Blogger class 1
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This lesson plan aims to teach students how to discuss food orders in a restaurant setting. It includes activities like dividing students into teams to match words and pictures of food, practicing dialogues by working in pairs and creating their own, and reviewing useful expressions. The lesson also reviews food vocabulary and recaps what students learned, finding what was easy or difficult for them. The overall goal is for students to feel comfortable having a conversation about what to order at a restaurant.
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Ppt 2011
1) The document discusses an agenda for an ESL class on discussing food orders in a restaurant.
2) The purpose is to discuss what to eat and recall vocabulary about foods, appetizers, entrees, drinks and main dishes.
3) The agenda includes warming up with a vocabulary matching activity, practicing dialogues for taking food orders, and wrapping up with a discussion of what was learned.
Ppt2011
1) The document discusses an agenda for an ESL class on discussing food orders in a restaurant.
2) The purpose is to discuss what to eat and recall vocabulary about foods, appetizers, entrees, drinks and main dishes.
3) The agenda includes warming up with a food vocabulary matching activity, practicing dialogues for taking orders, and wrapping up with a discussion of what was learned.
Ppt 2011
1) The document discusses an agenda for an ESL class on discussing food orders in a restaurant.
2) The purpose is to discuss what to eat and recall vocabulary about foods, appetizers, entrees, drinks and main dishes.
3) The agenda includes warming up with a vocabulary matching activity, practicing dialogues for taking food orders, and wrapping up with a discussion of what was learned.
Lesson plan
The document discusses a lesson plan for teaching restaurant vocabulary. The purpose is to review foods, drinks, and other items found in a restaurant. Students will be divided into groups to match vocabulary words to pictures. They will then practice short dialogues by listening, repeating, and creating their own conversations ordering food and drinks. The lesson aims to practice useful expressions for restaurants and review what students learned through matching words and roleplaying customer-server interactions.
Ppt 2011 food
The document discusses an agenda for an English lesson about ordering food and drinks in a restaurant. The purpose is to discuss what to eat and recall food vocabulary. The lesson includes warm-up activities to review food and drink words, instructions for students to practice short dialogues ordering food in pairs, and a wrap-up discussion about what they learned.
Strategies To Study A Foreign Language
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Ppt 2011
1) The document discusses an agenda for an ESL class on discussing food orders in a restaurant.
2) The purpose is to discuss what to eat and recall vocabulary about foods, appetizers, entrees, drinks and main dishes.
3) The agenda includes warming up with a vocabulary matching activity, practicing dialogues for taking food orders, and wrapping up with a discussion of what was learned.
Ppt2011
1) The document discusses an agenda for an ESL class on discussing food orders in a restaurant.
2) The purpose is to discuss what to eat and recall vocabulary about foods, appetizers, entrees, drinks and main dishes.
3) The agenda includes warming up with a food vocabulary matching activity, practicing dialogues for taking orders, and wrapping up with a discussion of what was learned.
Ppt 2011
1) The document discusses an agenda for an ESL class on discussing food orders in a restaurant.
2) The purpose is to discuss what to eat and recall vocabulary about foods, appetizers, entrees, drinks and main dishes.
3) The agenda includes warming up with a vocabulary matching activity, practicing dialogues for taking food orders, and wrapping up with a discussion of what was learned.
Lesson plan
The document discusses a lesson plan for teaching restaurant vocabulary. The purpose is to review foods, drinks, and other items found in a restaurant. Students will be divided into groups to match vocabulary words to pictures. They will then practice short dialogues by listening, repeating, and creating their own conversations ordering food and drinks. The lesson aims to practice useful expressions for restaurants and review what students learned through matching words and roleplaying customer-server interactions.
Ppt 2011 food
The document discusses an agenda for an English lesson about ordering food and drinks in a restaurant. The purpose is to discuss what to eat and recall food vocabulary. The lesson includes warm-up activities to review food and drink words, instructions for students to practice short dialogues ordering food in pairs, and a wrap-up discussion about what they learned.
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The document provides 7 tips for effectively studying a foreign language: 1) Study everyday in 1-2 hour sessions. 2) Distribute study time between vocabulary, grammar, and practice. 3) Attend and participate in every class. 4) Make yourself comfortable in the classroom. 5) Learn grammar if you don't already know the structures. 6) Practice for tests in the areas that will be tested. 7) Develop a good attitude by setting goals and allowing yourself to make mistakes.
