Class 6
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This document outlines 4 activities for an English language class. Activity 1 reviews the previous lesson and has students list environmental activities and their challenges. Activity 2 is a warm-up game where students draw pictures from unit 9 for their team to guess. Activity 3 has students describe items in their house to a partner. Activity 4 reviews food vocabulary, including countable and uncountable nouns, through exercises and a chart. The purpose is to practice these grammar points.
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This document outlines the agenda and activities for an English class. The agenda includes 5 activities: 1) Recalling previous learning, 2) Making money, 3) Subject questions, 4) Dynamic and stative meanings, and 5) Wrap-up. Each activity provides instructions and language functions for students to practice conversational skills like asking questions, describing problems, and locating objects in pictures. The goal is to engage students in practicing English.
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This document outlines the agenda and activities for an English class. The agenda includes recalling previous learning, a word chain warm-up activity, questions about grammar structures, a discussion of dynamic and stative verbs, and wrapping up. Each activity is described in 1-2 paragraphs explaining the purpose, instructions, and language functions used. The activities focus on describing objects in rooms, asking and answering questions using prepositions, practicing useful phrases, and describing objects in one's own house.
Class 5
This document contains the agenda and descriptions for activities in an English language class about food. The agenda includes recalling previous learning, a warm-up activity passing a ball and describing rooms, a quiz on prepositions, discussing ideal houses and favorite rooms, sorting foods into categories, countable and uncountable nouns, and exercises to wrap up the lesson. The activities focus on practicing vocabulary and language functions for describing objects, foods, rooms and ideal houses.
Chapter 2
This document discusses techniques for teaching listening and speaking skills to English language learners. It recommends focusing on meaningful language that is relevant to learners' lives. Activities should maintain learner interest through variety and avoid overloading them with new language. Comprehensible input and a stress-free classroom environment are important. Suggested activities include descriptions, questioning techniques, interviews, stories and role plays. A balanced program incorporates meaningful input and output, language focus, and fluency development.
capitulo 3 background to language teaching Por Karen Criollo
1. Assessment can be informal (observation and feedback) or formal (tests and exams with marks/grades). Different assessment types serve different purposes like placement, progress monitoring, or achievement evaluation.
2. Effective assessment tasks should reflect course content and teaching methods. Feedback is important to help students improve. Informal assessment is often best for young learners who learn through experience and communication.
3. The document lists and defines common assessment tasks like picture stories, drawing, role-plays, questionnaires, fill-in-the-blank, matching, and notes on student difficulties. The goal is to test various language skills and provide information to
Classroom management and learning style
1. The document discusses classroom management and different learning styles. It outlines the roles of teachers as planners, informers, managers, monitors, and more.
2. Various classroom activities are described, including different seating arrangements, grouping strategies, and providing feedback to students.
3. Learning characteristics like visual, auditory, kinesthetic, group vs individual learning are also covered. Resources on classroom management and teaching methodology are listed.
Types of lessons and lesson observations as instruments
This document discusses using lesson observations and reflections as tools for teacher professional development. It describes different types of traditional and non-traditional lessons and the roles of teachers and students in each. The document also discusses Kolb's experiential learning cycle and how reflective practice involves critically evaluating lessons to identify strengths and areas for improvement. Various methods of reflection are presented, such as keeping a learning diary, collecting student feedback, or having a colleague observe lessons. The value of lesson observations for learning from other teachers is also explored, with 10 different observation tasks described to focus observations, such as noting student participation levels or language practice opportunities.
Unit 3 food around the world
This document provides teaching materials for a lesson on food from around the world, including an introduction, learning objectives, preparation needed, and instructions for 6 activities. The lesson aims to introduce students to food vocabulary from different countries and cultures, discuss food preferences, and distinguish between countable and uncountable nouns.
Presentation Techniques.ppt
The document compares two presentation techniques: PPP (Presentation-Practice-Production) and TBL (Team-Based Learning). PPP involves the teacher first presenting new language in context, practicing it through controlled activities, and then having students use it communicatively. TBL gives students tasks to complete using course concepts, presents new language after students need it, and has students communicate throughout. Both approaches have benefits - PPP creates a low-risk environment for students to practice new language while TBL helps students understand the purpose of learning material and be student-centered. Examples of lessons using each technique are provided.
Presentation Techniques and practice act
The document compares two presentation techniques: PPP (Presentation-Practice-Production) and TBL (Team-Based Learning). PPP involves the teacher first presenting new language in context, practicing it through controlled activities, and then having students use it communicatively. TBL gives students a task to complete using the language, discusses needed language after, has students practice it, and presents language after students have used it. Both techniques have advantages - PPP creates a safe environment for low-risk practice, while TBL helps students understand why they are learning language by communicating throughout. Examples of each technique are provided.
Class management
This document outlines classroom routines, procedures, expectations, and behavior policies for a class. It details table leader responsibilities, restroom breaks, hallway behavior, homework expectations, snack policy, and supplies. It provides guidance on getting help from the teacher, telephone use, expectations of being prepared, respectful, and responsible. The behavior policy outlines class rules to follow directions, respect others and property, and be responsible. Consequences are explained from warnings to losing Friday fun time for incomplete work or misconduct.
Present
The document provides information on how to practice grammar and deal with grammar errors. It discusses focusing on accuracy, fluency and restructuring when practicing. It gives examples of sample lessons including oral drills to practice questions and an information gap activity. It also discusses types of errors, attitudes towards correction, and responding to errors. One approach presented is using students' errors in a worksheet to review cohesive devices.
