Day to day concerns 2
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This document outlines planning considerations and techniques for day-to-day language lessons. It discusses (1) planning lessons around performance areas identified in needs analyses, (2) selecting and using a variety of methods like modeling language and role plays, (3) defining warm ups as crucial preparation periods, (4) presenting new language in context and patterns of discourse, (5) providing feedback and correction, (6) raising students' awareness of language use, and (7) including engaging activities. The goal is to effectively teach relevant language that empowers students for real-life communication.
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Day to day concerns
This document provides guidance for planning day-to-day English language lessons. It outlines steps for selecting performance areas to focus on, breaking them into component parts, and planning individual lessons. It also discusses selecting and using different teaching methods, defining warm-ups, presenting new language, providing feedback and corrections, raising learner awareness, and example activities. Key recommendations include relating all practice to performance areas, making objectives clear, adapting methods as needed, and empowering students with useful language.
Day to day concerns
This document outlines various techniques for planning and conducting effective English language lessons on a day-to-day basis. It discusses planning lessons by selecting performance areas and breaking them into component parts. When presenting new language, the document recommends teaching relevant and contextualized language, using real-world discourse patterns, and empowering students. It also emphasizes the importance of feedback, correction, awareness-raising, and using a variety of activities, including warm-ups, to fully engage students in learning.
Accommodations for SWD
The document discusses accommodations and modifications for students with disabilities. It defines accommodations as changes to how students learn or are assessed, without altering expectations, while modifications change expectations. Accommodations include things like extra time, audiobooks, or adaptive keyboards. Modifications include exemptions or individualized tasks and expectations. The document provides examples of accommodations for presentation, response, setting, and timing. It emphasizes the IEP team determines needed accommodations based on individual student strengths and needs.
PPP teaching stages
The document outlines the Presentation-Practice-Production (PPP) methodology for teaching English as a second language. It describes the three main stages: the presentation stage introduces new language through activities like songs, games, or stories; the practice stage helps students use the language through sentences and questions; and the production stage gives students opportunities to experiment with the language through activities like role-plays and discussions. Overall, PPP provides a general structure for moving students from controlled, structured speech to more independent language use.
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This document discusses the Presentation-Practice-Production (PPP) model for teaching language. It begins by outlining the general and specific objectives of learning about this model. It then introduces the three phases - Presentation, Practice, and Production - and provides examples of activities that can be used in each phase. Some advantages of the PPP model are that it provides a clear structure for lessons, allows the teacher to monitor student progress, and builds confidence as students move from controlled practice to freer production. The document concludes by having teachers apply what they've learned by creating their own PPP language lesson plan.
Sheltered Instruction: Intro to EDU 380
This document outlines the Sheltered Instruction Observation Protocol (SIOP) model, an approach for making content comprehensible for English learners. The SIOP model incorporates eight components: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment. Teachers are encouraged to implement the components gradually, using them as a template to plan lessons that engage students and effectively teach both content and language. The goal is to help English learners develop their academic language and subject matter knowledge.
Presen.educ.psy (2)
- The document discusses how learners deal with the learning process and the strategies they employ. It defines language learning strategies as steps taken by learners to facilitate storage, retrieval, and use of language.
- There are three main types of strategies: cognitive learning strategies involving manipulating language, metacognitive strategies for overseeing learning, and social strategies for exposure to the language. Effective learners are able to adapt strategies to different learning situations and monitor their progress.
- Strategy training in language teaching aims to help learners discover the strategies that work best for them so they can learn more effectively. It involves teaching ways to learn vocabulary, listening, reading, and productive skills as well as evaluating strategies.
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Day to day concerns
This document provides guidance for planning day-to-day English language lessons. It outlines steps for selecting performance areas to focus on, breaking them into component parts, and planning individual lessons. It also discusses selecting and using different teaching methods, defining warm-ups, presenting new language, providing feedback and corrections, raising learner awareness, and example activities. Key recommendations include relating all practice to performance areas, making objectives clear, adapting methods as needed, and empowering students with useful language.
Day to day concerns
This document outlines various techniques for planning and conducting effective English language lessons on a day-to-day basis. It discusses planning lessons by selecting performance areas and breaking them into component parts. When presenting new language, the document recommends teaching relevant and contextualized language, using real-world discourse patterns, and empowering students. It also emphasizes the importance of feedback, correction, awareness-raising, and using a variety of activities, including warm-ups, to fully engage students in learning.
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The document discusses accommodations and modifications for students with disabilities. It defines accommodations as changes to how students learn or are assessed, without altering expectations, while modifications change expectations. Accommodations include things like extra time, audiobooks, or adaptive keyboards. Modifications include exemptions or individualized tasks and expectations. The document provides examples of accommodations for presentation, response, setting, and timing. It emphasizes the IEP team determines needed accommodations based on individual student strengths and needs.
