This document provides a lesson plan for a class on gender stereotypes. The 60-minute lesson has several parts: a warm-up where students identify gender stereotypes; a presentation where students categorize words related to gender stereotypes into "boys" and "girls" circles; a reading activity where students read the song "Born This Way" aloud; and several follow-up activities where students work in groups to define phrases from the song related to gender stereotypes and identify past tense verbs. The goal is to help students recognize gender stereotypes and promote inclusion and self-acceptance.
The document provides a lesson plan for a class on gender stereotypes. The 60-minute lesson has the following objectives: to help students identify gender stereotypes; raise awareness of stereotypes; promote critical thinking; and develop language skills. Activities include a warm-up where students share stereotypes, a presentation putting stereotypes into categories, reading and discussing the song "Born This Way", and an activity focusing on past tense verbs. The lesson aims to get students thinking critically about stereotypes and how they are represented in media.
This document is a lesson plan for a secondary school English class. It focuses on teaching the simple past form of the verb "to be" through a variety of listening, speaking, reading and writing activities. The lesson begins with warm-up activities reviewing past verb forms and identifying singers. Students then practice the new grammar through a reading activity, questions and answers, ordering sentences into questions and answering their classmates' questions. The plan aims to develop students' understanding and use of the simple past verb "to be" through integrated skills and group work.
This document discusses teaching English to very young learners aged 2.5-4 years old. It outlines some of the difficulties in teaching this age group such as short attention spans and lack of eagerness to learn. Some suggested solutions are establishing classroom routines through songs and rules, using rewards, organizing seating, and arousing children's curiosity. It also stresses the importance of providing a safe, happy and playful learning environment with a relaxed teacher who smiles and engages the children through eye contact and play rather than threats.
This document is a lesson plan for an English class focusing on the simple past tense of the verb "to be". The 40-minute lesson will have students play a grouping activity to practice forming sentences with "was", "were", "wasn't", and "weren't". They will then read about the singer Rihanna's biography and answer comprehension questions. Finally, students will match pictures to short biographies and put the sentences in chronological order. The goal is for students to gain practice with the simple past tense of "to be" through interactive activities and skills integration.
This lesson plan aims to teach 4th grade beginner English students about family vocabulary such as mother, father, brother, and sister. It uses pictures of the famous Simpsons family to introduce these terms. Students will label a Simpsons family tree, identify family sizes of cartoon families, and color family members based on commands. The plan integrates listening, speaking, and cognitive skills through its constructive approach and phases of introducing new content, practicing with exercises, and reviewing at the end of class.
This document provides guidance for an English teacher on conducting various classroom activities in Unit 6, which focuses on taking care of others and oneself. The activities are designed to get students to reflect on caring for family and community through open-ended discussions and problem-solving exercises. They aim to make emotional connections to help students learn English more effectively. The teacher is advised to prepare for activities, ask thought-provoking questions, allow time for group work and sharing of ideas, and make modifications based on student engagement and responses.
Lesson Plan Secondary School Practicum. Class 1 Jimena Benito
The document provides details for an English lesson plan for beginner secondary students aged 14-15. The 120-minute lesson plan focuses on revising present simple and past simple tenses, adjectives for describing personalities, and introducing structures for describing celebrities' talents. Activities include matching short texts about famous musicians to their names, describing celebrities' talents using a poster of key words, and highlighting verbs in past tense. The lesson aims to develop students' reading, writing, speaking and listening skills through group and class activities.
The lesson plan is for a 45-minute mixed-age English class of beginners focusing on families. It aims to revise vocabulary like mother, father, sister, and brother using a word search. Students will then talk about their own families and introduce the verb "has" by describing famous people's families. A running dictation game reviews the lesson's content in a fun way.
The document provides a lesson plan for a class on gender stereotypes. The 60-minute lesson has the following objectives: to help students identify gender stereotypes; raise awareness of stereotypes; promote critical thinking; and develop language skills. Activities include a warm-up where students share stereotypes, a presentation putting stereotypes into categories, reading and discussing the song "Born This Way", and an activity focusing on past tense verbs. The lesson aims to get students thinking critically about stereotypes and how they are represented in media.
This document is a lesson plan for a secondary school English class. It focuses on teaching the simple past form of the verb "to be" through a variety of listening, speaking, reading and writing activities. The lesson begins with warm-up activities reviewing past verb forms and identifying singers. Students then practice the new grammar through a reading activity, questions and answers, ordering sentences into questions and answering their classmates' questions. The plan aims to develop students' understanding and use of the simple past verb "to be" through integrated skills and group work.
This document discusses teaching English to very young learners aged 2.5-4 years old. It outlines some of the difficulties in teaching this age group such as short attention spans and lack of eagerness to learn. Some suggested solutions are establishing classroom routines through songs and rules, using rewards, organizing seating, and arousing children's curiosity. It also stresses the importance of providing a safe, happy and playful learning environment with a relaxed teacher who smiles and engages the children through eye contact and play rather than threats.
This document is a lesson plan for an English class focusing on the simple past tense of the verb "to be". The 40-minute lesson will have students play a grouping activity to practice forming sentences with "was", "were", "wasn't", and "weren't". They will then read about the singer Rihanna's biography and answer comprehension questions. Finally, students will match pictures to short biographies and put the sentences in chronological order. The goal is for students to gain practice with the simple past tense of "to be" through interactive activities and skills integration.
