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The summaries are: 1) The teacher used real-world examples (realia) to focus on the grammar point of the simple past tense. The instructions were clear and the exercises helped students practice. While it is difficult to fully observe online classes, this lesson effectively taught the grammar point within a meaningful context. 2) The teacher presented the grammar points of conditionals and imaginary situations by just talking, without practicing or interacting with students. The lesson relied only on oral explanations and the whiteboard, which would likely bore students quickly without opportunities to practice.
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Lesson plan preterite tense second lesson, self differentiated
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Learning teaching chapter2 3
The document discusses potential problems in classroom management and language teaching. It addresses issues like not checking students' understanding of instructions, asking vague questions like "do you understand", having a fear of genuine feedback, lacking authority, focusing on the fastest students, and failing to create rapport. It emphasizes checking comprehension, being authentic, showing respect, developing empathy, and balancing work on language skills and systems.
Obs task 4 (1)
This document describes an observation task for students in an English teaching program to analyze teaching skills and strategies. It involves observing teacher presentations and recording what teachers do and what students do. Students are asked to identify key components of effective presentations. They also observe how teachers give instructions and manage student errors. The purpose is for students to become aware of effective teaching techniques for skills like classroom presence, voice quality, instruction delivery, and error correction.
1 a framework for task-based learning-willis
The document provides a detailed lesson plan for an upper-intermediate English class focusing on having students complete the task of reading, discussing, and summarizing a newspaper article. It outlines the aims, procedures, timing, materials, and evaluation for each stage of the task-based lesson. The teacher analyzed what went well, such as student engagement, but also identified areas for improvement like providing clearer instructions and incorporating more specific language practice activities. The teacher expressed interest in continuing to research and implement task-based learning approaches.
Reflective Cycle Nivel Primario
This document summarizes a teacher's reflections on three English classes taught to a group of 33 primary school students. The teacher found that using tools like a projector engaged students and made the classes more fun and interactive. Speaking only English in class, even when repeating instructions, helped students understand over time. Different learning strategies were needed to address the diversity of the group according to their ages. While classroom management was challenging with such a large group, the teacher gained experience in developing lesson plans and strategies.
Reflective cycle nivel primario
This document summarizes a teacher's reflections on three English classes taught to a group of 33 primary school students. The teacher found that using tools like a projector engaged students and made the classes more fun and interactive. Speaking only English in class, even when repeating instructions, helped students understand over time. Different learning strategies were needed to address the diversity of the group according to their ages. While classroom management was challenging with such a large group, the teacher gained experience in developing lesson plans and strategies.
Explaining grammar
Consultant Penny Ur provides advice on effectively explaining grammar to English language learners. She recommends keeping explanations simple, using examples over terminology, and spending less than five minutes explaining before moving to practice. Explanations should contrast with students' first language and include memorable examples for students to learn. Immediately after explaining, teachers should provide practice opportunities to help students apply the new grammar.
Valdez year 1 - secondary journal
This journal entry summarizes Ivón Valdez's lessons teaching English to 1st year secondary students in Spain. The lessons utilized the Communicative Approach and were organized through the Presentation-Practice-Production method. In Lesson 1, some students struggled to understand instructions in English despite gestures, so Spanish translations were needed. Students engaged well but were reluctant to speak aloud. Lesson 2 had few students due to weather so material was adapted. Students participated more confidently. Lesson 3 used metalinguistic feedback and pair work which helped students self-correct. Lesson 4 consolidated vocabulary through enjoyable games, though noise was an issue. Overall, students responded positively to communicative lessons and games.
1º Observation Report
This observation report summarizes a class taught by two teacher trainees, Rocio Belén Villoría and Amneris Denis Pereira, to a 4th grade English class of 15 students at Escuela No 6. The class was observed by Prof. Lis María Luján Ramos. The report provides feedback on various aspects of the trainees' teaching performance, including their leadership presence, classroom atmosphere, lesson pacing and structure, activity design and types, language instruction techniques, student participation, and areas for future improvement. Overall, the lesson is praised for its positive qualities while targeted suggestions are offered to help strengthen specific elements of the trainees' teaching practice.
John+field+presentation
The document proposes a process approach to teaching listening that focuses on the underlying skills and strategies involved in listening rather than just testing comprehension. It discusses 3 key aspects: 1) Understanding the challenges of the listening input. 2) Modeling the processes used by expert listeners. 3) Enabling learners to develop strategies to cope with unfamiliar language through focused practice of subskills. The goal is to train learners to become better listeners by practicing underlying skills rather than just testing comprehension.
