This document provides an overview of the author's experience becoming and developing as an English teacher over 4 years. It discusses challenges they faced as a new teacher, including lack of confidence in English proficiency and classroom management. The author shares techniques they found useful, such as brainstorming, diagrams, and games. Advice is given to new teachers to continuously improve language skills and classroom practices through experimentation.
Here are some possible responses to discuss:
1. I would feel nervous and excited on the first day in a new school. I want to make new friends but I'm not sure who to talk to.
2. On the first day, I probably don't know what to do yet. The school rules and schedules are new to me.
3. To know where to go or who to ask if I have problems, I can ask the teacher, headmaster, or older students. The school map or brochure can also help me understand the school layout and facilities. I can also join school orientation to learn more.
4. I'm sure it will get better as I get used to the new school environment
This document provides a lesson plan for a virtual English class about families for 6th year primary students. The 4-week unit introduces and practices vocabulary related to family members and comparisons using adjectives. Week 1 focuses on new family vocabulary and a zoom class icebreaker. Week 2 reviews comparisons and students describe their own families. Week 3 covers superlatives and an listening activity. Week 4 has a group project comparing classmates' families and a review game.
This lesson plan aims to develop students' reading, speaking, listening, critical thinking and writing skills. Students will read a text about the 9/11 attacks and discuss it using past tenses. They will complete worksheets with comprehension questions during and after reading. The teacher anticipates students may be reluctant to participate and has backup plans, such as showing pictures and sharing their own 9/11 experience, to encourage discussion.
This document outlines a 4-week didactic unit for second year primary students focusing on the topic "My Day". Each week focuses on a different aspect: Week 1 introduces days of the week; Week 2 focuses on daily routine; Week 3 covers weekends and hobbies; Week 4 compares weekly and weekend routines through a poster activity. The unit includes 2 Zoom meetings, weekly activities uploaded to an online platform, and aims to develop students' English skills while having fun learning about their daily lives.
Lesson Plan 23/08/21- Muller Lilia - PDIII - PassLiliaMuller
- The document is a lesson plan submitted by a student teacher for a lesson on abilities in English.
- The 70 minute lesson aims to develop students' listening, writing, speaking and reading skills through activities reviewing vocabulary on abilities and describing personal abilities.
- Activities include a warm-up where students describe what they can and can't do, a listening activity where students complete a chart with information about speakers' abilities from a video, and a paired speaking activity where students interview each other about abilities.
This lesson plan aims to foster students' awareness of gender roles related to household chores. It includes activities to develop students' language skills while reflecting on stereotypes. The plan has five parts: 1) a warm-up on daily routines; 2) presenting a poem on chores and developing vocabulary; 3) watching ads and answering questions critically; 4) group discussions on fairness; and 5) a closing mime game to review chores. Scaffolding like gestures and videos support students at different levels while exploring everyday responsibilities in the home.
This unit focuses on having conversations where students talk about where they are from, their interests and personal information. It includes conversation starters of friends talking about where they're from. It also covers asking and answering personal questions to get to know each other better. The document provides guidance on building students' fluency in asking personal questions through modeling conversations and substitution drills. It includes a unit test to assess students' comprehension.
This document is a chapter from an English textbook for 9th grade students in Indonesia. It provides lessons on expressing and responding to certainty, doubt, requests for repetition, and expressions of surprise in English. The chapter contains sample dialogues demonstrating these language functions, as well as exercises for students to practice asking and showing certainty, expressing doubt, and requesting repetition in short conversational exchanges. It aims to develop students' communicative competence in English.
Here are some possible responses to discuss:
1. I would feel nervous and excited on the first day in a new school. I want to make new friends but I'm not sure who to talk to.
2. On the first day, I probably don't know what to do yet. The school rules and schedules are new to me.
3. To know where to go or who to ask if I have problems, I can ask the teacher, headmaster, or older students. The school map or brochure can also help me understand the school layout and facilities. I can also join school orientation to learn more.
4. I'm sure it will get better as I get used to the new school environment
This document provides a lesson plan for a virtual English class about families for 6th year primary students. The 4-week unit introduces and practices vocabulary related to family members and comparisons using adjectives. Week 1 focuses on new family vocabulary and a zoom class icebreaker. Week 2 reviews comparisons and students describe their own families. Week 3 covers superlatives and an listening activity. Week 4 has a group project comparing classmates' families and a review game.
This lesson plan aims to develop students' reading, speaking, listening, critical thinking and writing skills. Students will read a text about the 9/11 attacks and discuss it using past tenses. They will complete worksheets with comprehension questions during and after reading. The teacher anticipates students may be reluctant to participate and has backup plans, such as showing pictures and sharing their own 9/11 experience, to encourage discussion.
This document outlines a 4-week didactic unit for second year primary students focusing on the topic "My Day". Each week focuses on a different aspect: Week 1 introduces days of the week; Week 2 focuses on daily routine; Week 3 covers weekends and hobbies; Week 4 compares weekly and weekend routines through a poster activity. The unit includes 2 Zoom meetings, weekly activities uploaded to an online platform, and aims to develop students' English skills while having fun learning about their daily lives.
Lesson Plan 23/08/21- Muller Lilia - PDIII - PassLiliaMuller
- The document is a lesson plan submitted by a student teacher for a lesson on abilities in English.
- The 70 minute lesson aims to develop students' listening, writing, speaking and reading skills through activities reviewing vocabulary on abilities and describing personal abilities.
- Activities include a warm-up where students describe what they can and can't do, a listening activity where students complete a chart with information about speakers' abilities from a video, and a paired speaking activity where students interview each other about abilities.
This lesson plan aims to foster students' awareness of gender roles related to household chores. It includes activities to develop students' language skills while reflecting on stereotypes. The plan has five parts: 1) a warm-up on daily routines; 2) presenting a poem on chores and developing vocabulary; 3) watching ads and answering questions critically; 4) group discussions on fairness; and 5) a closing mime game to review chores. Scaffolding like gestures and videos support students at different levels while exploring everyday responsibilities in the home.
This unit focuses on having conversations where students talk about where they are from, their interests and personal information. It includes conversation starters of friends talking about where they're from. It also covers asking and answering personal questions to get to know each other better. The document provides guidance on building students' fluency in asking personal questions through modeling conversations and substitution drills. It includes a unit test to assess students' comprehension.
This document is a chapter from an English textbook for 9th grade students in Indonesia. It provides lessons on expressing and responding to certainty, doubt, requests for repetition, and expressions of surprise in English. The chapter contains sample dialogues demonstrating these language functions, as well as exercises for students to practice asking and showing certainty, expressing doubt, and requesting repetition in short conversational exchanges. It aims to develop students' communicative competence in English.
