we often find that adequate teaching of vocabulary is denied its due time. This comes as a result of the many responsibilities that the teacher will often have to handle. Unlike in the Elizabethan times where mastery grasp of language was necessary, nowadays we find that most of the students are not interested in learning a new vocabulary simply because sophisticated language is not a priority in the society that they have been brought up. It is therefore necessary that language teachers device a method in which they can teach vocabulary. This paper is going to consider various ways in which vocabulary can be taught through literature.
One of the methods that can be used to teach literature is through the use of phonemic awareness. It can be described as the ability to percept, reason about, and work and operate the individual sounds in words. This method is great as it allows us to predict the ease or the difficulty that a student is experiencing when it comes to predicting of later reading success or difficulty. To enforce this skill I usually started with a definition to a vocabulary that is student friendly. I would at first engage the students in reading a single source of text which we used as our source of new words.
For some few minutes I would allow the students to lead discussions based on the reading. I observed that doing this created motivation to read and discuss within the students in the class. This scenario actually related to the input hypothesis by Horwitz(Horwitz, 2008). It makes the students to become really intereste.
Building and enhancing new literacy across curriculum 1.pdfAnjelaMayHintoloro
1. The document discusses the differences between acquiring a first language and learning a second language. Acquiring a first language is a subconscious process that happens through exposure to the language from a young age, while learning a second language requires more conscious effort.
2. There are different theories on the best way to teach a second language. Some argue the best approach mirrors how children acquire their first language through comprehensible input. Others believe learning requires conscious attention to the language as well.
3. Good language learners and teachers have certain key characteristics. Good learners try new things, aren't afraid of mistakes, and practice whenever possible. Good teachers consider cultural backgrounds, potential language barriers, and provide scaffolding to support
This document provides a teaching framework for instructing students with dyslexia in English language. It discusses key aspects to consider like the language components, characteristics of dyslexia, theories of language learning, and strategies to use. Specific techniques mentioned include using pictures, response to intervention with multi-tiered instruction, shaping behaviors, and cueing. A variety of hands-on activities are suggested to engage multiple learning styles like audio books, clay models, note cards, and sand trays. The framework aims to support an individualized approach based on theories of behaviorism, critical period, and socio-cultural influences.
Some considerations when teaching english in today’s settingsmaxyfelix
This document discusses considerations for teaching English in various settings. It covers important issues related to teachers, students, methodology, materials and evaluation. It provides an overview of different language teaching methods and the roles of teachers in each method. It also discusses characteristics of effective language learners and considers factors related to materials selection and the use of portfolios for evaluation.
Integrating LSRW Language Skills in ESL Curriculum1.pptxSubramanian Mani
1) The document discusses integrating language skills like listening, speaking, reading and writing into ESL curriculums.
2) It provides examples of classroom activities that can help develop these skills like group work, role playing, using films and audio tapes.
3) The role of teachers is to incorporate activities that engage students and allow them to practice and develop their language skills through interaction, instead of just one-way teaching. This helps students learn in a more realistic way.
This document provides an overview of task-based learning (TBL) as a language teaching methodology. It defines TBL as an approach that places students in real-world communication situations requiring language use to complete a specific task. The document outlines the typical TBL framework, including a pre-task, task cycle, and post-task language focus. It provides examples of TBL activities at beginner and intermediate levels using tools/devices and texts. Key aspects of TBL highlighted are using the target language as much as possible, focusing on learner activity, and the importance of the post-task consciousness raising phase.
Anatomy and Physiology of the Digestive SystemObjectives· Iden.docxdurantheseldine
Anatomy and Physiology of the Digestive System
Objectives
· Identify the anatomical structures of the digestive system and their functions
· Explain the physiology of digestion through the system
Assignment Overview
This exercise helps students understand the anatomical structures of the digestive system
Deliverables
Annotated diagram of the digestive system
Step 1 Draw a diagram. (It is OK to take a diagram from the internet and label it.)
Using the drawing tools provided by your word-processing program, draw a diagram that traces the pathway and physiological processes of a bite of food through the digestive system. Annotate each step in the digestive process with a brief paragraph describing what happens in the step.
Be sure to include ALL the following topics:
· The organs of the digestive system (This includes the alimentary canal AND the accessory organs of digestion)
· The actions of the digestive system
· Propulsion
· Absorption
· Chemical digestion
· Mechanical d
Running head: CREATING A LANGUAGE RICH ENVIRONMENT1
CREATING A LANGUAGE RICH ENVIRONMENT6
Creating a Language Rich Environment
Kawanda Murphy
Instructor Afiya Armstrong
Ece315 Language Development in young Children
12/17/18
Creating a Language Rich Environment
Introduction
Children learn best in environments that support optimum creativity as well as development opportunities. As such, teachers must strive to foster a learning environment that enhances language acquisition among students. Learners can grasp different languages with the right practice, instructions as well as encouragement. Every teacher has a responsibility to have a classroom set up with specific learning areas as well as plan for their use (Celic, 2009). The ways in which he or she creates the opportunities for productive language acquisition can enable learners to lower their mistakes, allow learners at different educational levels interact with one another, as well as create a natural learning environment that teaches and provides various opportunities for language learning (Piper, 2012). Therefore, I have designed a classroom floor plan with three centers- the computer corner, the collaborative work table and reading corner- that do not only promote literacy, but also language acquisition.
The Classroom Floor plan
This floor plan is specifically designed to provide children with the opportunities on how learn and use language in natural ways. The three primary areas designed for promoting language learning and use include the computer corner, the reading center as well as the collaborative worktable.
The Computer Corner
The computer corner has 2 computer desks than can be used by between 2 and 3 learners at a time. The computer area supports language development among learners by providing them with the opportunities on how to use a computer, play interactive reading game, print words for learning as well as use other educational programs that promote reading as well as language acq.