This lesson plan aims to teach 4th grade beginner English students about family vocabulary such as mother, father, brother, and sister. It uses pictures of the famous Simpsons family to introduce these terms. Students will label a Simpsons family tree, identify family sizes of cartoon families, and color family members based on commands. The plan integrates listening, speaking, and cognitive skills through its constructive approach and phases of introducing new content, practicing with exercises, and reviewing at the end of class.
This document provides guidance for an English teacher on conducting various classroom activities in Unit 6, which focuses on taking care of others and oneself. The activities are designed to get students to reflect on caring for family and community through open-ended discussions and problem-solving exercises. They aim to make emotional connections to help students learn English more effectively. The teacher is advised to prepare for activities, ask thought-provoking questions, allow time for group work and sharing of ideas, and make modifications based on student engagement and responses.
Lesson Plan Secondary School Practicum. Class 1 Jimena Benito
The document provides details for an English lesson plan for beginner secondary students aged 14-15. The 120-minute lesson plan focuses on revising present simple and past simple tenses, adjectives for describing personalities, and introducing structures for describing celebrities' talents. Activities include matching short texts about famous musicians to their names, describing celebrities' talents using a poster of key words, and highlighting verbs in past tense. The lesson aims to develop students' reading, writing, speaking and listening skills through group and class activities.
The lesson plan is for a 45-minute mixed-age English class of beginners focusing on families. It aims to revise vocabulary like mother, father, sister, and brother using a word search. Students will then talk about their own families and introduce the verb "has" by describing famous people's families. A running dictation game reviews the lesson's content in a fun way.
This document provides a lesson plan for an English class for 7th grade students in Argentina. The 80-minute lesson focuses on using the verb "to be" to describe favorite things. Activities include listening to a song, answering yes/no questions about the singer, completing sentences in the song lyrics, and asking/answering questions about pictures using the verb "to be". The lesson integrates listening, speaking, and writing skills and uses a video, pictures, and group/individual work. The teacher assesses comprehension through question-asking and encourages production of the target language.
This document describes an ASSURE lesson plan for a diverse first grade classroom. The lesson aims to teach students the months of the year. A variety of methods are used, including a webquest, singing a months of the year song, and an art project where students draw and label representations of the months. Student participation is required through interactive group activities. The teacher will evaluate the lesson's effectiveness by checking students' recall of the months in the following weeks and revising the lesson as needed based on student focus and learning.
This lesson plan uses the ASSURE method to teach 1st grade students the months of the year. The students come from diverse backgrounds, with some having special needs or ADHD. The objectives are for students to recite the months in order and identify the seasons for each month. The lesson incorporates a webquest, song, poster activity, and writing practice. Students will work collaboratively in groups. The teacher will evaluate student learning through observations and pop quizzes in subsequent weeks to determine if revisions are needed.
This lesson plan is for a 4th grade English class in Argentina. The lesson focuses on family vocabulary and the question "Have you got...?". The plan includes a warm-up activity reviewing the Incredibles family. Students will then practice asking and answering questions about their own families in pairs. As a follow-up, students will play a guessing game where they describe famous families to their partner using family vocabulary. The plan aims to help students revise family vocabulary and practice asking and answering questions.
Lesson Plan Secondary School Practicum Class 2Jimena Benito
The lesson plan is for a 120 minute English class for 15 beginner level secondary students aged 14-15. The lesson focuses on learning about William Shakespeare through listening, reading, speaking and writing activities using the past simple tense. Key activities include completing a video script while listening, classifying verbs as regular and irregular past tense, and a true/false reading comprehension activity. The goal is to develop the students' language skills while learning about Shakespeare's life and works.
Central Elementary School is thanking volunteers and encouraging parents to stay involved. It announces Red Ribbon Week activities to promote an anti-drug message. Various classroom updates are provided on reading, writing, math and science lessons. Upcoming events like a book fair and winter carnival are announced. Drop off and pick up locations have changed for buses and cars.
The lesson plan is for a 40-minute English class for 5-year-olds focusing on numbers 1-10 and shapes. It includes a warm-up singing activity to review greetings, presenting new vocabulary through a song, and activities matching shapes and colors and painting a clown using target vocabulary. Assessment of comprehension is integrated through questioning and checking activity work. The plan aims to develop listening, speaking, and gross motor skills through commands, songs, and movement.
The document is a lesson plan for an English class at a language school in Bariloche, Argentina. It is for 1st grade students who are beginners in English. The lesson plan is for unit 4 and the topic is "Let's Celebrate". The plan outlines the aims of the lesson to review colours and toys, introduce party objects, and practice related vocabulary and grammar through games and activities. It provides details on the stages, timing, materials, assessments and homework for the 60 minute lesson.
This lesson plan summarizes a 40-minute English class for 5-year-olds focusing on family vocabulary. The teacher will lead activities like Simon Says to review commands, a ball-passing game to practice saying "This is the...", and a memory game with family member cards. The goal is for students to identify family members, present them using "This is the...", and develop listening and speaking skills through following instructions and repetition. Assessment will be done through monitoring the memory game and ball-passing activity.
- The lesson plan aims to develop listening and speaking skills in young learners through revising commands, parts of the face vocabulary, and singing songs.
