Classroom language
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The document provides examples of common phrases used for classroom instructions, asking questions, requesting assistance, and general social expressions in an English classroom. It includes directives for starting class, getting students' attention, asking who is absent, instructions for activities like turning to pages or checking answers, asking about meanings of words and spelling, requesting repeats or help from others, expressing apologies or congratulations, and responses like not knowing or remembering.
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Classroom management task for the blog
This document provides tasks for teachers to complete as part of a professional development workshop from June 16-26, 2014. The tasks include:
1) Describing a typical classroom situation in their country.
2) Considering statements about using the first language (L1) versus English in the classroom and scoring them on a scale of agreement.
3) Identifying variables that influence how much English is used in class and providing at least ten ways to encourage learners to speak English more.
“的”语法教案
The lesson plan outlines a 15 minute Chinese lesson for novice low level learners on using the particle "的" to indicate possession. It includes introducing the character, practicing forming sentences with example phrases like "你的笔" (your pen), and an activity where students retrieve pens from a lost and found box by saying whose item it is.
From hero to zero
This document outlines an English language program that aims to help students use English correctly in their daily lives. The program will cover why English is important to learn, how to learn English effectively, what topics students will learn, and how to overcome difficulties in learning the language. It emphasizes learning English to achieve future success and broaden one's knowledge, as many fields of science are only available in English.
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Group description kg
The classroom had 20 five-year-old students, most familiar with the school and English, but some new students struggled with the language. An autistic boy in the class disrupted lessons and had trouble concentrating, requiring an extra teacher to work with him. While this presented challenges, the group was generally nice and hard-working, and the teacher enjoyed the experience.
Group description kg
The classroom had 20 five-year-old students, most familiar with the school and English, but some new students spoke no English and knew fewer primary colors. An autistic boy required interruptions and free work days, with a special teacher to help him learn alongside other students. Overall, the group worked hard with few problems and provided a nice teaching experience.
My first experience at school n°4 (penzu)
The first day at School N°4 went well. The teacher, Romina, showed the teacher assistants around and introduced them to the students and staff. During a break, some students asked Romina in English about who the assistants were. The assistants were impressed by how well the students understood and translated. The first class went smoothly, with the students singing a welcome song. Romina gave the assistants an important role to make the students feel special. The class focused on children's rights in a way that engaged the students through activities and discussions. The teacher motivated all students to participate and corrected mistakes gently to help students learn without feeling bad. For homework, students wrote sentences about their rights using the subject's blog.
Easy ways of improving students’ speaking ability
The document provides guidance for teachers to improve students' speaking ability in English. It recommends that teachers use English for all classroom communication, teach common classroom expressions to students, correct mistakes politely without criticism, and challenge students to use English. By creating a linguistic environment where students can frequently practice speaking English, their competence and confidence will improve.
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Classroom management task for the blog
This document provides tasks for teachers to complete as part of a professional development workshop from June 16-26, 2014. The tasks include:
1) Describing a typical classroom situation in their country.
2) Considering statements about using the first language (L1) versus English in the classroom and scoring them on a scale of agreement.
3) Identifying variables that influence how much English is used in class and providing at least ten ways to encourage learners to speak English more.
“的”语法教案
The lesson plan outlines a 15 minute Chinese lesson for novice low level learners on using the particle "的" to indicate possession. It includes introducing the character, practicing forming sentences with example phrases like "你的笔" (your pen), and an activity where students retrieve pens from a lost and found box by saying whose item it is.
From hero to zero
This document outlines an English language program that aims to help students use English correctly in their daily lives. The program will cover why English is important to learn, how to learn English effectively, what topics students will learn, and how to overcome difficulties in learning the language. It emphasizes learning English to achieve future success and broaden one's knowledge, as many fields of science are only available in English.
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Group description kg
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Group description kg
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The first day at School N°4 went well. The teacher, Romina, showed the teacher assistants around and introduced them to the students and staff. During a break, some students asked Romina in English about who the assistants were. The assistants were impressed by how well the students understood and translated. The first class went smoothly, with the students singing a welcome song. Romina gave the assistants an important role to make the students feel special. The class focused on children's rights in a way that engaged the students through activities and discussions. The teacher motivated all students to participate and corrected mistakes gently to help students learn without feeling bad. For homework, students wrote sentences about their rights using the subject's blog.
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The document provides guidance for teachers to improve students' speaking ability in English. It recommends that teachers use English for all classroom communication, teach common classroom expressions to students, correct mistakes politely without criticism, and challenge students to use English. By creating a linguistic environment where students can frequently practice speaking English, their competence and confidence will improve.
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This document provides instructional language frames for teachers to use in an English classroom. It includes phrases for beginning a lesson like greeting students and reviewing previous material. It also includes language for taking attendance, introducing topics, asking and answering questions, using teaching aids, and ending a lesson by summarizing and assigning homework. The purpose is to provide teachers with common English phrases to facilitate classroom instruction and activities.