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The document provides guidance on how to take effective notes in different contexts. It recommends keeping an organized notebook in advisory class and bringing it to data chats. In classes, the key is to write down important information in your own words, using abbreviations and drawings if helpful. When reading, you should interact with the text by writing notes, asking questions, and connecting ideas. For math, the document advises writing down definitions, sample problems, and the process for solving problems, and keeping notes organized by date and topic. In social studies, Cornell Notes and outlines are common note taking methods.
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Today's class agenda includes a review of introducing presentations, the differences between internal and external presentations, and the main points of an introduction. Students will practice language focuses through exercises, give mini-presentations in groups, and begin outlining their midterm speech topics.
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The document provides instructions for several language tasks and strategies. It begins with communicative tasks like ordering food and discussing healthy diets. It then discusses the language focus of "how much and how many" and using the strategy of deduction. The final task is to determine who is the healthiest based on provided information.
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The document provides tips for making an effective presentation with clear organization, introduction, body, and conclusion. It recommends preparing a logical structure, clearly introducing ideas to be developed, developing ideas in paragraphs with distinct body language and connections, and concluding by summarizing the introduction and leaving time for discussion. Additional tips include sticking to the presentation plan, pausing deliberately, monitoring audience engagement, and enjoying oneself.
Ppt 2011
1) The document discusses an agenda for an ESL class on discussing food orders in a restaurant.
2) The purpose is to discuss what to eat and recall vocabulary about foods, appetizers, entrees, drinks and main dishes.
3) The agenda includes warming up with a vocabulary matching activity, practicing dialogues for taking food orders, and wrapping up with a discussion of what was learned.
Ppt 2011
1) The document discusses an agenda for an ESL class on discussing food orders in a restaurant.
2) The purpose is to discuss what to eat and recall vocabulary about foods, appetizers, entrees, drinks and main dishes.
3) The agenda includes warming up with a vocabulary matching activity, practicing dialogues for taking food orders, and wrapping up with a discussion of what was learned.
Ppt 2011
1) The document discusses an agenda for an ESL class on discussing food orders in a restaurant.
2) The purpose is to discuss what to eat and recall vocabulary about foods, appetizers, entrees, drinks and main dishes.
3) The agenda includes warming up with a food vocabulary matching activity, practicing dialogues for taking orders, and wrapping up with a discussion of what was learned.
26 de julio ppt(2)
The document discusses an agenda for a classroom activity about ordering food at a restaurant. The purpose is to discuss what to eat and recall food vocabulary. Students will warm up by matching food words to pictures. Then they will practice conversational dialogues ordering food and drinks in pairs. Example dialogues are provided covering common language functions used at a restaurant like placing an order, asking about choices, and requesting the check.
26 de julio ppt
The document discusses an agenda for a classroom activity about ordering food at a restaurant. The purpose is to discuss what to eat and recall food vocabulary. Students will warm up by matching food words to pictures. They will then practice short food ordering dialogs in pairs, using target language functions and structures like "Anything to drink?" and "I'll have...". The activity wraps up with students reflecting on what they learned and found easy or difficult.
26 de julio_ppt
The document discusses an agenda for a classroom activity about ordering food at a restaurant. The purpose is to discuss what to eat and recall food vocabulary. Students will warm up by matching food words to pictures. Then they will practice conversational dialogues ordering food and drinks in pairs. Example dialogues are provided covering common language functions used at a restaurant like placing an order, asking about choices, and requesting the check.
26 de julio ppt
The document provides an agenda for an English lesson in a restaurant. It includes reviewing food vocabulary, a warm up activity matching foods to pictures, a role play activity where students practice ordering food in a dialogue, and reviewing language functions and structures used for ordering. The lesson aims to discuss what to eat and recall prior learning about restaurant vocabulary.
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The document discusses techniques for developing English language listening and speaking skills. It outlines problems that make listening difficult, such as reduced forms and fast speech. It also explains why students struggle, including a lack of speaking practice. The document recommends exposing students to different information processing techniques and types of listening. It provides sample pre, during, and post listening activities. For speaking, it suggests giving students opportunities to practice using language freely in real-life scenarios and interactions. The goal is to develop students' communicative competence through activities like role-playing and discussion.