PPP teaching stages
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3 ps
This document discusses the Presentation-Practice-Production (PPP) model for teaching language. It begins by outlining the general and specific objectives of learning about this model. It then introduces the three phases - Presentation, Practice, and Production - and provides examples of activities that can be used in each phase. Some advantages of the PPP model are that it provides a clear structure for lessons, allows the teacher to monitor student progress, and builds confidence as students move from controlled practice to freer production. The document concludes by having teachers apply what they've learned by creating their own PPP language lesson plan.
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- The document discusses how learners deal with the learning process and the strategies they employ. It defines language learning strategies as steps taken by learners to facilitate storage, retrieval, and use of language.
- There are three main types of strategies: cognitive learning strategies involving manipulating language, metacognitive strategies for overseeing learning, and social strategies for exposure to the language. Effective learners are able to adapt strategies to different learning situations and monitor their progress.
- Strategy training in language teaching aims to help learners discover the strategies that work best for them so they can learn more effectively. It involves teaching ways to learn vocabulary, listening, reading, and productive skills as well as evaluating strategies.
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This document discusses modern teaching strategies for English as a foreign language (EFL) classes. It begins by defining what a teaching strategy is and outlining some goals of using strategies, such as involving students and providing feedback. It then presents various types of strategies, including assessment, active learning, brain-based, and differentiated instruction strategies. Specific examples of modern strategies are described in more detail, such as close reading, verb action activities, jeopardy games, role-playing through hot seating, checking for understanding, using cognates, and implementing response to intervention for English language learners. Steps for how to implement each strategy are provided.
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This document discusses strategies for developing oral fluency in language learners. It defines oral fluency as the ability to express oneself intelligibly, reasonably accurately, and without too much hesitation. It recommends initially focusing on accuracy through drills and repetition, then shifting to focus on fluency through meaningful activities that encourage personal expression. Some problems with speaking that are addressed include inhibition, lack of vocabulary, and uneven participation. Suggested solutions involve grouping students, preparing topics, and minimizing correction to encourage communication.
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skills. In addition, ELL students are now expected to meet many of the same national and
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The PPP approach to language teaching involves 3 stages: presentation, practice, and production. In the presentation stage, the teacher introduces new language through examples. Students then practice saying or writing the new language correctly. Finally, in the production stage, students use the new language to communicate through activities like dialogues or presentations.
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The document describes the PPP approach to language teaching. It consists of three stages: Presentation, Practice, and Production. In the Presentation stage, new language is introduced through meaningful examples. Practice involves activities for students to use the new language with accuracy. Production creates situations for students to communicate using the new language. The document also discusses variables to consider like classroom setup, student and teacher roles, and resources available to help make classes more engaging.
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The document outlines an approach to language teaching with 4 main steps: 1) Introduce meaningful models of language needed by students with elicitation, presentation, and explanation techniques, 2) Conduct careful practice of the language with a focus on students' lives and interaction, 3) Organize communicative interaction, and 4) Give feedback on students' language use. Elicitation involves determining what students already know and allowing them to learn from each other. Presentation introduces new language meaningfully in context. Explanation provides rules for some learners. Practice integrates different skills.
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only must they learn academic English, but they must also learn content subject matter and
skills. In addition, ELL students are now expected to meet many of the same national and
state standards and assessments as native English speakers. Learning strategies instruction
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The document outlines an approach to language teaching with 4 main steps: 1) Introduce meaningful models of language needed by students with elicitation, presentation, and explanation techniques, 2) Conduct careful practice of the language with a focus on students' lives and interaction, 3) Organize communicative interaction, and 4) Give feedback on students' language use. Elicitation involves determining what students already know and allowing them to learn from each other. Presentation introduces new language meaningfully in context. Explanation provides rules for some learners. Practice integrates different skills.
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The document discusses the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes SIOP as a research-based instructional model consisting of 30 features to help teachers plan and deliver lessons that are comprehensible to ELLs. The document also summarizes research findings that oral language proficiency and literacy development in a student's native language can help facilitate literacy development in English. Explicit instruction in the five components of reading is necessary but not sufficient for ELLs, who must also develop academic oral English proficiency.
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This document outlines factors for teachers to consider when setting writing tasks for students, including students' English proficiency level, knowledge level, writing strategies, and individual needs. It recommends teachers match tasks to proficiency levels, choose topics students are familiar with, encourage strategy use, and tailor their approach to individual student needs to improve writing effectiveness.
Motivation (based on TKT course)
This document discusses motivation in language learning. It describes characteristics of motivated learners, factors that motivate students, the role of the teacher in motivating students, and strategies for creating a motivating classroom environment. Specifically, it emphasizes that teachers should make students feel a sense of belonging, provide clear feedback, make lessons stimulating and relevant, and praise students to boost confidence and motivation.