Grammar for beginning learners
The document discusses principles for teaching grammar to beginning English language learners. It recommends keeping the learning load manageable by simplifying and oversimplifying grammar concepts. It also emphasizes recycling grammar points by reintroducing them in different contexts. Finally, it discusses using both inductive and deductive teaching methods, with a focus on inductive approaches that allow learners to discover grammar concepts themselves through exposure to examples and exercises rather than explicit explanations. The document then provides examples of different task and exercise types that can be used, including fill-in-the-blank, cloze procedure, word scrambles, and dictation/dictogloss activities.
Teaching Techniques
This document provides guidance for teaching techniques to use when teaching a foreign language to adults. Some key points include:
1. Use visuals and repetition to introduce new vocabulary in sets of three words. Have students repeatedly label objects.
2. Maintain control of the class as the teacher and do not assume students already know information. Keep the pace fast.
3. Incorporate role playing, body language, questioning techniques and combining methods to reinforce lessons in an engaging way for students.
1. A Student-Centered Contextualized Approach to Teaching Grammar
This document outlines a student-centered, contextualized approach to teaching grammar. It discusses using inductive and deductive methods, with a focus on the inductive approach of having students discover grammar rules themselves. Key principles for grammar teaching include efficiency, appropriacy, and presenting grammar in the context of form, meaning and use. Lesson stages of presentation, practice and production are described. Techniques for presenting grammar include pictures, realia, charts and short texts. Controlled practice and grammar games are suggested for engaging students in practicing new structures. The conclusion emphasizes providing opportunities for practice over lengthy explanations.
Lift off 3 teacher book
This document provides an overview of the Lift Off! 3 English language learning materials which are intended for use in Saudi Arabian intermediate schools. It describes the components of the program which include a student book, workbook, teacher book and audio CD. It explains the layout and contents of the student book including the 10 units and lessons. It also describes the contents and purpose of the workbook and teacher book, as well as some of the special features and characters used in the student book lessons. Finally, it provides examples of some optional games and activities that teachers can use to supplement the lessons.
FSI Bulgarian Basic Text (Part 1)
This document is a 1961 Bulgarian language textbook published by the Foreign Service Institute with support from the U.S. Department of Health, Education and Welfare. It contains 15 basic language units to teach beginner Bulgarian, covering greetings, meeting people, sightseeing, occupations, weather, lodging, transportation, shopping, and other everyday topics. The introduction explains that the course is designed for classroom use with a native Bulgarian speaker and accompanying audio tapes.
Learn Bulgarian - FSI Basic Course (Part 1)
Learn Bulgarian with this course from the Foreign Services Institute. Download the full course (with audio) at http://www.101languages.net/bulgarian/free-bulgarian-course
Total Physical Response (TPR)
Total Physical Response (TPR) is a language teaching method commmonly used in children and beginners of a language.
Slides;
- What is TPR?
- Approach:
a) Theory of Language.
b) Theory of Learning.
- Design
a) Objective
b) Syllabus
c) T&L Activities.
d) Teacher´s Roles.
e) Material's Roles.
- Procedure:
a) Nature & Characteristics of TPR.
b) Techniques.
c) Featured activity.
- Advantages & Disadvantages of TPR.
- References:
Authors: Miguel Luna, Ruben Romero, Daniela Mercado, Marian Rodriguez, & Lorena Duarte.
Content area writing
This document summarizes key chapters and concepts from the book "Content-Area Writing" by Harvey Daniels, Steven Zemelman and Nancy Steineke. It discusses 10 chapters that cover various writing strategies that can be used across content areas, such as quick writes, public writing projects, and writing for tests and assessments. Specific strategies summarized include writing breaks, exit slips, admit slips, brainstorming, clustering, mapping, written conversations, running a writing workshop, and teacher-student conferences. The document provides examples and explanations of how these different writing strategies can be implemented in the classroom.
Example of a CELTA lesson plan
This is an example of a lesson plan done during a CELTA course. For my reflections on the course, visit: http://celtaconfessions.wordpress.com/
My final speech
This document discusses the importance of using a student-centered approach to teaching grammar. It summarizes research that compared traditional teacher-centered grammar instruction to student-centered activities involving group work and role playing. Test results showed that the student-centered approach was more effective: 47% of students in the traditional group scored 6 or below on a grammar test, while only 29% scored 8 or below in the student-centered group. The document provides examples of student-centered activities and recommends reworking grammar exercises in textbooks to incorporate more communication, critical thinking, and student expression.
Similar to B4 task4 abdias gavilla (20)
1. A Student-Centered Contextualized Approach to Teaching Grammar
1. A Student-Centered Contextualized Approach to Teaching Grammar
More from Abdías GAvilla Hernandez
B4 task4.6.2 abdias gavilla
This document provides a summary of a trainee handbook for a teacher training program at Universidad Tecnologica del Sureste de Veracruz. The handbook includes general information on the aims of the training, requirements for trainees, course rules and structures. It describes face-to-face training sessions that will provide examples of how to develop teaching dossiers in six areas. The handbook manual and resources are designed to improve trainees' teaching methodology and strategies so they can enhance the quality of their own teaching.
