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This document provides an overview of a Spanish course, including the course description, content, grading, curriculum guidelines, learning strategies, teaching approach, assessment, class rules, parent-teacher communication, important information, and why study foreign languages. The course is designed to help students develop skills in reading, writing, and oral communication in Spanish, while also gaining appreciation and understanding of Hispanic culture through various activities and materials. Grades are determined based on participation, assessments, homework, exams, and projects. Communication between parents and teachers is encouraged via email.
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![¡Bienvenidos! Welcome! Señora Lisa Frantz (Profe) Email me: [email_address] 2010-2011](https://image.slidesharecdn.com/cdocumentsandsettingslisa-frantzmydocumentsspanish1beginningoftheyeardocscurriculumnightcurriculumnightfrantz-100909114449-phpapp02/85/C-documents-and-settings-lisa-frantz-my-documents-spanish-1-beginning-of-the-year-docs-curriculum-night-curriculumnight-frantz-1-320.jpg)
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This document provides an overview of a Spanish class at Etowah High School. It outlines the course content, which will include a review of grammar and vocabulary as well as exploration of Hispanic culture. It also details the grading policy, class rules, communication with parents/teachers, and important information about the National Spanish Exam. The document encourages students to take the exam and notes the registration deadlines and testing window. Finally, it lists several cognitive benefits of studying foreign languages.
RESEARCH PROJECT
This document outlines a research project that aims to compare English language teaching methods and results in primary schools in Spain and Poland. The project has several key objectives: 1) Understanding the current English education systems in both countries; 2) Comparing the education systems; 3) Discovering the most effective teaching methodology; 4) Finding reasons for differences in English proficiency levels.
To achieve these objectives, the project will involve questionnaires for English teachers and students, as well as interviews with company managers. It will analyze teaching methods, materials, and student/teacher preferences in Spain and Poland.
Leading bilingual programmes
1) The document discusses strategies for leading bilingual programmes, including providing curricular leadership, planning timelines, overseeing foreign language assistants, conducting lesson observations, and holding meetings. It emphasizes spreading motivation among colleagues, families, and students through dynamic lessons, communication, and creative resources.
2) Managing foreign language assistants is discussed, outlining how they can contribute linguistically and culturally in various classroom activities.
3) Addressing the needs of students with special educational needs is covered, including the connection between language and cognition, differentiated instruction, and ensuring bilingualism does not hinder development.
Syllabus first level
This document provides a syllabus for an English I course taught at Universidad Técnica del Norte in Ecuador. The course is designed to teach English communication skills to elementary (A2) students. Over the course of 6 months, students will complete 6 units covering topics like people, work, daily life, food, places, and family. Assessment will include unit tests, midterm and final exams, projects, and class activities evaluating listening, speaking, reading and writing skills. The goal is for students to develop basic communicative abilities in English.
4131 SY
This document provides information about the course CT4131 Language and Literacy in the Early Childhood Curriculum taught at Teachers College, Columbia University in the fall of 2008. The course is an introduction to early communication, language, and literacy development for children from infancy to age 4-5. It covers topics such as how young children learn to communicate, develop language skills, and learn early literacy. Assignments for the course include a child study and language development plan, an annotated bibliography of children's books, a letter on a social justice issue related to language or literacy, and reflections on telling stories to young children. The overall goal is for students to better understand language acquisition and apply this knowledge to developing curricula that
10101 MTWF SP13 SYLLABUS
1. This document outlines the syllabus for a beginning Spanish course at the University of Notre Dame during the spring 2013 semester.
2. The course will focus on developing listening, speaking, reading and writing skills in Spanish through cultural contexts using the textbook Nexos.
3. Assessment will include tests, quizzes, compositions, online homework, pronunciation and conversation assessments, participation, and a final exam. Attendance is mandatory and excessive absences can negatively impact grades.
6910 6911 seminar 1 aug 18 2014 (2)
This document outlines the syllabus and introductory seminar for a graduate course on literacy and language. The course focuses on applying literacy strategies, improving achievement for struggling readers, and developing coaching skills. It introduces assignments like creating a classroom context video and narrative, setting literacy teaching goals, and facilitating discussion on a choice textbook. Students are practicing teachers seeking qualifications in areas like reading specialist. The seminar covered course expectations, assignments, and began discussions to help students plan their literacy instruction, curriculum, and assessment goals for the semester.
8th-9th Grade Parent Presentation
1. The document provides information for students transitioning to high school, including an introduction to counselors, changes and challenges of high school, and how parents can help with the transition.
2. It describes a typical school day structure with 4 blocks of classes and a flex period, as well as required courses and elective options.
3. Parents are advised to stay involved by communicating with their child, monitoring school work and activities, and staying updated on school information sources like the counseling blog.
Methodology
This document provides an overview of topics related to teaching English as a foreign language (EFL) methodology. It discusses the place of English, varieties of English, describing learners, teachers, learning contexts, and managing mixed-ability classrooms. On varieties of English, it notes the differences in pronunciation, vocabulary and grammar across varieties like British English and American English. When describing learners, it outlines factors like aptitude, learning styles and strategies, individual variations, and motivation. The document emphasizes the importance of considering learners' levels, goals, and individual differences when teaching.