- A variety of activities are used including flashcards, singing, crafts, and games to reinforce vocabulary in an engaging way for different learning styles.
- Students will listen to and sing songs, point to parts of the face, create face masks with cutouts while reinforcing vocabulary through repetition and gestures.
Central Elementary School is thanking parents for volunteering and encouraging more involvement. They remind parents to update contact information and appropriately dress children for cold weather. Red Ribbon Week activities to promote an anti-drug message are scheduled. The school book fair, winter carnival, and other upcoming events are announced. Classroom updates provide information on current lessons in reading, writing, math, science, and social studies. New drop-off/pick-up locations are shared.
This class focuses on introducing students to vocabulary related to family members. The teacher presents vocabulary for mother, father, brother, and sister using pictures of Peppa Pig's family. Students practice identifying and naming family members through games and activities, including pointing to family members on the board and drawing their own families. The class begins and ends with the students singing greeting and goodbye songs.
This document provides a lesson plan for an English class focusing on family and toys vocabulary for 5 year old students. The 40 minute lesson has three parts: 1) Students introduce their family members using pictures and identify family vocabulary. 2) New toy vocabulary is presented and students complete a matching exercise to practice recognition. 3) The lesson ends with students singing a goodbye song. The plan details learning objectives, language focus, teaching approach, materials, activities and assessments.
This document is a lesson plan for an English class focused on celebrating birthdays. It includes the following:
- Details about the class such as date, time, students, and level.
- Goals for the lesson which are to teach vocabulary related to party objects and birthdays, practice identifying colors, and use present simple grammar.
- A sequence of activities including singing, games to review vocabulary, listening to a birthday song, and decorating balloons.
- Assessment of students' ability to identify party objects and colors and use questions and personal pronouns.
This lesson plan aims to teach past experiences vocabulary and the negative form of simple past verbs to a 4th year class of 24 students at a secondary school in Cutral Co, Argentina. The plan includes warm-up activities to review past topics, a presentation of new vocabulary through a reading, practice forming negative sentences, a communicative game, and homework. The lesson integrates skills and uses varied activities and resources to engage students at different levels and address multiple learning styles.
Asking the questions that lead to and recognizing elaborationVasili Andrews
This document outlines an elaboration module containing a series of lessons on elaborating writing. The lessons cover defining elaboration, asking questions that lead to elaboration, recognizing elaboration, showing versus telling, using specific details, elaborating within and across sentences, and criteria for assessing elaboration. Sample slides demonstrate how elaboration can answer readers' questions by providing examples, anecdotes, statistics and definitions.
This document provides a lesson plan for a class teaching English to young Spanish speakers. The lesson aims to develop students' thinking, listening and speaking skills through activities related to an episode of Peppa Pig. Students will watch segments of the episode to practice listening comprehension. They will then work in groups to order pictures from the story. Finally, the class will retell the story using the pictures, with encouragement to use English vocabulary. The lesson plan outlines the teaching points, language focus, approach, materials, activities and assessments in detail over the 40 minute class.
This document provides strategies for effective introductions and conclusions in writing. It discusses the purposes of introductions, which include grabbing the reader's attention, implying an organizational structure, and including a clear thesis. Effective introduction strategies include using anecdotes, quotations, facts, descriptions, and questions. The document also discusses elaboration, which is using specific details, examples, definitions, and other techniques to fully explain ideas. It provides examples of how to elaborate using these various strategies in writing introductions and body paragraphs.
This lesson plan is for a 2-hour English class for 6th year students. It focuses on the topic of dystopian and utopian societies in literature. The lesson includes an opening quiz, a presentation about famous dystopian novels and films, an activity where students read summaries of 3 dystopian novels, review of future tense grammar, and a closing spin roulette game. The plan provides detailed timing and instructions for each stage and considers scaffolding and language support for students.
This document provides guidance on eliciting language from students in English language classes. It discusses the benefits of eliciting over directly telling students what to say, including increased student involvement and motivation. It then lists and describes various techniques teachers can use to elicit language from students, such as asking questions, giving instructions that require a verbal response, using real objects, visual aids, gestures, prompts and cues in simulated social situations. The document also covers providing feedback and corrections to students, as well as activities to practice elicited language such as repetition, echo questions, substitution drills, and developing oral fluency.
The 90-minute English lesson is focused on developing upper-intermediate high school students' speaking skills about the topic of generation gaps and teenage problems. Students will engage in warm-up activities, group discussions analyzing different viewpoints on teenagers, activities identifying stages of adolescence and common teenage challenges. They will watch videos depicting generation gaps and daily teenage struggles. Students will also participate in role-playing counseling situations and analyze songs related to teenage life. Their speaking will be assessed using a teacher-created rubric.
This lesson plan is for a first grade class in Argentina. The lesson focuses on family members and action verbs. The teacher aims to have students recognize questions about family, structures like "This is my dad", and new vocabulary for action verbs. During the lesson, students will listen to a song, do total physical response activities, play a memory game, and be assessed on their understanding.
This document provides a lesson plan for an English class for 7th grade students in Argentina. The 80-minute lesson focuses on using the verb "to be" to describe favorite things. Activities include listening to a song, answering yes/no questions about the singer, completing sentences in the song lyrics, and asking/answering questions about pictures using the verb "to be". The lesson integrates listening, speaking, and writing skills and uses a video, pictures, and group/individual work. The teacher assesses comprehension through question-asking and encourages production of the target language.