- The document is a lesson plan submitted by a student teacher for a 2nd year English class of 14 students focusing on the topic of sports.
- The lesson aims to develop the students' language skills while learning about the Olympic Games. It includes activities where students read about sports, match sports to pictures, and play a drawing game to practice "can" and "can't" sentences.
- The teacher uses slides, worksheets, and games to keep students engaged while reviewing vocabulary and scaffolding their understanding through questions, examples, and encouragement.
- The document is a lesson plan submitted by a student teacher for a virtual English lesson with 14 second year students focused on revising content from previous lessons.
- The plan includes reviewing vocabulary related to the Simpsons characters through pictures, completing sentences about the family tree, and forming a rule for the have/has got form.
- Scaffolding strategies like saying word initials, definitions, and examples are incorporated to support students. The plan aims to address learning objectives like evacuating doubts, revising forms and vocabulary, and developing language skills.
This document provides a lesson plan for a English class focusing on the topic of talented people. The 80 minute lesson will include warming students up with pictures of famous talented individuals, having students listen to and fill in a chart about the biographies of 4 talented people, reading and answering questions about a man who can create drawings in his sleep, practicing modal verbs of ability, and concluding by having students research and write about a talented person for homework. The lesson aims to develop students' speaking, listening, reading and writing skills through cooperative and communicative activities integrated with technology.
The document provides details of an English lesson plan for a 4th and 5th grade class. It includes the teaching objectives, which are to develop speaking, listening, and cooperative skills. The lesson involves playing a jobs vocabulary bingo game, watching a video about a talented older man, and having students discuss their opinions and complete comprehension questions. It outlines the procedures, materials, assessments and potential issues or solutions.
The document provides details of an English lesson plan for a 4th and 5th year class. The 80-minute lesson aims to develop students' speaking, listening, and writing skills. Students will play a game to review questions about famous people, listen to an audio about local business and charity, and design their own CVs. The lesson uses a communicative approach and incorporates various activities including matching vocabulary, correcting sentences, and putting a dialogue in order.
Lesson Plan 19/08/21 - Muller Lilia - PDIII - PassLiliaMuller
- The document provides a lesson plan for a 2nd year English class focusing on abilities.
- The plan includes aims, language focus on vocabulary and structures for expressing abilities, procedures for introduction, presentation and two activities, as well as transition comments between sections.
- The lesson concludes with a game to review abilities where students ask questions to identify partially covered photos of athletes.
- The document is a lesson plan for an English class focused on giving suggestions and advice about places to visit in London.
- It includes the aims, language focus, teaching approach, materials, activities, and assessment. The lesson begins with a warm-up reviewing advice phrases, teaches new suggestion structures, and concludes with students practicing giving recommendations to each other.
- The plan demonstrates consideration for student learning styles, inclusion of technology, and classroom management strategies.
Bs bahasa inggris kelas x semester 1 (11 april 2014)dodohQ
This document contains an English textbook used in Indonesian schools to teach English as a foreign language. It includes several chapters that focus on teaching language functions like talking about oneself, complimenting others, expressing intentions, and congratulating others. Each chapter provides vocabulary, pronunciation practice, reading comprehension activities and writing exercises to help students improve their English communication skills. The textbook is part of Indonesia's 2013 national curriculum to prepare students to use English in an increasingly globalized world.
The document provides details of an English lesson plan for 4th and 5th year secondary students. It includes the lesson objectives to develop students' speaking, reading, writing and listening skills related to jobs and interviews. The plan outlines warm-up, presentation and development activities including a dice game, reading interview, listening to a job interview recording and filling a chart, labeling parts of a job application letter, writing their own letter, and homework of completing a job advertisement conversation. The plan aims to integrate different skills while using a communicative approach and materials including audio, texts, posters and computers.
This document is a lesson plan for an English class focusing on unusual jobs and circuses. The 80-minute lesson involves a warm-up activity reviewing jobs vocabulary, presenting a reading on a flea circus manager, developing speaking and writing skills through discussion and answering questions about the reading, listening to descriptions of unusual jobs, and completing a homework assignment. The plan demonstrates integration of skills, includes aims, procedures, materials, potential issues and their solutions, and assessment. It received a high score of 8.5 out of 10 for its organization, coherence, learning aims, activities, teaching strategies and classroom management. The supervisor notes it is similar to previous plans and recommends more innovative activities.
The document contains a lesson plan for a 40-minute synchronous online lesson for elementary level English students. The lesson plan aims to review vocabulary for describing people and includes two games - "Guess Who" using descriptions of famous characters, and "Listen and Draw" where students draw characters using randomly selected vocabulary words. The plan outlines the opening, activities, and closing sections of the lesson, and describes how the teacher will engage students, provide feedback, and check understanding throughout the interactive online meeting.
Lesson Plan 27/08-21 - Muller Lilia - PDIII - PassLiliaMuller
- The document is a lesson plan submitted by a student teacher for a lesson on abilities in English. It includes the aims, language focus, procedures and activities for a 70 minute virtual lesson on Zoom.
- The lesson aims to develop students' reading, writing, speaking and listening skills through activities practicing describing abilities, family members and possessions. It includes a warm-up reviewing previous lessons, a presentation of new vocabulary, two paired activities and a game to review the lesson.
- The plan demonstrates coherence and sequencing of stages and activities. It provides scaffolding such as modeling, eliciting answers and feedback. The tutor's feedback praises the ideas and organization but notes some spelling errors and the need for lesson recordings.
This document provides details of an English lesson for 4th and 5th year secondary students in Argentina. The 80-minute lesson focuses on jobs and occupations. It includes revising adjectives and "would" questions, listening to an audio about different jobs, discussing skills needed for different professions, and completing a quiz to identify suitable future careers. The lesson aims to develop students' listening, speaking, and writing skills through interactive activities integrated various language skills.
The document is a lesson plan submitted by a student teacher for a 2nd year English class of 14 students at the elementary level. The 70-minute lesson aims to review vocabulary, grammar structures, and abilities seen in previous classes through various interactive activities and games. Students will evacuate doubts about homework, revise forms and vocabulary through pictures, fill in sentences from a short text, and play an ability recall game using a cartoon character as a prompt. The teacher provides scaffolding such as modeling, questions, and repetition to support student participation throughout the lesson.