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Purpose: To teach a 45-minute beginner level lesson on basic Pinyin for general interests.
The lesson covered: (1) Initial pinyin and simple vowel pinyin, emphasizing the difference between the two; teaching methods included associating pinyin with similar English words. (2) Homework of memorizing the provided Pinyin table and reciting the pronunciations.
The summary noted challenges English speakers face with pronunciation, the need to encourage students and vary activities to prevent boredom, and plans to further explore differences between pronunciation systems at the next class.
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Unit 4 Reading Class 10
The document describes a special education class taught by Pham Thu Thuy for 25 disabled children in Vietnam. Some students are deaf, mute, or mentally retarded. At first, many parents opposed the class, but more children enrolled as they saw Thuy's efforts to help. Her teaching is time-consuming - she uses demonstrations like opening and closing her fingers to teach math concepts. The class gives the children a chance to learn and feel proud of their progress.
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Workshops on this accelerated learning system are also available.
The difficulties that students face to speak English
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The document is a presentation about the difficulties students face in speaking English. It introduces the topic and presenter, then discusses how English has become an important international language but students in Bangladesh have difficulties speaking it outside the classroom. It identifies problems like listening, vocabulary, pronunciation and confidence. It provides suggestions on how to overcome these problems such as practicing listening daily, learning phrases, vocabulary and pronunciation techniques. The conclusion states the classroom can be effective for learning speaking skills if it includes regular speaking activities to build confidence.Español 1 unidad 2 rss
This document provides information about completing reflective assignments after attending Spanish language sessions. It outlines 7 items that must be included in the reflection: 1) date and time attended, 2) teacher/presenter, 3) what was covered/learned including notes, 4) any remaining questions, 5) what to work on/improve, 6) how the student plans to improve, and 7) how the teacher can help. The reflection assignment allows students to reflect on and get credit for their Spanish language study sessions.
Formal Letter on English Background
The document is a letter from Chew Ai Wen explaining her English language background and qualifications for a position as an Assistant Language Teacher in Japan. She grew up trilingual in English, Malay, and Chinese in Malaysia, where English is acknowledged as a second language. She was exposed to Western cultures through the internet and prefers speaking English. She obtained a Bachelor's Degree in Education with a major in Teaching English as a Second Language. Her English skills have always been strong, and she has experience teaching English as a substitute teacher and at a tuition center.
Lesson Plan 19/08/21 - Muller Lilia - PDIII - Pass
- 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.
Draw Me a Picture - Pronunciation Aids for Visual Learners
TESL Canada 2015 Presentation:
What is the difference between Written and Spoken English? How colors can bridge reading to pronunciation? What does the Roadmap for learning to speak English look like and how is English similar to other languages? See the answers to all of these questions and more in this radical approach to teaching/learning speaking.
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- The 80 minute lesson includes warm up activities reviewing family vocabulary, a presentation introducing new vocabulary for describing physical appearance, two worksheet activities for students to practice the new vocabulary, and a game for students to describe famous singers.
- Scaffolding strategies such as modeling, encouraging participation, and clarification of instructions are incorporated throughout the lesson.
Lesson Plan
This lesson plan aims to help students identify the correct structure of different types of sentences to avoid confusion. The teacher will introduce herself and write 3 example sentences on the board with differences for students to identify. Students will then discuss the characteristics of each type without being told the titles. They will then work in teams to create a short story using the 3 sentence types and identify how many of each were used. Finally, students will complete an exercise to evaluate their understanding of the differences between simple, compound, and complex sentences. The teacher will provide further explanation if needed based on the answers.
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Draw Me a Picture - Pronunciation Aids for Visual Learners
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This document outlines common phrases used in classroom language by teachers and students. It is divided into sections covering the start and end of lessons, taking attendance, getting students' attention, giving commands and instructions, checking understanding, encouraging students, setting homework, and students communicating with each other and the teacher. Examples are provided for greetings, taking roll, asking students to be quiet, explaining activities, correcting work, assigning tasks, and more.
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The document discusses the language used in classroom instruction and interaction. It is divided into sections on opening, main activities, and ending. The main functions of classroom language are organizing, interrogating, explaining, and interacting. Interrogating involves eliciting information from students through questions. Explaining is used to provide information or corrections. Interacting maintains social relations and expresses attitudes. Classroom language can take the form of commands, requests, or suggestions. Successful delivery depends on proper use of pronunciation. Sample dialogues are provided for various classroom situations like taking attendance, distributing materials, reading, and setting homework.