This document describes an ASSURE lesson plan for a diverse first grade classroom. The lesson aims to teach students the months of the year. A variety of methods are used, including a webquest, singing a months of the year song, and an art project where students draw and label representations of the months. Student participation is required through interactive group activities. The teacher will evaluate the lesson's effectiveness by checking students' recall of the months in the following weeks and revising the lesson as needed based on student focus and learning.
This lesson plan uses the ASSURE method to teach 1st grade students the months of the year. The students come from diverse backgrounds, with some having special needs or ADHD. The objectives are for students to recite the months in order and identify the seasons for each month. The lesson incorporates a webquest, song, poster activity, and writing practice. Students will work collaboratively in groups. The teacher will evaluate student learning through observations and pop quizzes in subsequent weeks to determine if revisions are needed.
This lesson plan is for a 4th grade English class in Argentina. The lesson focuses on family vocabulary and the question "Have you got...?". The plan includes a warm-up activity reviewing the Incredibles family. Students will then practice asking and answering questions about their own families in pairs. As a follow-up, students will play a guessing game where they describe famous families to their partner using family vocabulary. The plan aims to help students revise family vocabulary and practice asking and answering questions.
Lesson Plan Secondary School Practicum Class 2Jimena Benito
The lesson plan is for a 120 minute English class for 15 beginner level secondary students aged 14-15. The lesson focuses on learning about William Shakespeare through listening, reading, speaking and writing activities using the past simple tense. Key activities include completing a video script while listening, classifying verbs as regular and irregular past tense, and a true/false reading comprehension activity. The goal is to develop the students' language skills while learning about Shakespeare's life and works.
Central Elementary School is thanking volunteers and encouraging parents to stay involved. It announces Red Ribbon Week activities to promote an anti-drug message. Various classroom updates are provided on reading, writing, math and science lessons. Upcoming events like a book fair and winter carnival are announced. Drop off and pick up locations have changed for buses and cars.
The lesson plan is for a 40-minute English class for 5-year-olds focusing on numbers 1-10 and shapes. It includes a warm-up singing activity to review greetings, presenting new vocabulary through a song, and activities matching shapes and colors and painting a clown using target vocabulary. Assessment of comprehension is integrated through questioning and checking activity work. The plan aims to develop listening, speaking, and gross motor skills through commands, songs, and movement.
The document is a lesson plan for an English class at a language school in Bariloche, Argentina. It is for 1st grade students who are beginners in English. The lesson plan is for unit 4 and the topic is "Let's Celebrate". The plan outlines the aims of the lesson to review colours and toys, introduce party objects, and practice related vocabulary and grammar through games and activities. It provides details on the stages, timing, materials, assessments and homework for the 60 minute lesson.
This lesson plan summarizes a 40-minute English class for 5-year-olds focusing on family vocabulary. The teacher will lead activities like Simon Says to review commands, a ball-passing game to practice saying "This is the...", and a memory game with family member cards. The goal is for students to identify family members, present them using "This is the...", and develop listening and speaking skills through following instructions and repetition. Assessment will be done through monitoring the memory game and ball-passing activity.
- The lesson plan aims to develop listening and speaking skills in young learners through revising commands, parts of the face vocabulary, and singing songs.
- A variety of activities are used including flashcards, singing, crafts, and games to reinforce vocabulary in an engaging way for different learning styles.
- Students will listen to and sing songs, point to parts of the face, create face masks with cutouts while reinforcing vocabulary through repetition and gestures.
Central Elementary School is thanking parents for volunteering and encouraging more involvement. They remind parents to update contact information and appropriately dress children for cold weather. Red Ribbon Week activities to promote an anti-drug message are scheduled. The school book fair, winter carnival, and other upcoming events are announced. Classroom updates provide information on current lessons in reading, writing, math, science, and social studies. New drop-off/pick-up locations are shared.
This class focuses on introducing students to vocabulary related to family members. The teacher presents vocabulary for mother, father, brother, and sister using pictures of Peppa Pig's family. Students practice identifying and naming family members through games and activities, including pointing to family members on the board and drawing their own families. The class begins and ends with the students singing greeting and goodbye songs.
This document provides a lesson plan for an English class focusing on family and toys vocabulary for 5 year old students. The 40 minute lesson has three parts: 1) Students introduce their family members using pictures and identify family vocabulary. 2) New toy vocabulary is presented and students complete a matching exercise to practice recognition. 3) The lesson ends with students singing a goodbye song. The plan details learning objectives, language focus, teaching approach, materials, activities and assessments.
This document is a lesson plan for an English class focused on celebrating birthdays. It includes the following:
- Details about the class such as date, time, students, and level.
- Goals for the lesson which are to teach vocabulary related to party objects and birthdays, practice identifying colors, and use present simple grammar.
- A sequence of activities including singing, games to review vocabulary, listening to a birthday song, and decorating balloons.
- Assessment of students' ability to identify party objects and colors and use questions and personal pronouns.
This lesson plan aims to teach past experiences vocabulary and the negative form of simple past verbs to a 4th year class of 24 students at a secondary school in Cutral Co, Argentina. The plan includes warm-up activities to review past topics, a presentation of new vocabulary through a reading, practice forming negative sentences, a communicative game, and homework. The lesson integrates skills and uses varied activities and resources to engage students at different levels and address multiple learning styles.