This lesson plan aims to teach students about vegetarianism through reading comprehension activities and developing their own opinions. Students will read a text about the increasing popularity of vegetarianism in the UK and discuss the differences between vegetarians and vegans. They will complete true/false and vocabulary matching activities to check comprehension. Students will then read opinions about vegetarianism and mark whether they are for or against it. To conclude, students will write their own opinion on vegetarianism and some will share their opinions aloud. The plan incorporates a variety of activities to engage different learning styles and develops reading, writing, listening and critical thinking skills.
- The document is a lesson plan submitted by Lilia Muller for a lesson on different family types for an elementary level English class of 14 students.
- The 80 minute lesson aims to review family vocabulary, introduce different family types, and develop students' listening, writing, speaking and reading skills through slides, worksheets and group activities.
- Group activities include matching family types to pictures, completing sentences about Donald Trump's family, and asking/answering questions about each other's families.
This document summarizes a teacher's journal from their English lessons for maritime students over several months. It describes the lessons, which focus on vocabulary related to ship operations, anchoring, speeds, and dimensions. The teacher uses collaborative learning techniques like group work and helps anxious students. Students show improvement over time, able to understand tasks and each other better. The teacher is happy when students have fun with the language and help each other learn.
- The document is a lesson plan submitted by a student teacher for a lesson with 14 second-year elementary students.
- The lesson aims to review family vocabulary, physical appearance, clothes, and develop students' language skills.
- Activities include reviewing vocabulary through presentations, identifying common mistakes, and describing singers using target language in sentences with mistakes to find.
This curriculum is designed for intermediate Spanish students who can manage daily situations and understand main points of oral and written texts related to daily life. The curriculum aims to develop communicative skills through activities representing daily life using photos, audio, and role-plays. Key functional content includes speaking about the past, personality, places, opinions and relationships. Grammar covers verb tenses like past and future, imperative, periphrastic verbs and uses of ser, estar, saber and conocer.
В презентации вы найдете как работает технология на примере наших клиентов
Пора действовать и сделать геотаргетированную рекламу основным источником новых клиентов
- The document is a lesson plan submitted by a student teacher for a 2nd year English class of 14 students focusing on the topic of sports.
- The lesson aims to develop the students' language skills while learning about the Olympic Games. It includes activities where students read about sports, match sports to pictures, and play a drawing game to practice "can" and "can't" sentences.
- The teacher uses slides, worksheets, and games to keep students engaged while reviewing vocabulary and scaffolding their understanding through questions, examples, and encouragement.
- The document is a lesson plan submitted by a student teacher for a virtual English lesson with 14 second year students focused on revising content from previous lessons.
- The plan includes reviewing vocabulary related to the Simpsons characters through pictures, completing sentences about the family tree, and forming a rule for the have/has got form.
- Scaffolding strategies like saying word initials, definitions, and examples are incorporated to support students. The plan aims to address learning objectives like evacuating doubts, revising forms and vocabulary, and developing language skills.
This document provides a lesson plan for a English class focusing on the topic of talented people. The 80 minute lesson will include warming students up with pictures of famous talented individuals, having students listen to and fill in a chart about the biographies of 4 talented people, reading and answering questions about a man who can create drawings in his sleep, practicing modal verbs of ability, and concluding by having students research and write about a talented person for homework. The lesson aims to develop students' speaking, listening, reading and writing skills through cooperative and communicative activities integrated with technology.
The document provides details of an English lesson plan for a 4th and 5th grade class. It includes the teaching objectives, which are to develop speaking, listening, and cooperative skills. The lesson involves playing a jobs vocabulary bingo game, watching a video about a talented older man, and having students discuss their opinions and complete comprehension questions. It outlines the procedures, materials, assessments and potential issues or solutions.
The document provides details of an English lesson plan for a 4th and 5th year class. The 80-minute lesson aims to develop students' speaking, listening, and writing skills. Students will play a game to review questions about famous people, listen to an audio about local business and charity, and design their own CVs. The lesson uses a communicative approach and incorporates various activities including matching vocabulary, correcting sentences, and putting a dialogue in order.
Lesson Plan 19/08/21 - Muller Lilia - PDIII - PassLiliaMuller
- The document provides a lesson plan for a 2nd year English class focusing on abilities.
- The plan includes aims, language focus on vocabulary and structures for expressing abilities, procedures for introduction, presentation and two activities, as well as transition comments between sections.
- The lesson concludes with a game to review abilities where students ask questions to identify partially covered photos of athletes.
- The document is a lesson plan for an English class focused on giving suggestions and advice about places to visit in London.
- It includes the aims, language focus, teaching approach, materials, activities, and assessment. The lesson begins with a warm-up reviewing advice phrases, teaches new suggestion structures, and concludes with students practicing giving recommendations to each other.
- The plan demonstrates consideration for student learning styles, inclusion of technology, and classroom management strategies.
Bs bahasa inggris kelas x semester 1 (11 april 2014)dodohQ
This document contains an English textbook used in Indonesian schools to teach English as a foreign language. It includes several chapters that focus on teaching language functions like talking about oneself, complimenting others, expressing intentions, and congratulating others. Each chapter provides vocabulary, pronunciation practice, reading comprehension activities and writing exercises to help students improve their English communication skills. The textbook is part of Indonesia's 2013 national curriculum to prepare students to use English in an increasingly globalized world.
The document provides details of an English lesson plan for 4th and 5th year secondary students. It includes the lesson objectives to develop students' speaking, reading, writing and listening skills related to jobs and interviews. The plan outlines warm-up, presentation and development activities including a dice game, reading interview, listening to a job interview recording and filling a chart, labeling parts of a job application letter, writing their own letter, and homework of completing a job advertisement conversation. The plan aims to integrate different skills while using a communicative approach and materials including audio, texts, posters and computers.
This document is a lesson plan for an English class focusing on unusual jobs and circuses. The 80-minute lesson involves a warm-up activity reviewing jobs vocabulary, presenting a reading on a flea circus manager, developing speaking and writing skills through discussion and answering questions about the reading, listening to descriptions of unusual jobs, and completing a homework assignment. The plan demonstrates integration of skills, includes aims, procedures, materials, potential issues and their solutions, and assessment. It received a high score of 8.5 out of 10 for its organization, coherence, learning aims, activities, teaching strategies and classroom management. The supervisor notes it is similar to previous plans and recommends more innovative activities.
The document contains a lesson plan for a 40-minute synchronous online lesson for elementary level English students. The lesson plan aims to review vocabulary for describing people and includes two games - "Guess Who" using descriptions of famous characters, and "Listen and Draw" where students draw characters using randomly selected vocabulary words. The plan outlines the opening, activities, and closing sections of the lesson, and describes how the teacher will engage students, provide feedback, and check understanding throughout the interactive online meeting.