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This document provides an overview of strategies for developing classroom language skills in young English language learners. It discusses the importance of using English consistently in the classroom from greetings to instructions. Specific language is suggested for greetings, taking attendance, starting and ending lessons, and giving everyday instructions. Developing social skills like behavior, feelings, hygiene and sharing are also addressed. The document emphasizes using gestures, visuals and the students' first language for support. Listening and movement activities are recommended to actively involve students and promote language acquisition in a fun, engaging way.
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The document discusses strategies for teaching English to young learners in the classroom. It recommends using simple language and focusing on everyday instructions when first teaching English. Activities like Total Physical Response exercises are suggested, where students listen and do actions based on instructions. Developing social skills is also emphasized through lessons on topics like feelings, behavior, and hygiene. The document provides examples of classroom language to use for greetings, organizing students, and ending lessons.
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The document describes a special education class taught by Pham Thu Thuy for 25 disabled children in Vietnam. Some students are deaf, mute, or mentally retarded. Initially most parents opposed the class, believing their children could not learn. Over time more students attended as their parents saw Thuy's efforts to help. Her teaching methods are time-consuming, such as using hand gestures to demonstrate math concepts. The class gives disabled children the opportunity to learn reading, writing, and other skills.
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The document discusses the language used in classroom instruction and interaction. It is divided into three parts: opening, main activity, and ending. The main functions of classroom language are organizing, interrogating, explaining, and interacting. Examples are provided for types of language used to greet students, take attendance, give instructions, ask and answer questions, explain concepts, and assign homework. The purpose is to examine the different expressions and language functions involved in managing a classroom and lesson.
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The document provides guidance on effectively starting and finishing English lessons. It discusses greeting students, taking attendance, collecting homework, and choosing appropriate language to use during these lesson stages. Examples are given of language to use for different parts of the lesson, from greetings to assigning homework to saying goodbye. The document emphasizes using English in the classroom to compensate for students' limited exposure to the language outside of class, as suggested by the National English Program in Basic Education.
After lesson narrative huarte
Students were engaged in the lesson, though initially struggled to understand instructions in English. With translation to Spanish, the lesson went smoothly. Not all planned activities could be completed due to lack of prepared electronic devices. Feedback from an observer helped identify areas for improvement like using the board more and checking on students at the back. The partner's lesson was creative and engaging, though some students were briefly distracted until redirected. Working as a team in the classroom was challenging at first but obstacles were overcome.
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This document contains various quotes and sayings about health and nutrition. It provides insights such as that good health allows for hope, happiness, and clear thinking. It also notes that health, not money, is true wealth. Additionally, it suggests that diet impacts well-being, as one's health and personality are influenced by their food choices.
Modals in the past
This document discusses various English modal verbs and how they are used to express different levels of possibility, certainty, obligation and absence of obligation in the past and present. It provides examples of modal verbs like "can", "could", "must", "should" and "didn't have to" and explains how they are used to talk about possibility, certainty that something did or did not happen, when someone did not do the right thing, and that something was impossible in the near or distant past.
Planning a trip to melbourne
Melbourne is located in the state of Victoria in southeastern Australia. The document outlines the steps to plan a trip to Melbourne, including making hotel and flight reservations from Madrid to Melbourne via Dubai, packing clothes for summer weather, and buying Australian dollars. Specific details are provided on flight information from Barcelona airport and costs of around 900-1000 euros. Suggestions are made for accommodation from luxury hotels to hostels costing from 150 to 42 Australian dollars per night. Recommended activities include the Great Ocean Road tour and hop-on hop-off bus, as well as sights like the Royal Botanic Gardens and 12 Apostles.
Future tenses
The document discusses four verb tenses used to talk about the future: 1) Present Simple for scheduled events, 2) Present Continuous for fixed plans, 3) "Be going to" for predictions based on evidence and intentions/plans made before speaking, 4) "Will" for general predictions and immediate decisions. It provides examples of how each tense is used to discuss future events or intentions.
Present perfect simple
The document discusses the present perfect simple tense in English. It outlines three main uses: 1) for actions that began in the past and continue in the present, 2) when talking about experience up to the present, and 3) with time expressions like "since" and "for". It also explains the differences between using "been" and "gone", where "been" implies returning and "gone" implies being at the location currently. Finally, it notes the differences between the present perfect and past simple tenses.
Present perfect simple cont
This document discusses the differences between the present perfect and present perfect continuous tenses. It provides examples of sentences using each tense and identifies which tense is better or more likely in each case. Generally, the present perfect is used for completed actions while the present perfect continuous is used for ongoing or repetitive actions that started in the past and continue in the present.
Past simple and past continuous
The document discusses the past simple and past continuous tenses in English. It provides examples of how each is formed and the main uses of each tense. The past simple is used for completed actions, while the past continuous is used for ongoing or repeated actions happening at the same time. Certain verbs like state of being, possession, senses, feelings and brain work are usually only used in the past simple, not past continuous. Time expressions are also provided to demonstrate when each tense would be used.