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The document provides instructions for several language tasks and strategies. It begins with communicative tasks like ordering food and discussing healthy diets. It then discusses the language focus of "how much and how many" and using the strategy of deduction. The final task is to determine who is the healthiest based on provided information.
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The document provides tips for being a super learner in a foreign language. It recommends using support books, dictionaries, and prior knowledge to look up vocabulary and understand new concepts. It also stresses the importance of speaking the target language as much as possible, being engaged during lessons, asking questions if confused, and applying what is learned to new topics. The document emphasizes being responsible by bringing all materials to class, reflective by understanding strengths and areas for improvement, and resourceful by participating fully and using various tools to enhance learning.
Revision tips english
The document provides various revision tips for students preparing for exams. It recommends creating a revision plan and sticking to a schedule that increases revision time as exams approach. Students should start revising early instead of cramming last minute. Taking regular breaks is also suggested to avoid burnout. The tips include organizing notes by subject, using memory techniques like mnemonics and flashcards, getting tested by others, and practicing past essays and short plans under timed conditions.
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The online English course consists of 70 hours of online study, 12 hours of teacher blogging and chatting, and 15 hours of presence-based classes to develop speaking skills. The course is divided into 3 modules covering grammar, topics, reviews, writing, and module tests. Students are advised to practice their English regularly, focus on all aspects of the language like grammar, pronunciation, vocabulary and skills, and stay motivated to improve their English abilities.
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This document provides an outline for a GCSE revision session taking place in June 2017. The session includes 6 activities to help students understand exam topics and develop effective revision strategies. Students will analyze exam extracts, consolidate language skills, review persuasive writing techniques, choose individual writing activities, discuss exam strategies, and create a personal revision plan. Useful revision tips and websites are also provided to support students in their preparation for the upcoming GCSE exams.
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This document provides tips for achieving a PTE 60 band score in reading, listening, speaking and writing. It lists contact information for test preparation centers in Adyar and Vadapalani. The tips include focusing on fluency in speaking, tracking time limits in reading, taking good notes in listening, and practicing summarizing and essay writing templates for the writing section. Regular practice of vocabulary, grammar, note-taking, and different topics is encouraged across the sections to improve skills and score.
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The document provides tips for preparation, individual presentations, group discussions, and listening to others during exams. For preparation, read the situation carefully, take notes, and organize ideas logically without writing everything down. When presenting individually, greet the audience, speak clearly and loudly, use complete sentences, make eye contact, and avoid reading a script. During group discussions, listen attentively, stay on topic, contribute without dominating, acknowledge others, and disagree politely. When listening to others, pay attention, take brief notes, avoid other tasks, and demonstrate interest through body language.
INDIVIDUAL INTERVENTION PLAN IIP
This document outlines an individual intervention plan for a student in English class. The student's main targets are to work harder in class and vary sentence structure. The plan identifies assessments and assignments, with notes on completion status. It recommends interventions like weekly homework practice, attending extra classes, and using online resources. The teacher messages asks the student to push themselves more, eliminate errors, and attend specific sessions to improve skills and review targets. The student and parent sign to agree to complete the suggested actions to achieve the target grade.
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The document provides tips for making an effective presentation with clear organization, introduction, body, and conclusion. It recommends preparing a logical structure and distinguishing the introduction, which presents ideas to be developed, from the body, which clearly develops those ideas using paragraphs, body language, and connecting ideas. The conclusion should go back to the introduction and leave time for discussion. Presenters should stick to their plan, pause deliberately, watch the audience, and enjoy themselves.
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The document provides tips for making an effective presentation with clear organization, introduction, body, and conclusion. It recommends preparing a logical structure, clearly introducing ideas to be developed, developing ideas in paragraphs with distinct body language and connections, and concluding by summarizing the introduction and leaving time for discussion. Additional tips include sticking to the presentation plan, pausing deliberately, monitoring audience engagement, and enjoying oneself.
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Ppt 2011
1) The document discusses an agenda for an ESL class on discussing food orders in a restaurant.