Lesson Plan 27/08-21 - Muller Lilia - PDIII - PassLiliaMuller
- The document is a lesson plan submitted by a student teacher for a lesson on abilities in English. It includes the aims, language focus, procedures and activities for a 70 minute virtual lesson on Zoom.
- The lesson aims to develop students' reading, writing, speaking and listening skills through activities practicing describing abilities, family members and possessions. It includes a warm-up reviewing previous lessons, a presentation of new vocabulary, two paired activities and a game to review the lesson.
- The plan demonstrates coherence and sequencing of stages and activities. It provides scaffolding such as modeling, eliciting answers and feedback. The tutor's feedback praises the ideas and organization but notes some spelling errors and the need for lesson recordings.
This document provides details of an English lesson for 4th and 5th year secondary students in Argentina. The 80-minute lesson focuses on jobs and occupations. It includes revising adjectives and "would" questions, listening to an audio about different jobs, discussing skills needed for different professions, and completing a quiz to identify suitable future careers. The lesson aims to develop students' listening, speaking, and writing skills through interactive activities integrated various language skills.
The document is a lesson plan submitted by a student teacher for a 2nd year English class of 14 students at the elementary level. The 70-minute lesson aims to review vocabulary, grammar structures, and abilities seen in previous classes through various interactive activities and games. Students will evacuate doubts about homework, revise forms and vocabulary through pictures, fill in sentences from a short text, and play an ability recall game using a cartoon character as a prompt. The teacher provides scaffolding such as modeling, questions, and repetition to support student participation throughout the lesson.
This lesson plan aims to teach students about vegetarianism through reading comprehension activities and developing their own opinions. Students will read a text about the increasing popularity of vegetarianism in the UK and discuss the differences between vegetarians and vegans. They will complete true/false and vocabulary matching activities to check comprehension. Students will then read opinions about vegetarianism and mark whether they are for or against it. To conclude, students will write their own opinion on vegetarianism and some will share their opinions aloud. The plan incorporates a variety of activities to engage different learning styles and develops reading, writing, listening and critical thinking skills.
- The document is a lesson plan submitted by Lilia Muller for a lesson on different family types for an elementary level English class of 14 students.
- The 80 minute lesson aims to review family vocabulary, introduce different family types, and develop students' listening, writing, speaking and reading skills through slides, worksheets and group activities.
- Group activities include matching family types to pictures, completing sentences about Donald Trump's family, and asking/answering questions about each other's families.
This document summarizes a teacher's journal from their English lessons for maritime students over several months. It describes the lessons, which focus on vocabulary related to ship operations, anchoring, speeds, and dimensions. The teacher uses collaborative learning techniques like group work and helps anxious students. Students show improvement over time, able to understand tasks and each other better. The teacher is happy when students have fun with the language and help each other learn.
- The document is a lesson plan submitted by a student teacher for a lesson with 14 second-year elementary students.
- The lesson aims to review family vocabulary, physical appearance, clothes, and develop students' language skills.
- Activities include reviewing vocabulary through presentations, identifying common mistakes, and describing singers using target language in sentences with mistakes to find.
This curriculum is designed for intermediate Spanish students who can manage daily situations and understand main points of oral and written texts related to daily life. The curriculum aims to develop communicative skills through activities representing daily life using photos, audio, and role-plays. Key functional content includes speaking about the past, personality, places, opinions and relationships. Grammar covers verb tenses like past and future, imperative, periphrastic verbs and uses of ser, estar, saber and conocer.
В презентации вы найдете как работает технология на примере наших клиентов
Пора действовать и сделать геотаргетированную рекламу основным источником новых клиентов
This document provides a grammar and vocabulary review for first term students. It includes exercises covering topics like joining sentences, verb forms, modals, phrasal verbs, word corrections, vocabulary like crimes and agreement/disagreement. Students are to complete the exercises by filling in missing words or rewriting sentences as directed for each question.
The document provides an assessment of how the Empower 2 Software system complies with the controls and requirements outlined in 21 CFR Part 11. It contains a table that lists each relevant section, requirement, and whether the system meets it. For the requirements it meets, it provides a brief explanation of how the system complies. The document shows the Empower 2 Software, when configured and used appropriately, can support an organization's compliance with 21 CFR Part 11 for electronic records and signatures.
English 3 work book, by m.c. enrique ruiz díazenriqueruizdiaz
English 3 - WorkBook, by M.C. Enrique Ruiz Díaz.
Obra de Inglés recomendable para el 3er. semestre de Bachillerato.
Presenta fundamentos y sus ejercicios correspondientes.
M.C. Enrique Ruiz Díaz.
Con título y cédula profesional 5632071 en la Maestría en Ciencias de la Computación.
Egresado del Instituto Tecnológico de Orizaba, Veracruz, México.
Cambridge exams are a key to career success. The document discusses the First Certificate in English (FCE) exam, which tests English communication skills at an intermediate level. Taking the FCE provides motivation for students and opportunities to gain an internationally recognized certificate to include in their portfolio. Universities accept FCE certificates, and the exam allows students to evaluate and improve their English language abilities. Obtaining the certificate can benefit career growth and immigration. The FCE assesses reading, writing, listening, speaking and use of English over five hours. It evaluates students' English skills at the B2 level on a grading scale. The document provides sample questions and preparation tips to help students succeed on the exam.
Knowledge Resources into the Learning Community EADTU
Gema Santos-Hermosa from UOC gave a presentation about Knowledge Resources into the Learning Community (Higher Education teachers & learners) as part of the online events by expert pool Knowledge Resources within EMPOWER.
This document contains an English practice test for level B2 (level 1) from ESB (former UCLAN). The test has 5 parts that assess use of English through gap fills, sentence completion, choosing the best meaning, and matching questions. It provides an answer key at the end to check responses. The test covers tenses, parts of speech, vocabulary, grammar structures and comprehending relationships between ideas.
The document discusses several international English language exams including Cambridge ESOL, BEC, IGCSE, ICE, and IELTS. It provides details on what each exam covers, their recognition by educational institutions and employers globally, and how they can benefit test-takers by demonstrating their English proficiency levels and opening doors to international opportunities in education and employment.
How to Read and Write Do you read and write Reading and writin.docxwellesleyterresa
How to Read and Write
Do you read and write? Reading and writing are important in this life as the water and the air. Also, we are living in develop era that era have social media, knowledge, and different cultures. The human who do not read and write, will not be able to understand the life like the human who do because they are ignorant. The most important reason of the ignorance is that, not able to read and do not know how to write, and how to contact with others. In addition, trying to contact with others is going to be hard by writing. I have a diploma from a college in my country, I had an experience when came to the United States with a host family, and Humboldt State University.