Materials designed for english language teaching a critical analysisOsnovna šola Pivka
The pupils were divided into five mixed ability groups with four pupils in each group, in which each member had a significant role to play in reaching the final goal.
Step 2:
- two pupils from each group search the Internet to find at least three facts about their
animal's habits using the frequency adverbs
- they write short sentences using the adverbs correctly
- they take the information back to their group
Step 3:
- the group discusses the information and decides on the best three facts
- one pupil copies or types the final three facts
- the facts are added to the picture puzzle
Step 4:
- a representative from each group presents their animal and facts to
AbstractThis paper examines how literature can be used to teach .docxannetnash8266
Abstract
This paper examines how literature can be used to teach vocabulary. It is based on experiences that were obtained on a practicum. 3 hours were spent in three different classrooms and analysis made on how the instructors facilitate the understanding of the students in the reading and the writing sessions. These observations were observed for both the mainstream and the minority language students.
Later, a specific grade was chosen from the Language Arts standards and 6 hours were then spent to develop and design a 5 day lesson plan on how to use literature to teach vocabulary. A single piece of text was then used during the entire 5 days teaching period. This paper therefore covers observations and analysis from 15-30 minutes mini-lessons that covers the various aspects of literacy teaching. These include Oral language and Vocabulary, Phonics, Word patterns, and Word analysis, Fluency, Reading Comprehension and Writing. This paper is therefore based on analysis, observations and corrections from my mentor teacher regarding teaching, management and engagement strategies in accordance to student learning.
Synopsis:Using literature to teach vocabulary
There are many responsibilities that come about in teaching language in school. In language a teacher must teach comprehension (understanding), reading, literature, grammar, writing and vocabulary. However, because of the tight schedule of events we often find that adequate teaching of vocabulary is denied its due time. This comes as a result of the many responsibilities that the teacher will often have to handle. Unlike in the Elizabethan times where mastery grasp of language was necessary, nowadays we find that most of the students are not interested in learning a new vocabulary simply because sophisticated language is not a priority in the society that they have been brought up. It is therefore necessary that language teachers device a method in which they can teach vocabulary. This paper is going to consider various ways in which vocabulary can be taught through literature.
One of the methods that can be used to teach literature is through the use of phonemic awareness. It can be described as the ability to percept, reason about, and work and operate the individual sounds in words. This method is great as it allows us to predict the ease or the difficulty that a student is experiencing when it comes to predicting of later reading success or difficulty. To enforce this skill I usually started with a definition to a vocabulary that is student friendly. I would at first engage the students in reading a single source of text which we used as our source of new words.
For some few minutes I would allow the students to lead discussions based on the reading. I observed that doing this created motivation to read and discuss within the students in the class. This scenario actually related to the input hypothesis by Horwitz(Horwitz, 2008). It makes the students to become really intereste.
The document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language. It defines key terms like approach, method, procedure and technique. It then provides details on specific methods like grammar translation, audio-lingualism, communicative approach, task-based learning, community language learning, the silent way, suggestopedia and total physical response. It also discusses principles of humanistic teaching, the lexical approach, the relationship between methods and culture, and considerations for making choices about what approaches to use.
This document provides an overview of task-based language teaching (TBL). It describes TBL as a communicative approach where students complete meaningful tasks using their language skills. A key part of TBL is the task cycle, which involves students doing a task, planning how to report on it, reporting back to classmates, and focusing on specific language. The document outlines the benefits of TBL, such as developing natural language use, focusing on student needs, and promoting engagement. It also lists resources for learning more about TBL methodology and assigns homework to design a TBL lesson and reflect on applying this approach.
The document discusses and compares two methods of teaching English - the grammar translation method and the direct method. It defines key terms like approach, method and technique. It then provides details on the grammar translation method, including its advantages of being useful for large classes and inexperienced teachers, and disadvantage that students cannot use the language for communication. It also discusses the direct method, noting its advantages of teaching useful communication skills and motivation, and disadvantage of needing excellent teachers. It concludes that every method has merits and demerits, and teachers should use methods suited to their situation.
This document provides guidance on teaching productive language skills like speaking and writing. It discusses how teachers can focus on all four language systems (vocabulary, grammar, functions, phonology) to help students develop fluency. Speaking is prioritized as it is the skill students most want to develop to communicate when traveling or working. The document outlines the Presentation-Practice-Production (PPP) approach for teaching language skills, with examples for introducing vocabulary, drilling practice, and student production exercises. It also discusses sub-skills like pronunciation, vocabulary, fluency and grammar that teachers can help students improve to develop oral communication abilities. Preparation and choosing engaging topics at the appropriate level are emphasized for effective conversation class planning.
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes using physical objects and problem-solving to teach grammar and vocabulary with minimal spoken instruction from the teacher. The teacher uses gestures and materials like rods and charts to elicit responses from students, who are encouraged to produce as much oral language as possible. The goal is for students to become independent, autonomous learners who can use their existing language knowledge to explore the target language.
Task-based learning is a language teaching method where students complete communicative tasks using the target language. It focuses on meaningful language use rather than rote learning of grammar rules. A task has three stages: pre-task introduction, task completion in groups or pairs, and post-task reporting. This allows students to experiment, focus on communication over accuracy, and then improve their language for reporting. The method is effective at intermediate levels as it motivates students and provides opportunities for negotiated interaction, language recycling, and a focus on form.
The document provides an evaluation of a coursebook used to teach English at the high school level in Chile. It summarizes the book's contents and evaluates various aspects. The coursebook covers the four language skills but focuses mainly on pre-communicative grammar exercises rather than practical language use. While the topics engage students and promote respect, the book does not help develop cultural awareness or consciousness of the outside world. Overall, the coursebook provides appropriate activities and level for students but could place more emphasis on communication skills and real-world language application.