Language Teaching Methodology
English has become a global lingua franca used for international communication. It spread through colonialism, economics, travel, information exchange, and popular culture. Like other languages, English exists in many varieties defined by regions such as British English, American English, and Australian English. When teaching English, teachers must consider which variety to teach and expose students to different varieties at appropriate levels. Effective English language teaching requires understanding methodology, learner differences and styles, levels, motivation, the teacher's role, and learning contexts.
Case study Cristian and Laura..docx
The document describes a case study assignment for a course on teaching English as a foreign language. Students are given three cases involving different English teaching scenarios and are asked to analyze each case. They must indicate the approach, design, procedures and strategies they would use for each case based on factors like the students' ages, proficiency levels, and available resources. They are also asked to explain their choices. The cases involve teaching English to primary students in Colombia, secondary students in Colombia, and adult students in an English language center in Colombia. The assignment aims to help students develop skills in synthesis, analysis, decision-making and reflection.
Mythbusters of second language acquisition
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
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This document provides guidance for writing children's stories in Spanish. It instructs the writer to consider vocabulary from the unit, remember how to begin stories in Spanish using "Había una vez", and use the imperfect tense for descriptions and the preterit tense for single actions. It emphasizes limiting text, including vibrant pictures, and repeating information to engage child readers. Checklists are included to help writers ensure they have started correctly and used tenses appropriately.
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Taa lesson 21 ppt
Business occupations are projected to grow 8% through 2024, with increasing demand for accountants and auditors due to stronger financial regulations. The median annual wage for business and financial occupations was $64,790 in 2014. Some high-paying business occupations requiring a bachelor's degree include personal financial advisors with a median pay of $81,060, financial analysts at $78,620, and loan officers at $62,620.
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The document discusses the imperfect tense in Spanish. The imperfect tense is used to describe past actions without a clear beginning or end, or actions that happened repeatedly. It can also be used for descriptions and mentioning time/date/weather in the past. Some example uses are "Ana cantaba" (Ana was singing) and "Generalmente caminaban mucho" (Generally they would walk a lot). The document provides conjugations of common -ar, -er, -ir verbs as well as the irregular verbs ir, ser, and ver in the imperfect tense. It contrasts the imperfect with the preterite tense, noting the preterite is used for completed, one-time past actions.
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The document discusses a 10th grade TAA class. The word of the week is fairness, which means equal treatment without favoritism or discrimination. The class continued its career expo and discussed opportunities at the school to build skills for various careers. The counselor's corner warns students that colleges and employers check social media accounts, so to be mindful of online posts. Students participated in an activity called Expo Hunt to discuss career opportunities at their school.
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This document discusses demonstrative adjectives and pronouns in Spanish. It provides examples of the Spanish demonstrative adjectives este/a/os/as (this/these), ese/a/os/as (that/those), and aquel/la/los/las (that over there) and how they agree in number and gender with nouns. It also discusses the related demonstrative pronouns éste/ésa/éstos/éstas, ése/ésa/ésos/ésas, and aquél/aquélla/aquéllos/aquéllas, which are distinguished by an accent mark. The document provides examples of when to use ad
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This document provides information about careers in the healthcare field. It discusses the projected growth of healthcare occupations and expected addition of over 2 million new jobs by 2024. A variety of healthcare careers are then described, including the typical educational requirements and median wages as of 2014. These careers include athletic trainers, pharmacists, dental hygienists, dentists, chiropractors, paramedics, registered nurses, surgical technologists, home health aides, and medical assistants. The document encourages students to attend a upcoming Career Expo to learn about different jobs and make connections with potential employers.
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This document provides instructions for a "La Granja" mini-project in Spanish class. Students are asked to:
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The document discusses the present subjunctive tense in Spanish. It explains that the subjunctive is used to express doubt about the existence or reality of something. It provides examples of how the use of indefinite versus definite articles impacts whether the indicative or subjunctive mood is used. Specifically, indefinite articles imply doubt and require the subjunctive, while definite articles affirm existence and use the indicative. Certain verbs like "necesitar" and "buscar" also lend themselves to requiring the subjunctive.
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The document outlines class procedures for Spanish 2H and 3 at Etowah High School for the 2015-16 school year. It provides instructions on what students should do if they are late, need to use the restroom, or return from an absence. It also details policies on food, drinks, getting extra handouts, feeling unwell, and using phones/tablets in class. Students are expected to follow the outlined procedures to maintain an orderly learning environment.
Curriculumnight frantz
This document provides an overview of a Spanish course, including the course description, content, grading, curriculum guidelines, learning strategies, teaching approach, assessment, class rules, parent-teacher communication, important information, and why study foreign languages. The course is designed to help students develop skills in reading, writing, and oral communication in Spanish, while also gaining appreciation and understanding of Hispanic culture through various activities and materials. Grades are determined based on participation, assessments, homework, exams, and projects. Communication between parents and teachers is encouraged via email.
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C:\documents and settings\lisa.frantz\my documents\spanish 1\beginning of the year docs\curriculum night\curriculumnight frantz
- 1. ¡Bienvenidos! Welcome! Señora Lisa Frantz (Profe) Email me: [email_address] 2010-2011
- 10. What’s going on in Class?
- 12. ONWARD AND UPWARD! THANKS FOR COMING TONIGHT AND DON’T FORGET TO SIGN IN BEFORE YOU LEAVE.