I have studied two years in a college in my country then I graduated, and I got diploma certificate that made me complete my education in a broad to get bachelor degree. My major was environment protection then I decided to study environmental engineering in Humboldt. There is in my country an office called admission agency, they helped me to get two acceptance the first one is for the International English Language Institute and the second one is for Humboldt State University, so they said to me Humboldt State University is the best place to get my bachelor degree. After that, I decided to study in Humboldt but first I had to learn English.
Before I travel to the United States, I went back to that office witch is admission agency to let the people who were working in there to send an email to the hast family and telling them we have a student wants to get a host family after that they agreed. After a few days I booked a flight to the United States when got Arcata Airport the hast family met me there. Next, I tried to speak to them but I could not so I shook my hands to let them know that I want my bags because I missed my flight from San Francisco Airport to Arcata. When I got the car they tried to speak to me and I did not understand so they thought I was scared but I speak just little bit English but the truth not.
Actually, I knew a few words for example water, food, bathroom, bedroom, and car. Those words is going to help me as you how studying in a broad is hard. After few days the host family realized that I do not speak English then they decided to use google translate to make me understand them, honestly they were using academic words that made me understand, sometimes they use slang words that made confused. After they had written words on a small card to improve my English and I took pictures of all these words then I translated them to my own language to know them. I spent one month learning these words because when I get school I can understand little bit what the teachers are going to say in the class.
At the first day started I was scared because I could not understand what the teacher was talking about. All my teachers decided to let me start from the beginning, they helped me to improve my English because it was hard ...
Gölge Çıtak Seferoğlu chose a career in ELT after graduating first in her department at Boğaziçi University. She was selected for a scholarship from the Ministry of Education to pursue graduate studies abroad. With limited resources and no internet, she applied to and was accepted into prestigious US universities like Columbia, Penn State, and Michigan. She completed two master's degrees and a PhD at Columbia Teachers College in just 5.5 years. After returning to Turkey, she worked at Middle East Technical University for 23 years in various leadership roles, including department chair, vice dean, and dean.
This portfolio summarizes Pilar Escalona Requena's English teaching practicum at Pan American College in Viña del Mar, Chile in 2009, including reflections on her observation, team teaching, and solo teaching stages. It provides details on the school, classroom, students, activities, and her experience teaching English to a level 1 class during this final step of her teaching career.
This document is Pilar Escalona Requena's final practicum portfolio from her English pedagogy program in 2009. [1] It includes reflections on her observation and team teaching stages, examples of lesson plans and materials used, and evaluations from her teacher, herself, and peers. [2] During her observation stage, she felt welcomed by the students but saw issues with lack of authority and discipline in the school. [3] In her team teaching, she created challenging activities that the students were able to complete, showing that they had been underestimated and not pushed to their full potential previously.
This portfolio summarizes Pilar Escalona Requena's English teaching practicum at Pan American College in Viña del Mar, Chile in 2009, including reflections on her observation, team teaching, and solo teaching stages. It provides details on the school, classroom, students, activities, and her evaluations of teaching experiences and lessons learned.
This portfolio summarizes Pilar Escalona Requena's English teaching practicum at Pan American College in Viña del Mar, Chile in 2009, including reflections on her observation, team teaching, and solo teaching stages. It provides details on the school, classroom, students, activities, and her evaluations of teaching experiences and lessons learned.
The document discusses creativity in the language classroom and activities that can be used with young English learners between the ages of 3-12. It describes characteristics of different age groups and focuses that should be used, including listening, speaking, reading, writing, vocabulary and grammar. A variety of activity ideas are provided such as sentence games, riddles, word puzzles, songs and chants, jokes and brain teasers, and games involving movement. The goal is to keep students engaged through fun and interactive activities that suit their developmental levels and interests.
The document discusses the benefits of learning a new language and provides listening exercises related to language learning. It also covers topics in education such as creativity in schools, influential educational theorists, and the future of higher education. Gap year students are discussed, including watching a report on British students spending a gap year abroad.
USING PUPPET TO HELP YEAR 3 PUPILS TO RESPOND IN ENGLISH ORALLYmonieytan
1. The researcher aims to help Year 3 pupils communicate in English by using puppets, as many pupils are unable to respond orally in English due to shyness and low confidence.
2. Research suggests that using puppets can boost pupils' brain activity and motivation to learn, encourage participation, and help develop communication skills. Puppets allow pupils to express themselves confidently.
3. The researcher plans to use puppets to generate learning conversations and practice speaking English daily. This is intended to help pupils overcome pronunciation issues, build self-esteem, and enhance their ability to interact and respond orally in English.
This document summarizes a research project about students' aversion to English classes at Dimitri Mendeleiev School. The project aims to determine why students dislike English and propose strategies to improve students' English level. It involved talking to students and parents to understand motivations and conducted English activities to demonstrate that the language can be easy and fun. The results showed that students changed their perspective on English after interactive classes that developed their four skills through games and stories. The project concluded English is important for future opportunities and helped motivate students to learn.
1) The document is a self-assessment by Andrea Alejandra Cantaroni of her third teaching practicum experience at Secondary School No 19.
2) She taught English to a group of 24 fourteen and fifteen year old students. She found them well-behaved and engaged in her lessons focusing on topics like cities, animals, and grammar.
3) Reflecting on the experience, she feels more prepared to teach adolescents after overcoming challenges like lesson planning and student motivation. The practicum helped develop her teaching skills and she looks forward to improving further.