This document discusses the important role that teaching materials play in language instruction. It summarizes that while students should be the center of instruction, teachers and students often rely heavily on materials, so materials tend to control the content and methods of instruction. Good materials have an instructional philosophy and approach that suit students' needs, use correct and current English, and provide support for learning. The document also discusses how teachers can evaluate, obtain, and adapt materials to best support their students.
1) The document discusses a study evaluating the effectiveness of different types of homework assignments for low-proficiency English language learners accustomed to grammar-translation lessons.
2) A variety of homework tasks were created based on task-based learning and evaluated based on student surveys measuring time, difficulty, interest, relevance, and desire to repeat the task.
3) The results showed that more novel and engaging tasks like a video activity were most interesting to students and that they wanted to repeat, while traditional tasks like vocabulary exercises were seen as less interesting but more relevant. Completing homework correlated with improved scores on vocabulary tests and English proficiency tests.
Viewpoints is a series of English textbooks used in high schools. The main purpose is to introduce students to English and its culture through a variety of activities and projects. The activities are intended to engage students' real lives and expectations. The series also aims to expose learners to different topics through which they can learn English, such as social studies, science, and popular culture. Furthermore, Viewpoints promotes discussions about values and provides students with tools to apply in their school and adult lives. Each book contains six units that develop language skills like listening, speaking, reading and writing through vocabulary, grammar, and cultural activities.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use through tasks rather than language drilling. A task in TBLT is a goal-oriented communicative activity with a clear outcome. The key principles of TBLT include engaging learners in authentic language use through tasks, enabling acquisition of new language and proceduralization of existing knowledge. It follows a task cycle of pre-task, task, planning and report with an optional analysis and practice phase. TBLT can be used to develop all language skills and accommodate different learner levels through appropriate task scaffolding and types.
Language Learner Profile: Learning Strategiescmillafilo
This document presents a lesson plan aimed at teaching the language learning strategy of substitution to a secondary school student. The plan includes analyzing an interview with the student to identify weaknesses in pronunciation, grammar, and vocabulary. It then proposes using the Cognitive Academic Language Learning Approach to teach the strategy of substitution. The plan involves preparing the student, presenting the strategy, practicing it by finding synonyms for food items, and evaluating how well the student can use the strategy. The overall goal is to help the student maintain conversations when lacking a specific word.
This document discusses the development of instructional materials. It begins by stating the objectives of understanding what instructional materials are, how they are developed, and applying that knowledge. It then provides examples of instructional materials like textbooks, workbooks, graphs, and charts. The document outlines the process of developing materials, which includes selecting, adapting, and creating materials that are tailored to students and aligned with learning outcomes. It emphasizes understanding students, adapting proven materials, and creating contextualized materials using local resources. The goals are to make materials engaging and help students learn effectively. Developing materials in a thoughtful way can support teaching and learning.
The textbook analyzed is "Flashlight" from Oxford University Press. It is suitable for students aged 11-12 and provides a balanced development of the four language skills. The material covers an appropriate progression of grammar, vocabulary, and communicative skills for the students' age. The thematic units are relevant to students' lives and promote intercultural awareness. A variety of activities, practice exercises, and assessment opportunities are included. The textbook and workbook are well integrated and provide meaningful practice. Overall, the analyzed textbook seems appropriate for 6th grade English learners and aligns with curriculum guidelines.
The textbook analyzed is "Flashlight" from Oxford University Press. It is suitable for students aged 11-12 and provides a balanced development of the four macroskills. The material covers an appropriate progression of grammar, vocabulary, and communicative skills for the students' age. The thematic units are relevant to students' interests and lives. A variety of activities, including reading, writing, listening, and speaking, are provided along with opportunities for self-assessment and revision. The integrated workbook provides meaningful practice to reinforce concepts from the textbook. Overall, the textbook and materials would be recommended for teaching English at the primary level.
This document discusses describing learning and teaching. It outlines several key elements: the purposes of learning and teaching which include understanding the process and students' characteristics; the target of mastering skills and describing the process; necessary timeframes; and elements for successful language learning in the classroom. These elements include Engage, Study, and Activate (ESA). The document also discusses teaching models that have influenced current practices, such as grammar translation, audio-lingualism, PPP, task-based learning, and communicative language teaching. It emphasizes the importance of varying teaching sequences and combining the ESA elements in different ways to avoid boredom.
The document discusses language learning strategies and styles. It provides background on learning strategies according to Oxford (2003) and McDonough (2006), who see strategies as techniques that help students learn more effectively. A diagnosis test revealed deficiencies in a student's grammar and coherence. To address this, the document plans a CALLA lesson to teach the student the brainstorming strategy. This will help the student connect ideas when writing about their family. The strategy practice and evaluation sessions aim to improve the student's composition skills.
What Should I Write My College Essay About 15Amy Cernava
The document provides steps for requesting writing assistance from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attaching a sample for style imitation.
3. Review bids from writers and choose one based on qualifications, history, and feedback, then pay a deposit to start.
4. Review the paper and authorize full payment if pleased, or request revisions using the free revision policy.
5. Confidently choose HelpWriting.net knowing needs will be fully met through original, high-quality content or a full refund.
A New Breakdown Of. Online assignment writing service.Amy Cernava
The document provides a 5-step process for requesting writing help from HelpWriting.net:
1. Create an account and provide contact information.
2. Complete a 10-minute order form with instructions, sources, deadline, and sample work.
3. Review bids from writers and choose one based on qualifications.
4. Review the completed paper and authorize payment if satisfied.
5. Request revisions to ensure satisfaction and receive a refund for plagiarized work.
The document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language. It defines key terms like approach, method, procedure and technique. It then provides details on specific methods like grammar translation, audio-lingualism, communicative approach, task-based learning, community language learning, the silent way, suggestopedia and total physical response. It also discusses principles of humanistic teaching, the lexical approach, the relationship between methods and culture, and considerations for making choices about what approaches to use.