B4 task4.6.1 abdias gavilla
going to test their culture -introduce
- Elicit from ss knowledge by looking at key
if they have an pictures of famous vocabulary.
idea what people, movies and -elicit
"Culture Vulture" cities from different opinions.
really means. cultures. -develop
- Paste pictures - Ss look at pictures cultural
on board and and tell names/info. awareness.
elicit names/info - Encourage use of -build
from ss. opinion expressions. confidence.
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B4 task4.6.3 abdias gavilla
This document provides a trainee handbook for teacher training at Universidad Tecnologica del Sureste de Veracruz. The handbook includes general information, course structure and timing, contents, and evaluation. It aims to guide trainees in developing teaching dossiers in six areas: language awareness, language and culture, language learning processes, language teaching, planning and evaluation, and self-assessment. The handbook outlines application requirements, rules, and strategies for face-to-face, blended, online, weekend, and compact courses lasting a total of 60 hours. It also provides templates, checklists and materials to support trainees' development and evaluation.
B4 task5 abdias gavilla
The document discusses using music in English language lessons to help students. It notes that music can help stabilize mental, physical, and emotional rhythms to attain deep concentration and focus. It also reflects on how certain types of music may improve concentration, memory, bring a sense of community, motivate learning, relax stressed students, and make learning more fun by helping students absorb material better. The author had ideas on how incorporating music could help develop their students' English class activities.
B4 task3 abdias gavilla
This document contains a classroom observation checklist form that evaluates various aspects of instruction including variety and pacing of instruction, organization, presentation skills, and instructor-student rapport. The form includes checkboxes and space for examples to rate the instructor's actions and behaviors in these different areas. It will be used to provide feedback on an observed class by having the reviewer check off observed behaviors and actions of the instructor.
B4 task2 abdias gavilla hernández
The document provides guidance for introducing peer lesson observations to teacher trainees. It discusses how to prepare trainees for observations, including focusing on agreed upon areas and being objective. It recommends observations last no more than 15 minutes. A feedback sheet is included to structure feedback, rating things like content, organization, interaction, and media use. The document advises feedback be accurate, positive, and effective while helping trainees improve. It allows for a second observation if needed to see improvements.
B4 task 1 abdías gavilla
Two different teaching styles are observed in two videos. One uses a traditional lecture style that is boring and teacher-centered. The other encourages more student participation by having them use new expressions, but could still improve by adding interaction strategies, drills, and functional objectives to make it more communicative and engaging for students. Overall, the document contrasts traditional teaching that lacks strategies for active learning with a more interactive style that could still be enhanced with specific techniques to better achieve communicative language learning goals.
B3 task5 abdias gavilla
This document discusses working with students with disabilities. The author believes working with students with disabilities is a challenging opportunity rather than something that makes them uncomfortable. They have gained strategies and ideas from the activities to address these issues. The author wants to know more about others' experiences with disabilities in their own context and exchange experiences face to face to improve their teaching.
B3 task3 abdias gavilla
This document lists symptoms of various disabilities and categorizes them. It describes symptoms such as talking excessively, difficulty remaining seated, impulsivity, being disorderly or orderly, using manual communication, magnifiers for reading, lacking social interactions, not following directions, careless mistakes, fixation on one's self, lack of social reciprocity, using Braille devices, mobility dependence, feeling phantom movements, articulation problems, problems with small print, focusing on lips, unusual writing, and repetitive behaviors. It then categorizes these symptoms as cognitive and learning disabilities, emotional/behavioral/social difficulties, communication/interaction difficulties, or sensory/physical difficulties.
B3 task2 abdias gavillaz
This document lists famous historical figures throughout history who had various disabilities or neurological disorders such as deafness, blindness, dyslexia, epilepsy, paralysis, and Asperger's syndrome. Some of the individuals mentioned include Ludwig van Beethoven, Helen Keller, Napoleon, Ray Charles, Stevie Wonder, Albert Einstein, Leonardo da Vinci, and Walt Disney. The document provides the names of these figures and the disabilities or disorders they had.
B3 task2 abdias gavilla
Students with disabilities present challenges for English teachers, as they must account for differences in language, as well as physical problems that impact learning. The author found it difficult but not impossible to help their students. By using visual aids like flashcards and signs, students with hearing problems were able to advance along with other students and fully participate in classroom activities. Special techniques allowed these students to achieve the same progress as their peers.