Asking the questions that lead to and recognizing elaborationVasili Andrews
This document outlines an elaboration module containing a series of lessons on elaborating writing. The lessons cover defining elaboration, asking questions that lead to elaboration, recognizing elaboration, showing versus telling, using specific details, elaborating within and across sentences, and criteria for assessing elaboration. Sample slides demonstrate how elaboration can answer readers' questions by providing examples, anecdotes, statistics and definitions.
This document provides a lesson plan for a class teaching English to young Spanish speakers. The lesson aims to develop students' thinking, listening and speaking skills through activities related to an episode of Peppa Pig. Students will watch segments of the episode to practice listening comprehension. They will then work in groups to order pictures from the story. Finally, the class will retell the story using the pictures, with encouragement to use English vocabulary. The lesson plan outlines the teaching points, language focus, approach, materials, activities and assessments in detail over the 40 minute class.
This document provides strategies for effective introductions and conclusions in writing. It discusses the purposes of introductions, which include grabbing the reader's attention, implying an organizational structure, and including a clear thesis. Effective introduction strategies include using anecdotes, quotations, facts, descriptions, and questions. The document also discusses elaboration, which is using specific details, examples, definitions, and other techniques to fully explain ideas. It provides examples of how to elaborate using these various strategies in writing introductions and body paragraphs.
This lesson plan is for a 2-hour English class for 6th year students. It focuses on the topic of dystopian and utopian societies in literature. The lesson includes an opening quiz, a presentation about famous dystopian novels and films, an activity where students read summaries of 3 dystopian novels, review of future tense grammar, and a closing spin roulette game. The plan provides detailed timing and instructions for each stage and considers scaffolding and language support for students.
This document provides guidance on eliciting language from students in English language classes. It discusses the benefits of eliciting over directly telling students what to say, including increased student involvement and motivation. It then lists and describes various techniques teachers can use to elicit language from students, such as asking questions, giving instructions that require a verbal response, using real objects, visual aids, gestures, prompts and cues in simulated social situations. The document also covers providing feedback and corrections to students, as well as activities to practice elicited language such as repetition, echo questions, substitution drills, and developing oral fluency.
The 90-minute English lesson is focused on developing upper-intermediate high school students' speaking skills about the topic of generation gaps and teenage problems. Students will engage in warm-up activities, group discussions analyzing different viewpoints on teenagers, activities identifying stages of adolescence and common teenage challenges. They will watch videos depicting generation gaps and daily teenage struggles. Students will also participate in role-playing counseling situations and analyze songs related to teenage life. Their speaking will be assessed using a teacher-created rubric.
This lesson plan is for a first grade class in Argentina. The lesson focuses on family members and action verbs. The teacher aims to have students recognize questions about family, structures like "This is my dad", and new vocabulary for action verbs. During the lesson, students will listen to a song, do total physical response activities, play a memory game, and be assessed on their understanding.
This document provides information for parents of kindergarten students. It discusses labeling student belongings, sending a healthy snack and drink with students each day, ideas for birthday treats that are not food-related, the daily schedule, core language arts curriculum areas including reading, writing, speaking and listening, and strategies for practicing high-frequency words at home. It also includes a list of high-frequency words and information about the Wilson Fundations program used in the kindergarten classroom.
This lesson plan is for a 1st year English class of 21 beginner level students. The lesson aims to develop students' speaking, listening, reading and writing skills related to describing friends. The plan includes activating prior knowledge of family members, watching a video about qualities of good friends, reading descriptions of children, and writing their own descriptions of friends. Students will then present their writing to classmates and have their work compiled into a book. The plan scaffolds learning through pairing, modeling, and providing examples and feedback to support language development.
This lesson plan is for a 1st year English class of 21 beginner level students. The lesson aims to develop students' speaking, listening, reading and writing skills related to describing friends. The plan includes activating prior knowledge of family members, watching a video about qualities of good friends, reading descriptions of children, and writing their own descriptions of friends. Students will then present their writing to classmates and have their work compiled into a book. The plan scaffolds learning through pairing, modeling, and providing examples and feedback to support language development.
- The document is a lesson plan for an English class focused on feelings and emotions.
- The lesson plan includes objectives to express agreement/disagreement and understand feelings/emotions. It involves listening to the song "Can't Stop the Feeling" and completing related activities.
- The plan has different sections - a warm-up introducing feelings, a presentation playing the song, development activities analyzing lyrics and expressing opinions, and a closure thanking students.
This document from the Mississippi State Department of Health provides lesson plans and activities for teaching adolescent development. It includes exercises for students to create "circles of community" diagrams identifying the different communities they feel connected to. Another activity has students discuss body image by brainstorming body parts people often dislike and creating collages of attractive people. The document also includes lessons on self-esteem, with activities like having students identify events that may damage their "IALAC sign" representing feelings of self-worth. It aims to help students understand adolescent development topics and reflect on their communities, bodies, and self-esteem.
This document discusses teaching speaking skills to young English language learners. It defines speaking as a process of building and sharing information verbally and non-verbally in different contexts. Young learners can talk about what they are doing, tell stories of past events, and argue different opinions. The document outlines 13 activities to practice speaking skills, such as discussions, role-plays, interviews, and describing pictures. The goal of teaching speaking is communicative efficiency - teaching students to produce sounds correctly, use stress and intonation, organize thoughts logically, and speak fluently in social settings.