This document provides an overview of task-based language teaching (TBL). It describes TBL as a communicative approach where students complete meaningful tasks using their language skills. A key part of TBL is the task cycle, which involves students doing a task, planning how to report on it, reporting back to classmates, and focusing on specific language. The document outlines the benefits of TBL, such as developing natural language use, focusing on student needs, and promoting engagement. It also lists resources for learning more about TBL methodology and assigns homework to design a TBL lesson and reflect on applying this approach.
The document discusses and compares two methods of teaching English - the grammar translation method and the direct method. It defines key terms like approach, method and technique. It then provides details on the grammar translation method, including its advantages of being useful for large classes and inexperienced teachers, and disadvantage that students cannot use the language for communication. It also discusses the direct method, noting its advantages of teaching useful communication skills and motivation, and disadvantage of needing excellent teachers. It concludes that every method has merits and demerits, and teachers should use methods suited to their situation.
This document provides guidance on teaching productive language skills like speaking and writing. It discusses how teachers can focus on all four language systems (vocabulary, grammar, functions, phonology) to help students develop fluency. Speaking is prioritized as it is the skill students most want to develop to communicate when traveling or working. The document outlines the Presentation-Practice-Production (PPP) approach for teaching language skills, with examples for introducing vocabulary, drilling practice, and student production exercises. It also discusses sub-skills like pronunciation, vocabulary, fluency and grammar that teachers can help students improve to develop oral communication abilities. Preparation and choosing engaging topics at the appropriate level are emphasized for effective conversation class planning.
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes using physical objects and problem-solving to teach grammar and vocabulary with minimal spoken instruction from the teacher. The teacher uses gestures and materials like rods and charts to elicit responses from students, who are encouraged to produce as much oral language as possible. The goal is for students to become independent, autonomous learners who can use their existing language knowledge to explore the target language.
Task-based learning is a language teaching method where students complete communicative tasks using the target language. It focuses on meaningful language use rather than rote learning of grammar rules. A task has three stages: pre-task introduction, task completion in groups or pairs, and post-task reporting. This allows students to experiment, focus on communication over accuracy, and then improve their language for reporting. The method is effective at intermediate levels as it motivates students and provides opportunities for negotiated interaction, language recycling, and a focus on form.
The document provides an evaluation of a coursebook used to teach English at the high school level in Chile. It summarizes the book's contents and evaluates various aspects. The coursebook covers the four language skills but focuses mainly on pre-communicative grammar exercises rather than practical language use. While the topics engage students and promote respect, the book does not help develop cultural awareness or consciousness of the outside world. Overall, the coursebook provides appropriate activities and level for students but could place more emphasis on communication skills and real-world language application.
This document discusses the important role that teaching materials play in language instruction. It summarizes that while students should be the center of instruction, teachers and students often rely heavily on materials, so materials tend to control the content and methods of instruction. Good materials have an instructional philosophy and approach that suit students' needs, use correct and current English, and provide support for learning. The document also discusses how teachers can evaluate, obtain, and adapt materials to best support their students.
1) The document discusses a study evaluating the effectiveness of different types of homework assignments for low-proficiency English language learners accustomed to grammar-translation lessons.
2) A variety of homework tasks were created based on task-based learning and evaluated based on student surveys measuring time, difficulty, interest, relevance, and desire to repeat the task.
3) The results showed that more novel and engaging tasks like a video activity were most interesting to students and that they wanted to repeat, while traditional tasks like vocabulary exercises were seen as less interesting but more relevant. Completing homework correlated with improved scores on vocabulary tests and English proficiency tests.
Viewpoints is a series of English textbooks used in high schools. The main purpose is to introduce students to English and its culture through a variety of activities and projects. The activities are intended to engage students' real lives and expectations. The series also aims to expose learners to different topics through which they can learn English, such as social studies, science, and popular culture. Furthermore, Viewpoints promotes discussions about values and provides students with tools to apply in their school and adult lives. Each book contains six units that develop language skills like listening, speaking, reading and writing through vocabulary, grammar, and cultural activities.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use through tasks rather than language drilling. A task in TBLT is a goal-oriented communicative activity with a clear outcome. The key principles of TBLT include engaging learners in authentic language use through tasks, enabling acquisition of new language and proceduralization of existing knowledge. It follows a task cycle of pre-task, task, planning and report with an optional analysis and practice phase. TBLT can be used to develop all language skills and accommodate different learner levels through appropriate task scaffolding and types.
Language Learner Profile: Learning Strategiescmillafilo
This document presents a lesson plan aimed at teaching the language learning strategy of substitution to a secondary school student. The plan includes analyzing an interview with the student to identify weaknesses in pronunciation, grammar, and vocabulary. It then proposes using the Cognitive Academic Language Learning Approach to teach the strategy of substitution. The plan involves preparing the student, presenting the strategy, practicing it by finding synonyms for food items, and evaluating how well the student can use the strategy. The overall goal is to help the student maintain conversations when lacking a specific word.
This document discusses the development of instructional materials. It begins by stating the objectives of understanding what instructional materials are, how they are developed, and applying that knowledge. It then provides examples of instructional materials like textbooks, workbooks, graphs, and charts. The document outlines the process of developing materials, which includes selecting, adapting, and creating materials that are tailored to students and aligned with learning outcomes. It emphasizes understanding students, adapting proven materials, and creating contextualized materials using local resources. The goals are to make materials engaging and help students learn effectively. Developing materials in a thoughtful way can support teaching and learning.