B3 task2 abdias gavilla
Students with disabilities present challenges for English teachers, as they must account for differences in language, as well as physical problems that affect learning. The author found it difficult but not impossible to help their students. By using visual aids like flashcards and signs, students with hearing problems were able to keep up with their classmates and do well in classroom activities. Special techniques allowed these students to advance along with others.
B3 task1 abdias gavilla
This document discusses famous and influential people throughout history who lived with various disabilities and conditions, but were still able to contribute greatly to society. It notes actors, politicians, writers, and others who overcame challenges posed by their disabilities. While they may not be deemed famous by traditional standards, millions of people worldwide also battle disabilities every day without recognition. The document expresses that people with disabilities have demonstrated an ability to face and accomplish daily tasks even better than others through developing alternative skills to overcome physical limits.
B3 task1 abdias gavilla
This document discusses famous and influential people throughout history who lived with various disabilities and conditions, but were still able to contribute greatly to society. It notes actors, politicians, writers, and others who overcame challenges posed by their disabilities. While they may not be deemed famous by traditional standards, millions of people worldwide also battle disabilities every day without recognition. The document expresses that people with disabilities have demonstrated an ability to face and accomplish daily tasks even better than others through developing alternative skills to overcome physical limits.
B2 a5 abdias_gavilla
This document contains an evaluation of a language teacher's skills and competencies. The evaluator checked boxes to indicate that the teacher is able to combine theoretical knowledge with practical teaching, acquire methodological skills, understand issues in modern language teaching, reflect on and analyze their own teaching to improve, try new approaches, learn from others, and work with others. The evaluator notes that the teacher effectively evaluated their own lessons and suggested improvements, and implemented creative ideas like a cooking project.
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This document contains an evaluation of a language teacher's skills and competencies. The evaluator checked boxes to indicate that the teacher is aware of concepts related to adult learning psychology and language acquisition theory, and integrates these areas into lesson planning. The evaluation also notes the teacher is able to incorporate students' previous experience, engage students in lively lessons, consider student needs and language levels, and anticipate and address potential issues. The original evaluation contained the same checked boxes and remarks, praising the teacher's structured lessons, self-evaluation, and ability to create a positive learning environment.
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This document contains evaluations of a language teacher's lesson planning and evaluation skills. The evaluator marks that the teacher is able to plan lessons according to curriculum and context, understand levels of language competence, and provide evidence of stating objectives and selecting appropriate activities. In a reflection, the teacher feels she only covered one exercise, but the evaluator disagrees, noting the lesson fit into a larger project and effectively reviewed previous material through real-life application. Overall, the project goal was achieved through applying existing knowledge, though it took a long time.
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B2 a1 abdias_gavilla
This document contains an evaluation of a language teacher's certification dossier and classroom performance. The evaluator found that:
1) The teacher demonstrated a strong command of language analysis tools and the ability to compare source and target languages.
2) Evidence in the certification dossier showed the teacher could use correct terminology, formulate clear objectives, analyze language structures, and address learner difficulties.
3) In the classroom, the teacher effectively used a variety of materials and tasks to teach a grammar lesson, while appropriately adjusting terminology for learners.
B2 a1 abdias_gavilla
This document contains an evaluation of a language teacher's certification dossier and classroom performance. The evaluator found that:
1) The teacher demonstrated a strong command of language analysis tools and the ability to compare source and target languages.
2) Evidence in the certification dossier showed the teacher could use correct terminology, formulate clear objectives, analyze language structures, and address learner difficulties.
3) In the classroom, the teacher effectively used a variety of materials and tasks to teach a grammar lesson, while making appropriate adjustments based on the learners.
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B4 task4 abdias gavilla
- 1. Task 4.4 ByAbdias Gavilla Hernández Sample 5: 1: all English lesson Lesson 3c- The Simple Past Tense – Basic English Grammar Takinginto a considerationthatthese clases are madeforstudentson line, itis a Little hardtostablishmost of thepointstheobserver has totakeintoaccount. However, in a general formwecouldconcludeitwasinteresting, theteacherusedrealia (functionpart of thelanguage) shefocusedonthegrammarpoint and itmadethestudentsfollowedeachinstructionsverywell. Tocertainextent I consideranexcellent idea to be usingthegrammarpoint in a context. It has tomuchtogiveanexcellentfeedback. Intructionswereverygood, topicwellpresented, exercisestopracticeexcellent. Toend I thinkitcould be observedwiththepreviouschecklist. Sample 4: 1: all English lesson English Grammar: Conditional&Imaginary – IF, WILL, WOULD, WERE Itwas a boringwaytopresentgrammar. Studentswouldgetboredverysoon. Itwasjustteachertalking time. He gavethecontext of thesentencesorally.hedidnottake time topractice. Thisclassisdifficultto be observedwith a checklist. No teacher-studentsinteraction, no colors, justmarker and whiteboard.