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Cambridge final paper
1. CAMBRIDGE
SCHOOL OF LANGUAGES
Memories from an English Teacher
Final Paper presented as a requirement in order to obtain the
Diploma of Sufficiency in English
Written by: Rommel Patricio Maigua Sigcha
March, 2012
2. CONTENTS
ACKNOWLEDGEMENT
INTRODUCTION ........................................................................................................ 1
CHAPTER 1
AT THE UNIVERSITY ................................................................................................ 2
CHAPTER 2
FIRST STEPS AS AN ENGLISH TEACHER .............................................................. 3
ASPECTS I HAD TO DEAL WITH ............................................................................. 4
NERVIOUSISM OF THE FIRST DAY ........................................................................ 4
ENGLISH PROFICIENCY LACK OF CONFIDENCE ................................................. 4
CLASSROOM MANAGEMENT .................................................................................. 5
TEACHING METHODOLOGY ................................................................................... 6
TEACHING TECHNIQUES ........................................................................................ 7
BRAIN STORM .......................................................................................................... 8
DIAGRAMS ................................................................................................................ 9
FLASH CARDS .......................................................................................................... 9
DICTATION .............................................................................................................. 10
ORAL REPETITION ................................................................................................. 10
ROLE PLAY ............................................................................................................. 11
MEMORY GAME...................................................................................................... 11
CHAPTER 3
GROWING IN SELF CONFIDENCE ........................................................................ 12
EXPERIMENTING IN THE CLASSROOM ............................................................... 13
CHAPTER 4
4 YEARS OF EXPERIENCE .................................................................................... 13
ADVICE FOR NEW TEACHERS.............................................................................. 13
TO CONCLUDE ....................................................................................................... 14
REFERENCES ......................................................................................................... 15
i
3. ACKNOWLEDGEMENT
I would like to express my greatest gratitude to the people who have helped and
supported me throughout my Final Paper. I am grateful to Cambridge School of
Language for its continuous support for this written work, from initial advice and
contacts in the early stages of conceptual inception and through ongoing advice and
encouragement to this day.
I wish to thank my mother for her support and interest who inspired me and
encouraged me to go my own way, without her I would be unable to complete my
Final Paper. At last but not the least I want to thank my friends who appreciated me
for my work and motivated me and finally to God who made all the things possible
ii
4. INTRODUCTION
When we are in our childhood and our parents or relatives ask us this question:
What are you going to be when you grow up? Many answers come to our mind,
ideas like being a doctor, engineer or even an astronaut.
I remember I wanted to be a lawyer and every time I heard that question, I used
to answer proudly: “I’m going to be a lawyer”.
As the time goes on and our mind has many changes, the reality makes us open
our eyes, and then in the high school we realized that our objectives differ too much
from the ones we had had in our childhood.
When I was in the high school my first idea was to be a doctor, but by economical
stuff it was just a dream. After graduating from school my first job was as a sales
person. Then as I liked to interact with people I studied Marketing in the Instituto
Tecnológico Benito Juárez.
I worked as a sales person for 4 years but in a point in my life I realized it was not
for me so I looked for another job. I looked for a career to study at the college. Being
a doctor impossible no money and the class schedule did not fix with my needs.
A chemical engineer y did not like chemistry at school so it was not a good idea, a
dentist the only problem was the schedule and I needed a job during the morning. I
do not remember exactly how I went to Facultad de Filosofía in the Universidad
Central but I do remember is the first day when I was in class Miguel Agreda, a
Spanish Linguistics professor told us as a joke: “you are not here in order to be
models or flight attendants; you are here in order to be teachers”
Those words are always in my mind, and the ones that marked the beginning of
my new path.
This work has been made in order to share some of my experiences in the
beginnings of my career, some of the obstacles I had to go through, and the
development as a teacher. The techniques presented in this document are the ones
1
5. that have been used with my groups of students, they come from my personal
experience.
CHAPTER 1
AT THE UNIVERSITY
With no knowledge of English language I came into the university, I remember
having a placement test and the required grade was eight, in order to start the
studies from the first year otherwise the student that did not get the grade had to
take an updating level of three months and at the end of this course we had to take
other test.
Once we had reached the grade, we were in that time students of the Universidad
Central del Ecuador. With a limited knowledge of English I started learning little by
little, paying attention in every class, at that time all the structures, vocabulary and
sounds were new and strange. Grammar was no difficult, learning vocabulary it was
not a problem.
The hard issues in learning English were listening and speaking. To understand
the words of my teacher or a recording it was really hard.
In this point I want to make reference to Gosher, S. and Gosher, B. (2009) they
say: “You can practice your listening skills by listening carefully to a recorder TV
news broadcast or an interview on the radio” (pg. 2)
The following are words about how to improve the listening skills from Gear, J. and
Gear, R. (2006) they say:
The more you practice listening, the better listener you will become.
There are many ways in which you can practice your listening skills. If
you don´t have the opportunity to listen to native English speakers in
person, you can hear English spoken in movies, on TV, on the radio, or
on the Internet. (pg. 250)
2
6. When I was coursing the second year I was offered a job in a primary school as
an English teacher. My answer was no, because I felt I did not have enough
proficiency at my language skills. That year I studied hard, reading books, practicing
grammar, listening to music in English and watching videos captioned in English.
On the other hand, when I had to give a speech in front of the whole class, I used
to hesitate and being nervous. Speaking is a vital part especially if you are a teacher;
the following are words by Baker, J. and Westrup, H. (2003) about the reasons for
practicing speaking and state: “speaking activities can reinforce the learning of new
vocabulary, grammar or functional language. Speaking give students the chance to
use the language they are learning.” (pg. 6)
My confidence grew; I started to talk in English by myself, when I was travelling
by bus I used to name the objects as the bus was going down the street, when I was
watching a movie I repeated the characters dialogues or short phrases.
By the next year my knowledge of English had increased a lot. That year I was
offered a job again and that time I accepted.
CHAPTER 2
FIRST STEPS AS AN ENGLISH TEACHER
When I went for first time to my new job, I bought a brand new suit; it was gray
my favorite color, it fixed with a sky blue shirt and with a tie with both colors. I just
knew my classmate that was working there too.
The first class day had come and I had to introduce myself to my pupils,
motivated and with fresh ideas for teaching in my mind but without teaching
experience before of that, I began working with them.
Non - experienced but full of spirit a day came after the other, and the problems
began.
3
7. ASPECTS I HAD TO DEAL WITH
NERVIOUSISM OF THE FIRST DAY
It was my first day and I had to meet my students, the night before I had been
getting some ideas, for activities in order to deal with them, games such as Simon
says and hangman were the ones that were in my repertoire.
I started the class saying hello and they had to repeat their names in a kind of
chain, this activity took some minutes and at the end of the class we all were happy
and I realized that I did not have reasons for being worried.
The following classes the students wanted to play games only, they asked for
hangman and other kind of games I looked for, there was just a problem they had
fun but the content I expected them achieve they simply did not have.
I mean the games were not related with the structure we were studying. About
language games Miller, C. (2008) says: “using a language game in the classroom
can be difficult. One reason why educators don’t use them is because it is hard to
focus learning in a game […] Games are considered the desert, not the main meal in
the classroom.” (pg. 230)
Games in the classroom are good ways to get the students alive and interested in
the topic. Trying to adapt them with the content that is been studied could be
fantastic, and sometimes there would be contents adaptable and in other situations
simply there would not be that opportunity.