The textbook analyzed is "Flashlight" from Oxford University Press. It is suitable for students aged 11-12 and provides a balanced development of the four language skills. The material covers an appropriate progression of grammar, vocabulary, and communicative skills for the students' age. The thematic units are relevant to students' lives and promote intercultural awareness. A variety of activities, practice exercises, and assessment opportunities are included. The textbook and workbook are well integrated and provide meaningful practice. Overall, the analyzed textbook seems appropriate for 6th grade English learners and aligns with curriculum guidelines.
The textbook analyzed is "Flashlight" from Oxford University Press. It is suitable for students aged 11-12 and provides a balanced development of the four macroskills. The material covers an appropriate progression of grammar, vocabulary, and communicative skills for the students' age. The thematic units are relevant to students' interests and lives. A variety of activities, including reading, writing, listening, and speaking, are provided along with opportunities for self-assessment and revision. The integrated workbook provides meaningful practice to reinforce concepts from the textbook. Overall, the textbook and materials would be recommended for teaching English at the primary level.
This document discusses describing learning and teaching. It outlines several key elements: the purposes of learning and teaching which include understanding the process and students' characteristics; the target of mastering skills and describing the process; necessary timeframes; and elements for successful language learning in the classroom. These elements include Engage, Study, and Activate (ESA). The document also discusses teaching models that have influenced current practices, such as grammar translation, audio-lingualism, PPP, task-based learning, and communicative language teaching. It emphasizes the importance of varying teaching sequences and combining the ESA elements in different ways to avoid boredom.
The document discusses language learning strategies and styles. It provides background on learning strategies according to Oxford (2003) and McDonough (2006), who see strategies as techniques that help students learn more effectively. A diagnosis test revealed deficiencies in a student's grammar and coherence. To address this, the document plans a CALLA lesson to teach the student the brainstorming strategy. This will help the student connect ideas when writing about their family. The strategy practice and evaluation sessions aim to improve the student's composition skills.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Assignment -M R 1
1. Assignment - M&R
1 Paola Fabian Villagomez, Jenny Rodríguez Gonzales
INDEX
COVER
Introduction ………………………………………………………………….. 3
Apendix ……………………………………………………………………….. 9
Unit 3 ………………………………………………………………………….. 9
Lesson 1 ………………………………………………………………………. 9
1.1 Countries and Nationalities
1.2 Vocabulary and Speaking
Lesson 2 ………………………………………………………………………..12
2.1 Are you Peruvian?
Lesson 3 ……………………………………………………………………….13
3.1 I’m from Peru.
3.2 Pre-reading activity
3.3 Reading activity
3.4 Exercises
Teacher’s Book ……………………………………………………….……… 16
Conclusion …………………………………………………………………………… 21
Bibliogrphy …………………………………………………………………………… 22
2. Assignment - M&R
2 Paola Fabian Villagomez, Jenny Rodríguez Gonzales
SELF-PRODUCED MATERIALS
We are English teachers with more than 10 years of experience combined. Therefore,
we know there isn’t a correct syllabus or approach to be followed as the bible or the
legitimate chosen one. As English teachers we usually work with multi syllabus
approached textbooks. After studying the course of Materials and Resources, we asked
ourselves the following questions: Why are materials important in language instruction?
What do materials do in language instruction? Can we teach English without a textbook?
Should we design our own materials and focus on personalized materials rather than
textbooks?
It is true that in many cases we as teachers and our students rely heavily on textbooks,
and textbooks determine the components and methods of learning, that is, they control
the content, methods, and procedures of learning. Students learn what is presented in
the textbook, and the way the textbook presents material is the way students learn it.
The educational philosophy of the textbook will influence the class and the learning
process. Therefore, in many cases, materials are the center of instruction and one of the
most important influences on what goes on in the classroom.
Over the history of the ESL field, various methods have been proposed. Each method
has been replaced with a new one. Audiolingualism, functionalism, communicative
paradigms, and now the fad is "task-based syllabuses." In his critique of the task-based
syllabus Sheen (1994:127) points out, "Frequent paradigm shifts in the field of second
and foreign language teaching have not resulted in significant progress in language
learning." Since no method has been proven to be more effective than another, many
teachers have jumped on the "eclectic" bandwagon.
We know that the task-based syllabus offers an alternative to traditional linguistic
syllabuses. The former gives us the opportunity to help students develop their language
abilities naturally through communication and interaction with others. The main problem
with task-based syllabus lies with the design and implementation or how to put together
a series of tasks to form a coherent program.
3. Assignment - M&R
3 Paola Fabian Villagomez, Jenny Rodríguez Gonzales
After interviewing a number of students in our classes, we discover most of them know
what they want to achieve in the English course. The biggest problem is they don’t know
how to achieve fluency. Nevertheless, they trust their teacher’s style and materials. Our
students need a more communicative approach since their main goal is to be able to
communicate and have a great level of fluency. Most of our students are teenagers and
young adults. We both teach in language centers where students expect to achieve the
level of accuracy and fluency needed for competence in a foreign language.
The classroom environment is basically all the language exposure they received since
they live in a Spanish-speaking country. So what happens in the class is all they get.
We chose to create a unit for beginners because in our experience, they show lots of
motivation when starting studying the language but they also suffer from higher levels of
anxiety and frustration when not getting the expected results or making mistakes in the
process.
The procedure of developing materials while designing a syllabus usually goes through
three phases; classifying goals, selecting materials and sequencing materials.
An important advantage of self-produced materials is contextualization (Block, 1991). A
common criticism of commercial textbooks is that they are generic and not aimed at any
specific group of learners or any particular cultural context. As teachers, we concern
about our students’ individual needs. By taking more control over material production,
we can choose from a range of possibilities, including topics, situations, notions,
functions, skills, etc.
Our goal is to teach the lesson using the content syllabus and task-based syllabus.