2) The purpose is to discuss what to eat and recall vocabulary about foods, appetizers, entrees, drinks and main dishes.
3) The agenda includes warming up with a vocabulary matching activity, practicing dialogues for taking food orders, and wrapping up with a discussion of what was learned.
Ppt 2011
1) The document discusses an agenda for an ESL class on discussing food orders in a restaurant.
2) The purpose is to discuss what to eat and recall vocabulary about foods, appetizers, entrees, drinks and main dishes.
3) The agenda includes warming up with a vocabulary matching activity, practicing dialogues for taking food orders, and wrapping up with a discussion of what was learned.
Ppt 2011
1) The document discusses an agenda for an ESL class on discussing food orders in a restaurant.
2) The purpose is to discuss what to eat and recall vocabulary about foods, appetizers, entrees, drinks and main dishes.
3) The agenda includes warming up with a food vocabulary matching activity, practicing dialogues for taking orders, and wrapping up with a discussion of what was learned.
26 de julio ppt(2)
The document discusses an agenda for a classroom activity about ordering food at a restaurant. The purpose is to discuss what to eat and recall food vocabulary. Students will warm up by matching food words to pictures. Then they will practice conversational dialogues ordering food and drinks in pairs. Example dialogues are provided covering common language functions used at a restaurant like placing an order, asking about choices, and requesting the check.
26 de julio ppt
The document discusses an agenda for a classroom activity about ordering food at a restaurant. The purpose is to discuss what to eat and recall food vocabulary. Students will warm up by matching food words to pictures. They will then practice short food ordering dialogs in pairs, using target language functions and structures like "Anything to drink?" and "I'll have...". The activity wraps up with students reflecting on what they learned and found easy or difficult.
26 de julio_ppt
The document discusses an agenda for a classroom activity about ordering food at a restaurant. The purpose is to discuss what to eat and recall food vocabulary. Students will warm up by matching food words to pictures. Then they will practice conversational dialogues ordering food and drinks in pairs. Example dialogues are provided covering common language functions used at a restaurant like placing an order, asking about choices, and requesting the check.
26 de julio ppt
The document provides an agenda for an English lesson in a restaurant. It includes reviewing food vocabulary, a warm up activity matching foods to pictures, a role play activity where students practice ordering food in a dialogue, and reviewing language functions and structures used for ordering. The lesson aims to discuss what to eat and recall prior learning about restaurant vocabulary.
SK2 / U.6 - Eating Well
This document outlines a unit on writing body paragraphs. It provides objectives, resources, and lessons to help students apply concepts for writing strong body paragraphs, including presenting arguments for both sides of an issue and using transitions. The unit consists of 4 lessons that involve reading, listening, speaking, and writing activities related to food and eating habits. Students are asked to analyze examples, draft their own body paragraphs, and participate in peer review.
Sentence
The document outlines lesson objectives and activities about sentence structure, pronunciation of vowel sounds /e/ and /i/, and vocabulary building. The lesson plan includes reviewing parts of speech, defining sentences and identifying fragments and run-on sentences. Students will practice differentiating words with /e/ and /i/ sounds through exercises and identifying these sounds in sentences. The lesson will evaluate students' understanding of words from a story and their ability to identify subjects, predicates, and sentence types.
Crossing the Language Barrier
This document provides tips for successfully learning a foreign language at the University of Houston. It discusses that language learning involves practicing four skills: reading, listening, writing and speaking. It emphasizes that regular practice is important for success. In the classroom, students can expect to interact frequently with instructors and classmates, make mistakes which are part of the learning process, and work often in groups. For studying, tips include making flashcards, keeping a vocabulary notebook, quizzing oneself and visiting language tutors. It stresses preparing gradually for tests and quizzes by reviewing material regularly.
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The document discusses techniques for developing English language listening and speaking skills. It outlines problems that make listening difficult, such as reduced forms and fast speech. It also explains why students struggle, including a lack of speaking practice. The document recommends exposing students to different information processing techniques and types of listening. It provides sample pre, during, and post listening activities. For speaking, it suggests giving students opportunities to practice using language freely in real-life scenarios and interactions. The goal is to develop students' communicative competence through activities like role-playing and discussion.
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