ENGLISH PROFICIENCY LACK OF CONFIDENCE
In my first year as a teacher I learned a thing; I learned that English teachers
must be sure of themselves. As a teacher is very important to be self confident and
learn that the fact we are teachers we do not have to know everything and every
word, because we are not walking dictionaries.
4
8. If a teacher is not sure of his/ her knowledge the students will notice this, and if
you lose the respect of the pupils you are done. Jagla, V. (2012) related to
confidence say: “Confidence is a significant issue related to the teacher’s use of
imagination and intuition in daily classroom activities” (pg. 77)
This point of view reflects my idea of lack of confidence, because self confidence
is a base for a good instructional program. When you think you are doing things
badly, actually you are doing things badly, because in your mind you are
predisposed for getting these results.
Being a teacher means have a plenty of ideas, for being a teacher you must have
imagination and put in practice the ideas that come to your mind.
As a teacher a well knowledge of grammar and pronunciation is vital, when you
work with children and you pronunciation is not the correct, your pupils will
pronounce badly.
In order to get confidence in your language skills practice with them, think in
English and if you do not know how a specifically word is pronounce do not be
worried about it just look for the pronunciation in the dictionary and your problem is
solved.
CLASSROOM MANAGEMENT
An important aspect is the teacher´s language knowledge, but another important
aspect is the motivation, the discipline and the respect that a teacher reflects through
himself by the students.
Marzano, R. (2003) says:
Effective teaching and learning cannot take place in a poorly managed
classroom. If students are disorderly and disrespectful, and no apparent
rules and procedures give behavior, chaos becomes the norm. In these
situations, both teachers and students suffer. Teachers struggle to teach,
and students most likely learn much less than they should. (pg. 1)
5
9. Classroom management has a big influence in the scholars, when the class is a
complete chaos, there is a lack of learning in the pupils, but if there is control during
the lesson students learn better.
To get the pupils engaged and motivated by learning the language is important
because when a person likes and enjoys learning, it becomes easier and funnier. A
way for getting our students engaged is through games. After a lesson they seem to
be bored a game is the right option in order to get the alive.
Playing a game is funny and as teachers and the classrooms gets noisy. The
discipline is an important aspect when everybody is playing. At the beginning you
can speak aloud and make them stop little by little, but at the end shouting them for
paying attention to you is a waste of time.
It is a good idea to set games routines it could be about the time that you allow
your students the game. Counting from one to ten could mean the game is over.
Clapping when you want they go back to their seats.
Respect to everyone, listening their ideas and save every idea from each one,
respect their differences and being worried about their problems could save many
headaches when you are teaching a lesson.
TEACHING METHODOLOGY
Many ways for teaching English are shared, different points of view and ways to
make easier the language for our learners, but we have to have clear what is a
method for Larsen, D. (2000) referring to a method says: “A method is a coherent set
of such links in the sense that there should be some theoretical or philosophical
compatibility among the links” (pg. 3).
A Teaching method is the group of ideas that rule a way of teaching, it leads our
practice in the classroom, and set the aims we want the scholars achieve. The
following is the method with great popularity nowadays. It is called the
communicative approach.
6
10. The aim of the language is being understood, a person can have a great
knowledge of grammatical rules, this is known as linguistic competence, but in a
communicative context the student must have the ability of transmit a message in
different situations, such as promising, inviting and declining invitations.
If students learn sentence structure or tenses only they are able to produce
sentences orally or written correctly, but depending on the context a sentence could
have different meanings and it could be misunderstood by the one that receives the
information.
In a communicative situation the most efficient communicator is not the one that
knows all the structures, is the one that code and decode proficiently a message. It
means that communicative competence grows up through interaction, this implies
that learners should be encouraged to interact using the language.
TEACHING TECHNIQUES
During the time of learning in the university, there are many things a college
student learns, but teaching techniques are not in the curriculum, at the time you are
coursing the third year teaching practice is common, you learn how to do a class
plan; following the instructions of a mentor you are assigned. In the practice is
common to follow the instructions from the teacher´s guide, and the techniques that
are immersed in that teaching program.
I learned some of those techniques by practicing them. But an amateur teacher
has to have in mind that those techniques could work well with a group and could be
wrong with other group of students.
It lays on the facilitator’s necessity of knowing about the social characteristics of
the group of learners, it means to have the knowledge about the school, community
and the materials available. In addition teachers have to know themselves, strengths
and weaknesses.
7
11. We have to understand, exactly what a technique is and Dhand, H. (2008) state:
“Techniques of teaching are the day to day activities which the teacher may design
for a particular lesson. They may include group discussions, projects, the use of a
textbook or field tripping” (pg. xiv)
In order to choose the right technique, teachers must have the objectives of the
lesson clear; they have to know the procedures for applying a technique.
The following are some useful techniques I have learned during this time as an
English teacher.
BRAIN STORM
Brain storm generates the participation from the students, is a way to getting
them active and engaged. I use this technique in order to activate previous
knowledge of a topic; it is also useful to save time, because if the students know the
vocabulary it is not necessary to spend time on teaching these words.
Dhand, H. (2008) related to brainstorming declare: “Brainstorming is a superior
technique for generating ideas. This technique is used for generating any and all
possible solutions to a problem” (pg. 13)
Brainstorming is also useful in order to accomplish a listening activity, I use this in
the classroom for making predictions from the title of the listening and the possible
things they could hear in the recording.
How to use brainstorming
1. Select a topic, it could be vocabulary such as fruit, sports, parts of the body,
with a superior level get the summary from a reading, the options are endless.
2. Write the topic you have chosen on the middle of the board in a circle or other
shape you like.
3. Draw lines as connectors from the topic word.
4. Ask students give their ideas.
8
12. 5. As an important fact you have to keep the discipline a way for doing this is let
talk the student that raises his/ her hand.
DIAGRAMS
Using diagrams in order to show the differences in use of a grammatical structure,
an example this graphs is the Venn diagram, which presents the differences and
similarities between objects of study. The use of this technique makes pupils to
recognize clearly the structures in example, differences between simple present and
present progressive.
The advantage from this technique is represents visually an important information.
How to use diagrams
1. Teachers have to have the objective for using a diagram.
2. Practice drawing diagrams with students for making them related to this kind
of technique.
3. Let students some minutes for analyzing the information presented on the
diagram.
4. Let them tell you the things they understood from the diagram.
5. Correct their answers and explain once more or the times you consider
necessary.
FLASH CARDS
Using flash cards in the classroom is a very popular technique; it could be used
when teaching vocabulary and pronunciation, you can make your students play with
the cards. Assign them making their own flashcards is a good way to save time.