We selected the topic: Countries and Nationalities which is a topic usually taught after
the introduction of the verb to be. Therefore, our targeted group of students have already
studied the verb be, using affirmative and negative sentences, asking yes/no and
information. They have also learned some vocabulary background such as different
topics: occupations, the alphabet, common and proper nouns, relationships vocabulary,
etc.
Although many different types of syllabuses have been brought forth in the past three
decades, currently, the traditional syllabuses (e.g., the grammatical syllabus and lexical
syllabus) have not been completely abandoned, and the later models (e.g., the content
syllabus and the task-based syllabus) have not been universally accepted. For example,
4. Assignment - M&R
4 Paola Fabian Villagomez, Jenny Rodríguez Gonzales
though one of the earliest type of syllabus, the grammatical syllabus continues to be
used in many parts of the world; and although the task-based is often said to be the latest
(newest) type of syllabus, it has been found to be incompatible with many educational
context and therefore has not been widely adopted (Richards, 2001; Ellis, 2003).
Along with the evolution of approaches to materials development, materials themselves
have evolved into much more complex objects. Many materials currently in use are no
longer a combination of a student’s book and a teacher’s book. Rather they consist of a
whole set of materials, including the student’s book, workbook, the teacher’s book,
cassettes, CD-ROMs, evaluation (test) book, the readers, etc.
The role of teachers is to help learners to learn. We have to follow the curriculum and
provide, make, or choose materials. We may adapt, supplement, and elaborate on those
materials and also monitor the progress and needs of the students and finally evaluate
students. Materials are not just tools; they represent the aims, values, and methods in
teaching a foreign language. Materials are the most powerful device in spreading new
methodological ideas and in shaping language teaching and learning practice. Materials
include textbooks, video and audio tapes, computer software, and visual aids. They
influence the content and the procedures of learning. The choice of deductive vs
inductive learning, the role of memorization, the use of creativity and problem solving,
production vs. reception, and the order in which materials are presented are all
influenced by the materials.
When working and developing our Unit kit, we tried to be careful when combining
different syllabuses and approaches. For instance; regarding content; the material has
correct, natural, recent, and Standard English. Since our students' vocabulary is limited
(beginners), the vocabulary in the unit is controlled or the materials provide information
to help students understand vocabulary that they may not be familiar with. For lower-
level students, grammar is also controlled.
The cultural information included in the Unit is correct and recent. It reflects background
cultures of English. It includes visual aids etc., to help students understand cultural
information.
Our content is useful, meaningful and interesting for students. While no single subject
will be of interest to all students, materials were chosen based, in part, on what students,
in general, are likely to find interesting and motivating. As a general rule, we agreed that
5. Assignment - M&R
5 Paola Fabian Villagomez, Jenny Rodríguez Gonzales
our materials should be slightly higher in their level of difficulty than the students' current
level of English proficiency. Materials at a slightly higher level of difficulty than the
students' current level of English proficiency allow them to learn new grammatical
structures and vocabulary. (For example; using the Simple present tense).
Our unit has clear instructional procedure and methods, that is, the teacher and students
are able to understand what is expected in each lesson and for each activity.
The unit has support for learning. This takes the form of vocabulary lists, exercises which
cover or expand on the content, visual aids, etc. Traditionally, language teaching
materials are made up mostly of text, with few, if any, visual aids. However, with the
development of technology, photos, visual materials and audio materials have become
very important components of language teaching materials.
Regarding instructions, we agreed that explicit instruction was the most effective among
our students. Therefore, we decided to include this method in our self-produced
materials. We tried to clearly outline what the goals are and we offer clear explanations
of the skills and structures we are presenting. For example; the verb be and nationalities.
After lots of discussion about the unit and topic chosen, we decided to use the top-down
approach in our activities; especially in the listening and reading activities. Using this
approach allows our students to use background information to predict the meaning of
language they are going to listen to or read. Some of our students were unable to predict
meaning based on context or using background information; since the information they
have is very limited, we offer other alternative. Combining both processes provide a
positive result in our classes. Being able to use the bottom-up activities helped our
students who were able to understand very few words or that simply don’t have enough
vocabulary. The ability of including both approaches in our activities determine the
success of the activity.
After evaluation the textbooks we usually use in class, we realized students don’t relate
to some topics they find on the activities. The cultural background sometimes differ from
topics included. We agreed that one key way to make learning meaningful and relevant
is to link pedagogical tasks to what students like and are familiar with. Our students also
found necessary to relate tasks to what students will be doing outside the classroom. We
6. Assignment - M&R
6 Paola Fabian Villagomez, Jenny Rodríguez Gonzales
included: interpersonal one on one communications, small groups interactions, class
discussions, role-plays, etc.
When choosing the trend of our materials we followed the following proverb: “I hear and
I forget. I see and I remember. I do and I understand”. (Confucious) Experiential learning
has been present in our classes since we can remember. Our approach has become
more communicative when using this trend. Students are cooperatively engaged in a
motivating task or project. Consequently, they are actively participating in the learning
process.
We tried to cover the three elements: reflection, support and transfer. We can find these
elements right from the beginning of the unit in lesson 01 starting with a preview.
Experiential learning begins with exposure, participation, internalization and finishes with
dissemination. The activities that follow this trend are: role-play, dramatizations, teaching
back, making a poster (countries), preparing a class presentation (nationalities),
interview each other, working on a cultural festival, etc.
The unit contains three lessons which cover the four skills. The unit is linked explicitly to
what our students already know and engage them into a new cultural journey led by new
vocabulary and social and cultural input. The materials provide situations where learners
need to interact with each other regularly in a manner that reflects the type of interactions
they will have outside the classroom.
Nunan (1988) refers to this as the “learning by doing philosophy” and suggests
procedures such as information gap and information transfer activities.