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The feedback sheet summarizes the observation of an English class taught by Pedro Samuel de Moura Torres to 2 second year high school students. According to the feedback, Pedro was very punctual, tried to teach 100% in English but switched to Portuguese when needed, and seemed confident in the subject matter. However, the lesson plan did not adequately anticipate difficulties students may face understanding instructions in English. Pedro was good at encouraging student participation and managing the classroom but could apply principles of learner-centeredness more often by asking questions back to students rather than answering straightforwardly. The strengths noted were maximizing the target language use, rapport with students, and motivation. Areas for development included having backup plans for small groups and using more constructivist teaching
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3. Prepositions: Giving Directions
- At the end of the 2-hour session, students will be able to use at least 5 different prepositions (e.g. to, from
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The document discusses principles and strategies for effective classroom management. It addresses factors like classroom environment, seating arrangements, organization of class activities, and teacher presence and control. It emphasizes the importance of creating a supportive learning environment through teacher attitudes, getting to know students, and being sensible with corrections. The document also discusses challenges of heterogeneous and large classes and strategies to address problems like multiple choice questions, games, group discussions and learning contracts. It provides resources on classroom management and assigns reading on integrating technology into language teaching.
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Day to day concerns 2
- 1. Day to Day Concerns Prepared by: Soumia Bouddage Aziz Driouch Sophia Akdim Younes TAIA
- 2. Outline • Planning on Day to Day basis • Selecting and using methods • Warm up definition • Presentating language • Feed back and correction • Awareness- raising • Activities
- 3. Planning on day to day basis
- 4. A suggested procedure for lesson planning
- 5. • 1/ Select one or more performance areas from the initial needs analysis as a focus ,taking into account the needs of individuals. • 2/After having chosen a performance area, break it down into its component parts by considering some questions:
- 6. A. Which area of lexis will students need to be able to understand or use ? B. Which functions will come to play ? C. How many exponents will be need to be taught for each function? D. Is pronunciation Important for this area of language? E. Is accuracy important for a student’s success in his or her situation?
- 7. • 3/Plan the lesson, focusing on one of the component parts for performance area selected, considering the following questions:
- 8. A. How much can or should be dealt with in this particular lesson? B. Do all students need this area of language equally? If not what can be done ? C. Where can I obtain good models of language to demonstrate what’s required ?do I need to produce some myself ? D. Are any particular problems to be anticipated ?(Nerves, low attendance, specific linguistic difficulties ,etc.)
- 9. Selecting and using methods
- 10. The word ‘method’ is used in different ways ,but it can simply be used to refer to a classroom techniques for an activity. As well as being alert to students when slecting and using methods:
- 11. • Give students models of language • Realistically contextualize language practice • Encourage students to use language to communicate • Insist that students focus on pronunciation • Use role-play as often as possible • Recycle language using different methods • Balance methods • Develop your own principles
- 12. Mainly , while using any method we should take certain points into account:
- 13. • Relate all class language practice to bigger performance areas so that students will be able to see how everything fits together • Make your objectives clear to students at all times. • Be realistic about why methods succeed or fail at different times. • Adapt methods to suit the situation. •
- 14. Warm up definition • The start of a lesson , an exercise or activity in preparation immediately before a lesson ,it’s crucial time for both teacher and students because it can either hinder or boost the enthusiasm and interests of the learners .
- 15. Expect the unexpected: • _ have two or three alternative courses of action for every lesson. • _ keep spare copies handy of any worksheets which require no materials or preplanning.
- 16. Expect the unexpected: • _ Memorize a repertoire of amusing stories or puzzle problems so as to be able to refocus students' attention when waiting or suffering some sort of inconvenience. • _ Carry a ball with you at all times, this can be thrown around to diffuse tension or frustration in students .or used in various activities which involve the use of a ball.
- 18. Presenting of new language is inevitably crucial regardless of student’s level , age ,gender and interests When presenting language, there are some points that we should remember :
- 19. • Teach relevant language • Teach language in context • Use contexts which are useful to students • Teach patterns of discourse • Raise students ‘awareness of language use in real life contexts
- 20. • Teach language selectively • Insist on good pronunciation • Teach safe forms of language • Use warmers effectively • Encourage students to develop an 'English speaking personality • Give students language which empowers them • Allow and encourage students to ‘digest’ new language
- 21. Feed back and correction
- 22. Why give feedback or correct? In Business English context appropriate and correct use of language is often vital if communication is to be successful.
- 23. How to give feedback or correct? Self correction Peer correction Teacher’s correction
- 24. When giving feedback While giving feedback we should be tolerant, open-minded, encourage students and accept alternative answers.
- 26. Students should be aware of what and how they are learning. In other words, should be aware of :
- 27. where they are going and how they are going to get there. Be aware of how culture affects language Understand that English as a language is different from their own.
- 28. Activities
- 29. What is “warming up”?
- 30. Activity 1: Ball braining The activity procedures description: look at the words below:
- 31. _Office _Company _Phone _Fax _to fire secretary _employee _ Boss _meeting _work schedule _Negotiation _sales department _Customers _files _report _ job opportunities _ future plans _ advertisement
- 32. Activity 2
- 33. Activity 3
- 34. THE END