How to use flashcards
1. Show the flashcard to the group of pupils.
2. Repeat the word and at the same time show the flash card, it permits the
student relate the pronunciation with the object.
9
13. 3. Repeat this activity, but this time show the flashcard and let the students to
pronounce the word.
4. If you want to use this as a game, past the picture faster.
5. In order to students practice writing you can use puzzles or other kid of
technique for connecting the word with the spelling.
DICTATION
This technique is used in order to develop listening and writing skills. Dictation
seems to be boring. In fact listening to the teacher or a recording could make the
scholars bored. On the other hand if the teacher sets this technique lively an active,
students will be exited with this kind of activity.
How to use dictation
1. You can use this with a listening or writing task you have developed in
previous lessons.
2. For listening you could let students hear a short dialogue, may be an
interview, conversation or other recorded material according to the level of the
students.
3. After the usual listening activities, ask the students to construct their own
dialogues, check their working and help with vocabulary and the corrections
they could need.
4. Now they have to work in pairs, students have to read each other the
dialogue.
5. They have to recall what his/ her partner said. Permit them to repeat as many
times as they want.
6. At the end they have to compare if their written work is similar to the original.
ORAL REPETITION
Oral repetition is also a very popular technique, let the student repeat out loud
allows them to practice the pronunciation and the development of listening skills.
10
14. How to use repetition
Repeating words for many times could be boring the following are steps that have
worked with different groups of students.
1. Show the content to the pupils, may be isolated words or phrases.
2. Repeat them faster, slowly, or imitate sounds of animals, monsters, etc.
3. If it is a paragraph, students could clap, or follow the rhythm hitting with their
feet on the floor.
4. Let them practicing in groups or pairs is a good way to set a climate without
stress or fear to making mistakes.
ROLE PLAY
Role play is a good way to practice speaking; it can be used with written
dialogues, or after watching a movie or story.
How to use a role play
1. After the students have watched a movie, listened to a dialogue or read a text,
put them into groups.
2. Assign each member of the group a character.
3. Provide them with the script of the dialogue, or part of movie.
4. Students have to memorize the dialogue and act out in front of the class.
5. If there is not enough time, you would prefer doing this as a class project; your
pupils could record themselves acting the dialogue or part of the movie.
MEMORY GAME
A memory game permits the scholars practice vocabulary they have learned, if you
do not have enough cards for the students, you could send as homework.
How to use memory game
1. Make pair or groups.
11
15. 2. Students have to set the cards upside down.
3. They have to turn the cards and look for the pair.
4. When they have found pairs they have to mime the action or meaning of the
card.
5. The winner is the student with the major number of cards.
The techniques showed above are the ones that have showed effectiveness in
the moment they were put in practice. Those techniques have been applied, and
have come from my personal experience.
The steps detailed have been the ways I have been using them in my daily
activity as English teacher.
CHAPTER 3
GROWING IN SELF CONFIDENCE
Through the years of practicing, planning and being with the students a teacher
grows in confidence. There is not too much hesitation at the moment of speaking,
classroom management is easier, organize the student into groups without wasting
too much time are some of the aspects that a teacher can manage with no difficulty
as during the first year of working.
At the moment that a teacher has been in many seminars of methodology,
techniques, planning and much more information shared in English, grows in
confidence; due to those seminars give the opportunity of sharing ideas, among
teachers.
Group development gives the chance of learning from other people with different
skills in many areas.
12
16. EXPERIMENTING IN THE CLASSROOM
Searching ideas, new trends and ways for teaching are now available in a click of
distance, surfing the web, looking for groups with the same interests is easier than
other years.
Materials, planning, are easier to download from thousands of web pages, putting
in practice those ideas in the classroom and make a register of things that worked
and things than need improvement is a way of continuous learning. An example of
web page with these characteristics is Shaping the Way We Teach English is an
example on this page you can find videos, materials, discussion forums to share
experiences.
CHAPTER 4
4 YEARS OF EXPERIENCE
After four years of working with children, there are few things to share, some
ideas and aspects very important that I wish somebody told me in those days as non
experienced teacher. Advices related to classroom management, motivation,
methodology, techniques, and other personal aspects that I had to learn on the go.
The next lines are some of the aspects I think could be helpful for new teachers.
Feel free on using the ones you think could work with you and your way of teaching.
ADVICE FOR NEW TEACHERS
There are some things you have to keep in mind:
1. Set the rules in the first day. - A good way for setting the rules is talking with
the students about the rewards and punishment for the actions they do.
Practice this rules for a period of time at the beginning, middle of end of the
class. Put on the walls posters made by them with pictures, collages or
different materials the children are very imaginative. Doing this saves you
from bad moments.
13
17. 2. Set routines. - It is a good idea to set routines when you are working in
groups or playing a game, routines save time and permits to use that time on
productive activities.
3. If you promise something do it.- When you make a promise you have to do it,
prizes or punishment you have to make it for real, if you do this pupils will
know you are not joking.
4. Check their homework and grade it. - Check homework every moment you
can do this and grade it, students will know their work is recognized and with
a good grade they feel they are doing well.
5. Keep contact with their parents.- Communication with their parents is a way to
get better results from the students that are limited in the language skills,
homework or behavior issues, it is a good way to control disruptive students.
TO CONCLUDE
1. Teaching English is a profession full of great aspects, working with people
and share with them a little about your knowledge is a prize that not all people
can have.
2. Being new in a profession could be hard, but nowadays we find information
and share ideas with colleges from all over the world.
3. Put in practice all the resources you find will help you to master in this
profession that is the most regarding of the world.
14
18. REFERENCES
Baker, J. and Westrup, H. (2003) Essential Speaking Skills. London, Great Britain:
VSO/Dandi Palmer
Benati, A. (2009) Japanese Language Teaching. A Communicative Approach. USA,
New York: Continuum.
Dhand, H. (2008).Techniques of Teaching. Darya Ganj, New Delhi: APH Publishing
Corporation.
Gear, J. and Gear, R. (2006). Cambridge Preparation for the TOEFL test. United
States: Cambridge University Press.
Gosher, S. and Gosher, B. (2009).X-kit The definite exam preparation kit. South
Africa: Pearson
Jagla, V. (2012). Teacher’s everyday use of imagination and intuition: In Pursuit of
the Elusive Imagine. New York, USA: State University of New York Press, Albany
Larsen, D. (2000). Techniques and Principles in Language Teaching. (2 ed) USA,
New York: OXFORD
Marzano, R. (2003). Classroom Management that works. United States: ASCD
Miller, C. (2008) Games Purpose and Potential in Education. United
States:Springeer
15