Language materials tend to focus on one particular skill in an unnatural way.
The skills students need to develop are evaluated in each activity included in the unit.
Using experiential approach helps our learners develop their skills in an implicit form. We
focus on role-plays, discussions, oral presentations, group work and group projects that
are considered in the assessment where they have to show their speaking skills using
structures and vocabulary learned and used in class.
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APPENDIX
BOOK: ENGLISH WORLD 01 (STUDENT’S BOOK)
UNIT 3: WHERE ARE YOU FROM?
LESSON 1: COUNTRIES AND NATIONALITIES
PREVIEW. REVIEW OF VERB BE. QUICK REVIEW.
VOCABULARY AND SPEAKING
A. Match the countries to the nationalities. Work in pairs and report your work.
1. Canada
2. China
3. Japan
4. Australia
5. Peru
6. The USA
7. The UK
8. France
9. Germany
10. Italy
a. American
b. Japanese
c. Italian
d. Canadian
e. Chinese
f. British
g. Australian
h. German
i. Peruvian
j. French
B. Recognize the flag and match to the country. (STUDENT’S BOOK)
Peru China Germany France Brazil The USA
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C. Personalize using the vocabulary. Work in pairs and talk about famous people.
Follow the example:
A: Hello! I’m Jenny and I’m from Peru. I’m Peruvian What about you?
B: Good afternoon. My name is Paola. I’m from Argentina. I’m Argentinian.
A: What about a famous person?
B: Neymar is a soccer player. He’s from Brazil. He’s Brazilian.
Report your work!
My classmate is Paola. She’s from Lima, Peru. She’s Peruvian.
She said: “Neymar is a soccer player and he’s from Brazil. He’s Brazilian.”
D. Identify the pictures. Do you recognize these places, food and people?
1 2 3 4 5
What is picture 01? It is the Eiffel Tower.
Where is the Eiffel Tower from? It is from France. It’s French.
Where are you from? / Where is it from? To ask about Nationality
Work in pairs and ask each other questions following the previous model.
Remember! You can ask questions using: WHAT or WHO about the picture.
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E. Read and listen to the conversation.
A: Hello. My name is Rachel.
B: Hi Rachel. I’m Joshua.
A: Nice to meet you Joshua.
B: Nice to meet you too, Rachel
Where are you from?
A: I’m from Canada. What about you?
B: I’m British.
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LESSON 02:
ARE YOU PERUVIAN?
A. Read and listen to the dialogue.
A: Good morning. What’s your name?
B: Hi. I’m Tom and you?
A: My name is Emma.
B: What’s your job, Emma?
A: I’m an architect and you?
B: I’m a lawyer.
A: Are you Peruvian?
B: No, I’m not. I’m Brazilian.
A: I’m Italian.
B. Work in pairs and personalize the dialogue.
C. Complete the sentences using the vocabulary learned in the unit.
1. Pablo is from _____________. He’s Italian.
2. Miluska ______________ Russia. She ____________________.
3. Erick _____________________. He’s ____________ Mexico.
4. Karen and Dean _______________________ Germany. They are
___________________.
D. Grammar. Verb BE review.
AFFIRMATIVE NEGATIVE
I am
You are
He/ She/ It is
We are
You are
They are
E. Writing. Write 3 sentences describing a friend. Follow the example.
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LESSON 03:
I’M FROM PERU
A. Pre-Reading activity:
B. Reading:
Friends Club
This Friends Club is for English learners friends around the world. Carla, John; Luisa;
Sonia, Mary, Paul and Luke are the members of the club. Carla is from Russia. She’s
nineteen years old. John is British. He’s fifteen years old. Luisa and Mary are twins from
Italy. They are sixteen years old. Sonia is from France. She’s twenty. Paul is Croatian.
He is eighteen. Luke is from Germany and he is seventeen years old. They meet every
year to enjoy their holidays.
1. Read the text and complete the chart.
NAME AGE COUNTRY NATIONALITY
Carla
John
Luisa
Sonia
Mary
Paul
Luisa
2. Write the questions ordering the words. Then, answer the questions according
to the according to the text in exercise 1
a) Sonia / France / is / from
Is Sonia from Russia? Yes, she is.
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b) German / is / Paul
_________________? __________.
c) The twins / France / are / From
_________________? __________.
d) Fifteen / Luke / old / is /years
_________________? __________.
e) Carla / Russian / is
_________________? __________.
f) Luisa / French / is
_________________? __________.
3. Circle the correct word.
a) Marcos is from Italian / Italy.
b) They are French / France.
c) Anna is from Turkish / Turkey.
d) Sofia is Greece / Greek.
e) Pepe, Julio and Pablo are from German / Germany.
4. Put the nationality adjectives into the correct groups. Look at the endings
-an -ese -ish Other
nationalities
5. Search in the dictionary more examples.
-an -ese -ish Other
nationalities
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ASSESSMENT:
Group work. Work in group and do some research on a country you like. Participate
on the “Cultural festival”. Describe things, places and people from the country you
chose.
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BOOK: ENGLISH WORLD 01 (TEACHER’S BOOK)
UNIT 3: WHERE ARE YOU FROM?
VOCABULARY AND SPEAKING
QUICK REVIEW
Quick Reviews begin each lesson in a fun, student centered way. They are short
activities which review previously taught language and are designed to last about five or
ten minutes.
This activity reviews the alphabet. Students write five words on their own, then work in
pairs and take turns to spell the words to each other. They should write their partner’s
words. Finally, students check their spelling is correct. Check any problem words with
the class.
Verb To Be – Review
Draw a plan of the class seating arrangements on the board and write in the students’
name as they introduce themselves to the class. Leave the plan on the board for students
to refer to during the lesson.
