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A survey was conducted of bacteriology students to understand their needs for improving English. Students preferred speaking with native speakers, talking with friends, and using English in specific places. They enjoyed group work and wanted more opportunities to practice at home. Popular resources were the internet and native speakers. Students preferred weekly evaluations and enjoyed speaking, writing, and receiving explanations in class. They wanted to work outside class but not do presentations themselves. The results provide important insights for course planning, showing student needs, preferences for how they learn, and desired materials. Considering student targets and needs is necessary for effective course design.
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1) The document discusses several reading activities that were shared in a Curriculum and Instruction in English class, including jigsaw reading, guessing games, and scramble.
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3) For guessing games, students passed a ball around a circle while one student read a story out loud. The other students had to guess the topic, keeping them engaged.
4) For scramble, the teacher called out words for students to unscramble letter cards to spell as fast as possible, making it a fun competition that also
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- Early studies of OSP found no statistically significant impact on student achievement in reading or math test scores overall, though some subgroups saw modest gains in reading.
- By 2009, funding to OSP was reduced due to a lack of evidence that the program was improving student outcomes overall. The program was phased out, though students already enrolled could continue with vouchers through high school graduation.
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The document outlines an agenda for an activity including:
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The document summarizes the experiences and lessons learned from a seminary course on improving English teaching skills. Key points covered include learning new tools for teaching English online and in the classroom using various materials; developing microteaching skills for the four language skills (reading, writing, speaking, listening); emphasizing the importance of developing these four skills, using proper grammar, motivating students, and incorporating various teaching materials and styles; understanding multiple intelligences and adapting lessons accordingly; learning APA citation rules to avoid plagiarism; receiving feedback to improve teaching skills; and recognizing the importance of continual learning and professional development to be effective English teachers.
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The document analyzes a teacher's perspective on a course book used for teaching English. The teacher finds the course book provided by the Chilean government to be important, but thinks it focuses too much on grammar and needs more engaging, communicative activities. He supplements it with materials from other sources. While the course book provides structure, its topics are sometimes boring and it lacks suggestions for teaching diverse age groups. The teacher believes course books should be more updated to hold students' interest.
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The document analyzes an English course book used in Chilean high schools. It provides details on the book's content, structure, strengths, and weaknesses according to the teacher interviewed. The teacher finds the book useful but thinks it focuses too much on grammar and lacks engaging speaking activities. It also does not adequately integrate the four skills (reading, writing, listening, speaking). While the topics interest students, they only relate to entertainment and do not expand students' language awareness or knowledge of the outside world. In conclusion, the course book has advantages like images and topics, but also areas for improvement such as better integrating and developing the four skills.
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This document discusses using communicative language teaching (CLT) to improve students' speaking skills in Vietnam. It summarizes the context of English education in Vietnam, which focuses mainly on grammar rather than speaking. This has resulted in students graduating without strong speaking abilities. The researcher aims to conduct a study applying CLT at a private language center. CLT places students in authentic communicative situations and changes the teacher's role to a facilitator. The study will observe the impact of CLT on 25 students' speaking over 10 weeks and collect feedback from teachers to evaluate the innovative approach.
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This document discusses the process of planning a unit for English language students. The author considers the students' background knowledge and experiences. They realized key challenges like not being able to use technology and some students not being exposed to English in other classes. To address this, the author created physical materials and spoke English during breaks. Developing lessons was enjoyable for the author, but creating activities suitable for all ability levels was most difficult. The author addressed this by having students write topics they enjoyed, then designing lessons around their interests. The author focused on authentic uses of English and integrating students' experiences into lessons, grounded in theories by Brown and Kolb.
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1) The document discusses using Think-Pair-Share and Critical Debate techniques to improve students' English speaking skills at a high school in Surakarta, Indonesia.
2) It notes that currently students' speaking abilities are low due to lack of practice and confidence.
3) The study aims to determine if using Think-Pair-Share, which involves individual and partner work, and Critical Debate, which requires arguing different perspectives, can boost speaking scores and make class more engaging.
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a presentation on using information gaps to promote a conducive environment for student interaction in Engish classes.