This document outlines strategies for creating a positive classroom experience on the first day of school. It discusses using icebreaker activities to build relationships and set clear expectations. Specific activities described include a "Four Corners" game to get students moving and interacting, creating a "Word Wall" poster to define respect, and having students complete a "Diamante Poem" about themselves. The document also provides tips for effective classroom discipline, such as remaining calm, separating behavior from the individual, and giving students opportunities to make decisions. The overall goals are to set the right tone, build rapport with students, and relay techniques that worked well for classroom management.
Fresh, Fresher, Freshest: Building Vocabulary Through Rhythm and RhymeJason Levine
The document discusses using songs to teach vocabulary to language learners. It argues that songs increase motivation and allow students to learn vocabulary through repetition in a relaxed manner. It introduces "ColloTunes," songs created by Fluency MC to teach English vocabulary, grammar structures, and collocations through a fun and engaging process involving listening, reading lyrics, and completing exercises. The document outlines the basic steps to use ColloTunes in the classroom and their benefits for developing language skills.
This document provides suggestions for how English teachers can improve student learning and fluency. It recommends using simulations, group work, guest speakers, field trips, and incorporating the four skills of reading, writing, listening and speaking into lessons. Teachers should address different learning styles and allow creative forms of expression. The overall message is that teaching methods should be varied and experiential to engage students.
Implementation of single-sex education in a coeducational schoolElisabeth Vierheller
This document discusses the implementation of single-sex education at a formerly coeducational school in Spain. It found extreme differences in academic performance, behavior, and attitudes between boys and girls. This led the school to separate classes by sex starting in early childhood education. Preliminary conclusions after two years found that both boys and girls adapted well but required modifications to teaching methodology to suit their different needs, such as giving girls more time to speak and frequently changing tasks for boys. The school aims to continue expanding single-sex education to more grades to better serve students of both sexes.
Techniques to teach drama in a language classroomRajeev Ranjan
Teaching Drama:
Techniques to Teach Drama in a Language Classroom
Drama is specific mode of fiction represented in performance. It is an important genre. It consists of various emotions. Drama is a potential resource to create wonderful activities to maximize language learning in the classroom with full of fun. Language learning should be a matter of fun. It is totally non-serious thing. Pupil should enjoy a drama class.
This lesson plan is for a 4th year English class with 25 students. The lesson focuses on gender stereotypes and diversity. Students will express their views on genres through individual and group work, develop empathy for gender diversity, and practice language skills. The plan includes icebreaker questions to learn about each other, writing reflections on past gender messages, watching videos on gender roles, and designing a poster campaign promoting respect for diversity. Scaffolding strategies like modeling, explaining and discussion are incorporated throughout.
This literacy lesson plan outlines how Mr. Jones' 6th grade English class will compare and contrast their experience of reading Edgar Allan Poe's poem "The Raven" to listening to an audio version, including potential barriers to learning and accommodations to support all students in meeting the standard of analyzing differences in media. Students will read and discuss the poem in groups, watch a reading of it, and demonstrate their understanding through a creative project of their choice. The classroom environment and resources are designed to engage diverse learners through positive reinforcement of group work.
Autonomy and motivation in foreign language classroomsalidincerbey
The document discusses autonomy and motivation in foreign language classrooms, noting that autonomy-supportive teaching behaviors such as providing rationales, acknowledging student affect, and relying on non-controlling language can foster intrinsic motivation. It provides examples of autonomy-supportive teacher behaviors and emphasizes that teachers should aim to understand students' perspectives to promote inner motivation through creating autonomy-supportive learning environments.
Poetry Analysis Essay Example. Poetry Analysis Essay Example.Alicia Williams
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1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNOS PRACTICANTES: Iannaci, Mariela and Schneider, Vanesa.
TUTOR: Aurelia Velázquez
Institución Educativa: Escuela Secundaria N° 6
Año y sección: Second Year.
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 28
Tipo de Planificación: Clase
Unidad Temática: Gender Stereotypes
Clase Nº: 1
Duración de la clase: 60 minutes
Fecha de entrega de la planificación: March 26th
Learning Aims:
● To help students to identify gender stereotypes represented in the media and their
social environment;
● To raise students´ awareness of gender stereotypes;
● To promote critical judgement;
● To promote working collaboratively;
● To help students acquire gender-stereotype related vocabulary;
● To encourage appropriate use of internet research and ICTs,
● To foster students´ development of their listening skill by watching and listening to
the video;
● To foster students´ development of their oral skill by discussing gender stereotypes;
● To foster students´ development of their reading skill by reading the song;
● To foster students´ development of their writing skill by writing their own definitions of
the expressions given;
● To help students understand the differences between regular and irregular verbs in
the past simple tense.
2. Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Pink, beautiful,
dogs, sports, music,
cooking, cleaning,
watching series,
shopping, babies,
firefighter, teacher,
money, long hair,
play football, play
with dolls.
❖ Past tense of the
verb to be:
was/were
N
E
W
❖ Vocabulary related
to gender
stereotypes
Strong, tough,
athletic, optimistic,
confident, make up,
sensitive, cry,
political.