MATH5_RATIO_2ND QUARTER_LP (Recovered)3-pdf.pdf
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dabiranfile_41bd0f3297b658001.pptx
Internship 4 involves interns designing and implementing a lesson plan as a group. The document describes one group's process of choosing a lesson from the 10th grade textbook on favorite foods, designing conceptual maps and lesson plans, and having their lesson plan evaluated. It includes sections on the lesson study process, reports from guidance sessions, and a self-evaluation and additions section. The intern summarizes that internship 4 focuses on group work to design, implement and evaluate a learning unit to give interns experience cooperating and becoming more professional teachers.
Catering for different_student_profile_eaquals 2014 (schmid-walton)
This document describes various tools used at EF schools to cater to different student profiles in single classrooms. It discusses needs assessments given to students before classes, placement tests, individual tutorials to set learning goals, English language guides for self-study, and a progress tracker for student speaking skills. Feedback from teachers and students found the tools helpful but that more training could improve their effectiveness, especially in guiding independent learning and student self-assessment.
Unit 9-Monitoring 2019.ppt
The document outlines best practices for classroom monitoring during lessons. It discusses defining monitoring, when and why teachers should monitor, and key verbs for different monitoring tasks. It provides examples of matching monitoring jobs to lesson stages and problem situations with suggested solutions. The document emphasizes the importance of clear instructions, checking understanding, encouraging participation, and addressing weaknesses to promote effective student learning.
Capac questioning december 2 2013
This document provides an agenda and notes from a professional development session on increasing student comprehension. The session covered questioning strategies like Bloom's taxonomy and QAR, the importance of classroom discussions, and constructing response questions. It also addressed using academic vocabulary and included templates for lesson planning around vocabulary and questioning. Participants were guided in applying the strategies to their own teaching by selecting passages and developing questions at various levels to use in future lessons.
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This document outlines the agenda and activities for an English language class about typical foods of El Salvador. The agenda includes 5 activities: 1) recalling previous learning by discussing last week's content, 2) a warm up activity where students give examples of typical Salvadoran foods, 3) a speaking activity where students discuss their favorite typical food, 4) practicing the lyrics of a song, and 5) wrapping up by again giving examples of typical Salvadoran foods. Each activity provides instructions and language functions for students to use such as asking about and describing foods, discussing the meaning of song lyrics, and recalling last week's lesson.
TEACOURSEFORTEACHERSof English language.pptx
This document outlines a training module on classroom management techniques for teachers. The module objectives include using language to talk about past regrets, giving advice on classroom management problems, monitoring learners effectively, and applying discipline techniques. The training covers different classroom interaction patterns, listening to teachers discuss challenges they faced, designing posters about management issues, and practicing the "wish" structure to express regret. Common mistakes in using this structure are also addressed. Videos demonstrate techniques for teaching pronunciation, such as using gestures and feeling throat movements. Trainees discuss which sounds are difficult for their students and how to increase awareness of sound production.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
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Class 6
- 2. Activity # 1: Recalling previous learning Purpose: To recall what you learned in the previous class. Instructions: 1. What did you learn in the last class? 4. Make a list of activities that would help the environment. 5. Explain reasons on how these ideas will help and why they are difficult ton implement.
- 3. Language and functions for Activity # 1 • In the last class, I learned… • Something difficult for me was…
- 4. Activity # 2: Warm-up Purpose: • To engage students in a new day of class. Instructions: 1. Split the class in two parts. 2. Each of the parts will choose one representative. 3. Using the unit 9 each representative will draw things from the unit. 4. The team that guesses the most of the pictures will be the winner.
- 5. Language functions for Activity # 2 Vocabulary from unit 9 • Shower • Mirror • Bathtub • Cushions • Etc.
- 6. Activity 3: Checking back. Purpose: to check on unit nine content. Instructions: • Make a list of things you have in your house and its location. • Talk to a partner and explai the information to your classmate. • Share the infomation with the rest of the class whithout notes.
- 7. Structures and functions Good afternoon everybody, today i will describe my house and some of the things in it. When you enter my house on the right had there is / there are… on the left hand you will find… at the botton of the house there is / there are… finally i can tell you that i love my house.
- 8. Activity # 3: Food Purpose: • To practice vocabulary using countable and uncountable nouns. Instructions: 1. Look at the pictures and label each of the groups according to the food found in it. 2. Add more examples for each of the food groups. 3. Using the food in the prev. exercise write down a list of them that u usually eat often and the one that you don’t. 4. Compare you list with your classmates’ lists.
- 9. Language functions for Activity # 3: Food 1.Food, vegetables and fruits examples. 2.What type of food do you eat often? 3.I eat_____ very often some times. 4. I hardly ever eat_______ What about you? Why do you like that type of food? Are you planning to change your diet?
- 10. Activity # 4: Practice Purpose: • To practice vocabulary using countable and uncountable nouns. Instructions: 1. Listen check and repeat some words related to food. 2. Check on countable and uncountable nouns. 3. Complete the chart with the food from the prev. exercise. 4. Work in the exercises in your workbook.
- 11. Language functions for Activity # 4: Practice 1.Food, vegetables and fruits examples. How much and how many. There is an eggplant. There are two potatoes.
- 12. • Some Countable and uncountable • Some is used with both countable and uncountable nouns: • Countable Nouns - 'Some people in my school like Jazz.' Uncountable Nouns - 'There was some snow here last winter.' • Positive sentences Some is used in positive sentences: 'I have some friends.' 'We bought some coffee.'