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This document summarizes the Community Language Learning approach. It describes the teacher and student roles, with the teacher acting as a counselor and facilitator. Students progress through five stages, initially being dependent on the teacher and eventually becoming independent learners. Native language is used to aid understanding. Interactions between students and between students and teachers are emphasized. Language is viewed as a means for communication, and culture is integrated with language learning. Errors are corrected discreetly. The syllabus and topics are student-driven. Evaluation is non-formal and based on self-assessment or interviews. The approach focuses on communication, student independence, and a supportive learning environment.
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This document summarizes the contextual factors surrounding an English language lesson for first year students at Universidad Católica de la Santísima Concepción in Concepción, Chile. It notes that the university draws students from across the region and country. It describes the students in the class as having low English proficiency, being easily distracted by technology, and coming from diverse academic backgrounds. The classroom has technology available and the teacher sometimes arranges seats in small circles for group work. The document reflects on how understanding the students and context is important for providing quality instruction.
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2) Through creating lesson plans and observing their peers, the author realized English in Thailand should be reformed to include more engaging activities for students in the 21st century.
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TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT NAME .docx
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT
NAME:
Tavonnia Evans SUBJECT:
English
STATE STANDARD:
ESSENTIAL KNOWLEDGE AND SKILLS
LEARNING OBJECTIVE(S): The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. In addition, the student will be able to communicate effectively with others in a variety of settings, including personal conversations, group settings, and formal lectures. This activity will help students learn how to communicate effectively, whether listening to or talking with others. This will also help them to build relationships and critical skills for modern life.
ASSESSMENT/PERFORMANCE MEASURE:
Following their discussions with their partners, students will review their notes and compose a brief written response in which they reflect on their experiences in discussing the books they chose for themselves with a peer.
MATERIALS and SETTING
What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floors, library, or science lab?
The setting is the classroom.
Materials needed include a Paper handout containing questions, a pencil, and paper.
The first portion of the lesson will consist of the instructor providing direct teaching, followed by students reading their independently chosen texts, working in pairs, and then working alone to write their reflections.
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the concept being taught?
Vocabulary –notetaking, audience
Academic language: Guided conversation starters:
· What book did you choose?
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· What does the bulk of the book cover?
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What activity will students engage in that will pique their interest in the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity
After presenting a brief, humorous sequence from a cartoon movie in which two characters are nasty to one other, I will lead a class discussion about how the characters may have spoken more politely. One of you will be chosen to respectfully summarize the cartoon character's message (García, 2019).
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This is what you
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Teachers and administrators sho.
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This document provides an example journal article in Indonesian on the basic requirements of English teachers in elementary schools. The article presents research findings from interviews, observations, and questionnaires with English teachers, school principals, and education students. It identifies seven key requirements for elementary English teachers: 1) understanding learning management; 2) understanding young learner characteristics; 3) having good personal characteristics; 4) willingness to teach English; 5) relevant educational background; 6) support from the school; and 7) support from the government. It then discusses each of these requirements in more detail based on the data collected.
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Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
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Course desing
- 1. We polled some students from bacteriology program in order to analyze their needs. What we could observe in the results was that at the moment to improve their English level students prefer speak to native people, talk to friends and use the language in specific places also students said that they like group works this could be because when working in pairs or group works students complement each other but to do activities the learners want to practice at home in order to they have enough time to do the exercises this could be applied in grammar but for learning in the classroom the preferences are interacting with classmates and to be corrected immediately. The selected resources were internet and native people, the first one because is related with technology which is something that really interests students and the second one is considered a very useful tool to practice the language which helps them to familiarize more with the language and to improve their listening. At the moment to be evaluated students prefer to have an evaluation per week. Students really like to speak and write in class, when they do not know the meaning of a word they really appreciate teacher explain it and they have a preference to work outside the classroom but at making presentations instead the teacher make them is not one of their preferences. We asked the students about what happens in their English class and most of them answered that the objectives of the lesson and the reason why they are learning the topics are explained but most of them said that they are not given opportunities to participate choosing the content of the lessons instead of this they can negotiate with the teacher about some aspects. All these information results very important for a course planning because here we have reflected all the needs of the students what they desire and how do they want classes be carried out, as we can see the results show us a lot of needs and preferences of the learners such as the way they want to be taught, the environment, the materials and so on, considering that to design a course it is necessary to take into account the target and the learning needs of the learners, with this questionnaire we can identify some of them like what they want and need to know about the language? Why they are learning English? Or how can the language help them in their career? In this way to design a good course we have to consider all these information; otherwise it will not work and students’ necessities will not be supply.
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