❖ Speaking about
gender
stereotypes;
❖ Understanding and
using new
vocabulary.
❖ Regular and
irregular verbs in
the past tense.
Materials :
● Whiteboard
● Laptop
● Video: https://www.youtube.com/watch?v=aTvGSstKd5Y
● Worksheet
● Handouts of the song.
Procedures
Comentario [A1]: No language
function??
3. ROUTINE: (2 minutes)
We will greet students and ask them how they are. Then, we will ask them what date it is
and write it on the blackboard.
WARM- UP: (8 minutes)
To introduce the new topic, we will write “ gender stereotypes” on the blackboard. We will
elicit students´ different opinions and concepts orally and we will write them on the
blackboard. In this way, students´ prior knowledge will be activated and they will be
introduced to the topic.
Scaffolding strategies:
- Explain what they have to do;
- Provide them with help, if they don't know how to express themselves.
● Transition comments to link each stage of the lesson with the next one:
“Good job! Now, we are ready to start our lesson about “Gender Stereotypes”.
PRESENTATION : (10 minutes)
At this stage, we will draw a Venn diagram on the blackboard and we will write “boys” and
“girls” above each circle. After that, we will give each student a different word or phrase for
them to put them in the circle they think they belong to (including the region they share)
Some of these phrases and words are new for students (strong, tough, athletic, optimistic,
confident, make up, sensitive, cry and political) so we will explain the meaning of these
words orally through flashcards and gestures, and we will give them examples. Once they
are ready, we will invite them to watch the following video.
https://www.youtube.com/watch?v=aTvGSstKd5Y
After watching the video we will ask students to reflect upon the previous activity, and we will
ask them some questions for them to think of gender stereotypes. For example: “Are the
phrases or expressions exclusively related to boys or girls?”; “Would you put any
word/phrase in a different circle?”; “Do you agree with the boys and girls in the video?.”
When we finish this oral discussion, we will invite them to watch the video again and, looking
at the circles, tick the words and expressions they hear in the video.
4. Scaffolding strategies:
- Explain what they have to do and demonstrate it;
- Ask students to reflect upon gender stereotypes;
- Provide students with different questions to elicit their answers;
- Monitor students while they are doing the activity;
- Provide them with the necessary help.
● Transition comments to link each stage of the lesson with the next one:
“Great! Now we are going to do a reading activity”
DEVELOPMENT (PRACTICE and PRODUCTION):
Activity 1: READING (5 minutes)
As a pre-reading activity, we will ask students to say orally what they think the title of the
song refers to. After listening to their opinions, we will say to them that it means that it
doesn´t matter if you are born a girl or a boy. We will add that what is really important is to
accept ourselves so that we can accept others. Then, we will invite students to read the song
“Born this way” by Lady Gaga aloud.
Born this way.
It doesn't matter if you love him, or capital H-I-M
Just put your paws up 'cause you were born this way, baby
My mama told me when I was young
We are all born superstars
She rolled my hair and put my lipstick on
In the glass of her boudoir
"There's nothing wrong with loving who you are"
She said, "'Cause he made you perfect, babe"
"So hold your head up girl and you'll go far,
Listen to me when I say"
I'm beautiful in my way
'Cause God makes no mistakes
I'm on the right track, baby I was born this way
Don't hide yourself in regret
Just love yourself and you're set
I'm on the right track, baby
I was born this way (Born this way)
Chorus:
Oh there ain't no other way
Baby I was born this way
Baby I was born this way
Oh there ain't no other way
Baby I was born this way
Right track baby I was born this way
Don't be a drag, just be a queen
Don't be a drag, just be a queen
Don't be a drag, just be a queen
Don't be don't be don't be
5. Give yourself prudence
And love your friends
So we can rejoice your truth
In the religion of the insecure
I must be myself, respect my youth
A different lover is not a sin
Believe capital H-I-M (hey hey hey)
I love my life I love this record and
Mi amore vole fe, yah
I'm beautiful in my way
'Cause God makes no mistakes
I'm on the right track, baby
I was born this way
Don't hide yourself in regret
Just love yourself and you're set
I'm on the right track, baby
I was born this way
(Chorus)
Don't be a drag, just be a queen
Whether you're broke or evergreen
You're black, white, beige, chola descent
You're Lebanese, you're Orient
Whether life's disabilities
Left you outcast, bullied, or teased
Rejoice and love yourself today
'Cause baby you were born this way
No matter gay, straight, or bi
Lesbian, transgendered life
I'm on the right track baby
I was born to survive
No matter black, white or beige
Chola or orient made
I'm on the right track baby
I was born to be brave
I'm beautiful in my way
'Cause God makes no mistakes
I'm on the right track, baby I was born this way
Don't hide yourself in regret
Just love yourself and you're set
I'm on the right track, baby
I was born this way yeah
(Chorus)
6. Scaffolding strategies:
- Explain what they have to do;
- Ask students to reflect on the meaning of the title;
- Ask students to give their opinions;
- Ask students to read the song aloud;
- Provide them with the necessary help.
Activity 2: AFTER READING (15 MINUTES)
After having read the song, we will ask students to do the following activity in groups. We will
divide students into seven groups of four students each one. Then, we will explain the
procedures. In activity A, they have to look at the expressions highlighted in green in the
song and explain with their own words what they mean and how they are related to gender
stereotypes. They have to discuss the meaning and then, write it down in the worksheet.