Get used to be used to used to
The document discusses the differences between the phrases "get used to", "be used to", and "used to". It explains that "get used to" takes a verb-ing form and means to become accustomed to something. "Be used to" takes a noun or verb-ing and means to be accustomed to something. "Used to" takes an infinitive verb and refers to past habits or regular actions.
Present simple and present continuous presentation
The document discusses the present simple and present continuous tenses. It covers the present simple tense, present continuous tense, and compares how to use both tenses.
quantity words
The document discusses different quantifiers used with countable and uncountable nouns in English. It provides examples of quantifiers like "a/an", "some", "any", "many", "much", "a lot of", "a few", and "a little" being used with singular and plural countable nouns as well as uncountable nouns. It also separates countable and uncountable nouns into two categories for comparison.
The pursuit of happyness
The Pursuit of Happyness is a 2006 biographical drama film directed by Gabriele Muccino, based on the true story of Chris Gardner, a medical device salesman and concerned father played by Will Smith. The film follows Gardner as he struggles with homelessness while trying to gain a foothold in the stock brokerage industry in 1981 San Francisco, with the support of his son, played by Jaden Smith. The film was a box office success and received several award nominations.
Countries, nationalities and languages
The document discusses how to form nationalities from countries and provides examples. It introduces suffixes like -ian, -ean, -an, -ese, -er, -ic, and -ish that are commonly used to describe nationalities. A reading passage is about a 13-year-old girl named Marie who is from France but whose parents are from Morocco. She speaks French and Arabic at home and is learning French, English, and Spanish at school. The document provides practice questions with the reading and answers about nationalities.
Suffixes
This document defines and provides examples of common suffixes used to form nouns, verbs, and adjectives in the English language. It discusses noun suffixes like -er, -ee, -(t)ion, -ist, -al, -ness, -ment, -hood, and -(i)ty. It also examines adjective suffixes such as -able/-ible, -acious/-icious, -al, -an/-ian, -ant/-ent, -ary, -ed, -en, -ern, -escent, -ful, -ic/-ical, -ing, -ish, -ive, -less, -ly, -oid, -ose, -ous, -some, -worthy
Review of verb tenses
The document contains a collection of short sentences describing various everyday situations, events, and conversations. Various tenses are used including past, present, future, perfect and continuous tenses. The sentences cover topics like family activities, work, school, plans, promises and expectations about the future.
Relative clauses
This document discusses relative clauses and relative pronouns. It defines relative clauses as providing extra information that can either define or provide unnecessary details. Defining relative clauses identify or classify nouns and are essential to the meaning, while non-defining clauses provide interesting but unnecessary details. It explains the different relative pronouns such as who, which, that, where, whose and when they are used. The document also discusses that defining clauses can replace who or which with that, but non-defining clauses cannot use that and certain pronouns like where and whose cannot be replaced or omitted.
Future time
The document discusses four verb tenses used to talk about the future in English: the present simple, present continuous, "be going to", and "will". It provides examples of when each tense is used, such as using the present simple to talk about scheduled events, present continuous to talk about fixed plans, "be going to" for predictions and intentions, and "will" for general predictions and immediate decisions.
Place prepositions
The document provides directions for how to ask for and give directions to locations like a supermarket, bank, toilet, and museum. It includes common phrases used for directions such as "turn left/right", "go straight on", "go along the street", "cross the road", and "it's just around the corner". It also lists common prepositions used in directions like "up", "down", "out of", "into", "in/on/under", and "over".
Passive voice
The document discusses the passive voice in English and how it is formed from the active voice. It provides examples of transforming sentences from active to passive voice for different verb tenses. It also discusses some specific cases involving verbs that take objects or prepositions, phrasal verbs, verbs followed by infinitives or gerunds, and idiomatic expressions. The key points are that the passive is formed with "be" plus the past participle of the main verb, the subject of the active sentence becomes the object in the passive, and the agent is optional and introduced by "by" if included.
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- 2. 1-The beginning of the lesson… Good morning, everybody. How are you today? Now we can get down to work. We won’t start until everyone is quiet. Who is absent today?
- 3. These are some other classroom instructions which the class can easily understand: -Come in -Go out -Come to the front of the class -Put your hands up/down -Pay attention -Turn to page … -Let’s check the answers 2-Instructions
- 4. 3-Asking about words How do you say … in English? What’s the meaning of …? How do you pronounce…? I don’t understand. How do you spell…? Is this right / wrong?
- 5. 4-Asking for something Can you repeat that, please? Can you help me, please? Can I borrow your…? Have you got a spare…? Can we put our books away?
- 6. 4-Social English I’m sorry, I’m late. Just hold on a moment. Have a nice weekend. Excuse me. Congratulations. What’s the matter? Thank you. I don’t know/remember. Pardon?