Remind students that Hi = Hello and point out that I’m fine. = I’m OK. You can also point
out that Hi is more informal than Hello.
Model the following examples:
Conversation 1
Student A: Hello, I’m Francesca. What’s your name?
Student B: Hello, my name is Charles.
Student A: Nice to meet you.
Student B: You too.
Conversation 2
Student A: Hi, Anna.
Student B: Hi Tomas. How are you?
Student A: I’m fine, thanks. And you?
Student B: I’m OK, thanks.
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LESSON 1:
COUNTRIES AND NATIONALITIES
Pre-teach nationality and elicit the plural form (nationalities).
Students do the exercises on their own or in pairs. Check the answers with the class by
writing the countries and nationalities on the board. Point out that nationalities often in in
-n, -an, -ian, -ish and -ese by underlining these endings on the board.
You can also point out that we usually describe people from Brazil, Colombia, Peru,
Argentina, etc. as South American, not American (which is only used to refer to people
from the USA)
B Pre-teach Countries. Focus students on the pictures (flags). Students do the exercise
on their own.
NATIONALITIES:
C Pre-teach Nationality and elicit the plural form (nationalities). Students do the activity
on their own or in pairs.
Check the answers with the class by writing the country is and nationalities on the board.
Highlight that nationalities often end in -n, -an, -ish and -ese by underlining these endings
on the board. We can also point that we usually describe people from Brazil, Colombia,
Peru, Argentina, etc. as South American, not American (which is only to refer to people
from the USA).
C Students listen and practice the countries and nationalities. Note that students should
say both together (Italy, Italian, etc.) Repeat the drill if necessary.
Students practice the conversations in pairs. Alternatively, students move around the
room and practice the conversation with other students
Point out that the same syllable is stressed in most nationalities (Brazil, Brazilian, etc.).
Extra idea: Ask the students to say which city, town or district they are from instead.
D Students do the activity in pairs, first they have to identify the pictures in the book and
then make questions following de example, using vocabulary and grammar.
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Check the students understand and encourage them. While they are working, monitor
and check students are doing the activity correctly.
E. Put students into pairs. Demonstrate the conversation with a few confident students.
Then students can practice this conversation.
Students take turns to ask each other where they are from and what nationality they are.
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LESSON 02:
Point out that we use capital letters for countries (Peru, Brazil, etc.). Also point out the in
the USA and the UK.
Note that the USA is also called the US, the States, the United States or America. Also
note that the UK refers to England, Scotland, Wales and Northern Ireland, and we can
say the UK or Britain. The term Great Britain refers to the Island that contains England,
Scotland and Wales, not the country.
HELP WITH LISTENING
Help with Listening sections in our book are designed to help students understand
natural spoken English. They focus on phonological aspects of spoken English which
make listening problematic for students.
This Help with Listening section introduces students to the concept of words stress about
Coutries and Nationalities.
A – B Put students into pairs. Demonstrate the conversation with a few confident
students. Then students can practice this conversation.
Students take turns to ask each other different questions about personal information,
including countries and nationalities.
C Focus students on the vocabulary. Students do the exercises on their own or in pairs.
Check answers with the class. Alternatively, do the exercise on the board with the hole
class.
D Students work on their own and complete the table with Verb To Be in the negative
form. Check the answers with the class. Point out that we can use also the contraction
form (You aren’t, He isn’t etc.).
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LESSON 03:
Pre-teach the word number. Students listen and repeat the numbers. Altrnatively, model
the words yourself and ask students to repeat chorally and individually.
Demonstrate the activity by saying diferent numbers and asking students to write them
down. Check thy have the correct answers. Students then do the exercise in pairs.
Write on the board Where are you from? I’m from (the UK). Drill the question with the
class, then practice the answers with individual students.
Read the text Friends Club, check the meanings of the new vocabulary that students don
not know using pictures, drawings, transalation, etc. Model and drill the words with the
class.
1. Check students understand the text. Point out the stress on countries and numbers.
Students do the activity on their own or in pairs, first they have to identify the name in
the text and then look for the answer, using numbers, countries and nationalities.
Check the students understand and encourage them. While they are working, monitor
and check students are doing the activity correctly.
2. Students answer the questions acording to the text, then compare answers in pairs.
Check answers with the class.
3. Students do the exercise on their own before comparing aswers in pairs. Check
answers with the class.
4 – 5 Students work on their own and complete the table. Students listen and notice the
stress sound. Elicit which countries and nationalities end in -an, -ese, -ish. Check the
answers with the class. While they are working, monitor and correct any writing mistakes
and pronunciation mistakes you hear.
Extra idea: Mark the stress sound on each country. Model and drill any new countries
with the class.
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CONCLUSION
Though there are five elements in language instruction, and learners should be the
center of instruction. However, materials often control the instruction, since teachers and
learners tend to rely heavily on them. Materials that are appropriate for a particular class
need to have an underlying instructional philosophy, approach, method and technique
which suit the students and their needs. They should have correct, natural, current and
standard English.
We tried to create a unit where our materials are more activity-based rather than lecture-
based. We focus on drawing our students into group and cooperative learning, as well
as providing individual growth. Our activities encourage our students to question, think,
react, reflect, and decide in ways to develop their critical thinking skills. We give our
students the opportunity to develop their abilities, individual aptitudes, multiple
intelligences and interests.
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BIBLIOGRAPHY
Allwright, R. L. (1990). What do we want teaching materials for? In R. Rossner and R.
Bolitho, (Eds.), Currents in language teaching. Oxford University Press.
D.J. Short (2006). Content Teaching and Learning and Language. Encyclopedia of
Language & Linguistics (Second
Edition), p101-105.
Yu-Li Chen (2008). A mixed-method study of EFL teachers’ Internet use in language
instruction. Teaching and
Teacher Education, 24(4), p1015-1028.