Once they are ready, all the groups will exchange their definitions.
This is the worksheet I will give them to work on:
A) Look at the words phrases that are highlighted in green in the song. Write
what you think they mean, taking into account gender stereotypes.
We are all born superstars:
________________________________________________________________________
_________________________________
I'm beautiful in my way:
________________________________________________________________________
________________________________________
Don't hide yourself :
________________________________________________________________________
________________________________________
I was born to be brave:
________________________________________________________________________
____________________________________
Don't be a drag, just be a queen:
________________________________________________________________________
________________________________________
In the religion of the insecure:
________________________________________________________________________
________________________________________
No matter black, white or beige:
________________________________________________________________________
________________________________________
Comentario [A2]: It may quite
challenging for elementary students.
7. Scaffolding strategies:
- Explain what they have to do and demonstrate it;
- Monitor students while they are doing the activity;
- Provide them with the necessary help.
Activity 3 : Focus on Past Simple (10 minutes)
At this stage, we will write the following verbs on the blackboard: TOLD, ROLLED, PUT,
SAID and MADE. We will then ask students to look for them in the song and highlight them.
Then, we will ask them “Does this part of the song refer to the present or past life of the
singer?” We expect students will answer that it refers to the past since they already know
the past simple of the verb to be : was and were. After that, we will ask them if they can find
a common pattern in the highlighted verbs. In case they can´t, we will explain that in the past
simple tense, we find two kinds of verbs: regular and irregular. We will explain that regular
verbs are formed with their infinitive form plus “ed” and irregular verbs usually change forms.
After this explanation, we will ask them “Which of the highlighted verbs are regular and
which ones are irregular?” we expect they answer that the only regular verb is “roll”, so, we
will ask them if they can infer the infinitive form of the other verbs. We will help them with the
answers. After that, we will write other verbs on the blackboard for them to classify. We will
allow them to use their cellphones to look the verbs up online. We will ask them to complete
the following chart in their notebooks.
The verbs we will write for them to classify are: PLAY, CRY, WATCH, LOOK, STUDY,
WEAR, GO, FIND, SING and READ.
Regular Irregular
Scaffolding strategies:
- Explain what they have to do and demonstrate it;
- Monitor them while they are doing the activity;
- Provide them with the necessary help.
● Transition comments to link each stage of the lesson with the next one:
“Fantastic! Now, we are going to do our last task”,.
Comentario [A3]: Write meaningfu
language chunks, not words in
isolation.
8. CLOSURE: (10 minutes)
As a final task, we will ask students to remain in the same group as before. Then, we will
explain to them that each group has to browse the internet and search for different images
which represent what they understand by gender stereotypes. Once they finish, we will ask
them to choose one word or expression they have learned during the lesson, and think
which image might be linked to it. This will be done with each image. I will let them work until
the lesson ends, making sure they save the pictures since they will use them the following
class.
Scaffolding strategies:
-Explain to students what they have to do;
-Monitor students while they are doing the task;
-Provide students with the necessary help
When the activity is finished, we will say
“It was a wonderful class. You did very well. See you next class!”
★ In order to cater for possible SpLD students, we have planned the following in
case we have a student with DYSLEXIA.
We know that acquiring vocabulary can be really difficult for students with dyslexia. Due to
the fact that this lesson provides a lot of new vocabulary, we have decided to teach to the
student with dyslexia fewer words. For example, in the warm up section, we will give each
student a word or expression. We will give the student with dyslexia an easy word to learn.
For example, “optimistic” since this word is transparent and its pronunciation doesn´t differ
too much from the spelling. We will do the same with the rest of the activities which include
new vocabulary.
In the presentation, we will implement the use of multi-sensory methods which include the
auditory, visual and kinaesthetic learning styles because they are useful to learn new words
and do different tasks. Taking into account this method, in order to teach few words and
expressions, we will repeat them many times orally and at the same, we will employ visual
aids as well as gestures to help the student with dyslexia understand the meaning. For
instance: If we want to teach the word “cry”, we will use a flashcard (with the word written
and the action drawn on it) and make the necessary gestures to promote his/her
understanding.
In activity 2, we will select only a short motivating paragraph from the song. We should be
aware that students with dyslexia mustn´t be asked to read aloud since it is difficult for them
to read aloud and understand meaning at the same time. So, we won´t ask he/she to do so.
For example: In activity 2, we might choose the following paragraph:
Comentario [A4]: Everyone benefi
from them!
9. Don't hide yourself in regret
Just love yourself and you're set
I'm on the right track, baby
I was born this way
We can see that it is a short paragraph and it doesn´t have difficult. With respect to activity 2,
we will only select two expressions to work on gender stereotypes. These expressions re:
“We are all born superstars” and “I'm beautiful in my way”
In activity 3, we will give he/she short and clear explanations on the grammatical structure.
We will also bear in mind that grammar should be taught in small steps. Furthermore, Multi-
sensory techniques can be included by using the color-coding of words or phrases. So, we
will teach the past simple by saying that verbs in red are regular verbs and verbs in blue are
irregular verbs. By doing so, we will help him/her understand the structure better. Once
he/she have understood, we will give him/her a short and simple task to practise this
structure.
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
x