Designing individual lesson
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This document discusses the importance and process of developing individual lesson plans. It defines a lesson plan as a teacher's guide that provides goals, instructional methods, and assessment of learning objectives. The key components of an individual lesson plan are an opening, introducing new material, a group activity, independent practice, and closing. Developing comprehensive lesson plans helps ensure teaching is well-organized, focuses on learning outcomes, and allows for feedback.
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Organizing a Language Course
This document discusses organizing an educational course. It explains that organizing a course involves deciding on underlying systems to structure the content according to goals and objectives. This occurs at the level of the whole course, units/modules, and individual lessons. There are five overlapping processes for organizing a course: determining the organizing principle, identifying units based on principles, sequencing units, determining unit language/skills content, and organizing unit content. The document provides examples of how courses may be organized, such as by writing compositions, themes, historical periods, or cumulative tasks. Different ways to sequence a course are also discussed, such as building complexity or providing prerequisites between units.
Curriculum and Material Development
This document summarizes key aspects of curriculum design approaches from chapters 9 and 10 of the book "Language Curriculum Design" by I.S.P Nation and John Macalister. It discusses three common approaches to the curriculum design process: the waterfall model, focused opportunistic approach, and layers of necessity model. It also covers negotiated syllabuses, where teachers work with learners to make joint decisions about curriculum design elements. Requirements for implementing a negotiated syllabus include establishing negotiation procedures, planning course content and activities, setting learning goals, and evaluating outcomes.
Organizing a Course
This document discusses different approaches to organizing language courses, including organizing around topics, texts, skills, functions, competencies, and tasks. It provides examples of course structures and sequencing for each approach. The document also defines syllabus design and different types of syllabi, such as structural, situational, topical/thematic, functional, competency-based, task-based, and skills-based syllabi. It discusses determining organizing principles, units, and unit contents for course design.
SYLLABUS AND CURRICULUM.pptx
This document outlines key concepts in language curriculum and syllabus design. It discusses the historical development of curriculum, distinguishing between approaches, methods, techniques, and exercises. A curriculum is a broad plan that defines student needs and the overall program, while a syllabus specifies concrete learning objectives and content. The document compares different ways of organizing a syllabus, such as structural and situational models, and examines McKay's modification view incorporating additional syllabus types. It also explores techniques for presenting lessons and exercises for practicing language skills.
Training Novice Teachers
Training Novice Teachers
Things that novice teachers have to know about teaching English in Algeria :
1) Goals of Teaching English at Middle School :
1)To help our society to live in harmony with modernity by providing the learner with linguistic tools essential for efficient communication
2) To promote national and universal values
3) To develop critical thinking, tolerance and openness to the world
4) To contribute to the shaping of a good citizen , aware of the changes an
d challenges of today and tomorrow
5) To give every learner the opportunity to have access to science , technology and world culture while avoiding the dangers of acculturation – curriculum page 4
2)2G program ( 2G = 1G + 4 Values - national identity /citizenship/national conscience /openess to the world - + Cross Curricular competences = “ Know how to learn?” is an interrelated set of attitudes, skills and knowledge that are drawn upon and applied to a particular context for successful learning )
3) CBA approach (It is an approach aiming at establishing a link between the learning acquired at school and the context of use outside the classroom. This approach enables the learner to learn how: to learn, to share, to exchange and to cooperate with others
4) The project work ( final production of one or two didactic units- CBA without project work is meaningless)
Pedagogic project ( number of sequences – the number of sequences depend on the number of learning objectives –each sequecne is formed of sessions or lessons – each lesson is formed of tasks and activities page 16 of support document²
5) The 4 Learning Situations ( initial problem solving situation – input situation – integrated situation– evaluation )
6) Initial problem solving (It's the starting point of your lesson where you involve your learners from the first moment you are in class - you put them in real life situation conform to the official approach (CBA) which is learner centered one.- Using selected aids , you invite your learners to guess,.......
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The document discusses various approaches to designing language course content and structure. It describes factors to consider when developing a course rationale and determining entry/exit levels. Common approaches for sequencing content include simple to complex, chronological order, and prerequisite skills. Syllabus frameworks that can be used include situational, topical, functional, task-based, and integrated. Instructional blocks are self-contained learning sequences that reflect overall course goals and objectives.
Curriculum foundations
The document discusses environment analysis, which involves analyzing factors in the learning environment that will affect curriculum design decisions. These factors can include characteristics of the learners, teachers, classroom, resources, and time available. Understanding constraints like class size or language level involves gathering local information as well as considering relevant research findings on how to address the constraint. The example of the time constraint illustrates how curriculum design can work within a constraint by limiting goals or using intensive study, or try to overcome it through self-study or extending course time. Overall, environment analysis is important for developing a usable curriculum that accounts for real-world situational factors.
Applied Linguistics
A language teacher is considered an applied linguist as they put linguistic theories into practice through language pedagogy and teaching. Other applied linguists include speech language pathologists and translators who also apply linguistic knowledge to solve real world problems in areas like communication disorders, language teaching, and translation. While language teachers draw on aspects of different roles, they are primarily scientists who systematically study and apply knowledge of language acquisition and teaching methods based on linguistic and educational research.
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This document discusses organizing an educational course. It explains that organizing a course involves deciding on underlying systems to structure the content according to goals and objectives. This occurs at the level of the whole course, units/modules, and individual lessons. There are five overlapping processes for organizing a course: determining the organizing principle, identifying units based on principles, sequencing units, determining unit language/skills content, and organizing unit content. The document provides examples of how courses may be organized, such as by writing compositions, themes, historical periods, or cumulative tasks. Different ways to sequence a course are also discussed, such as building complexity or providing prerequisites between units.
Curriculum and Material Development
This document summarizes key aspects of curriculum design approaches from chapters 9 and 10 of the book "Language Curriculum Design" by I.S.P Nation and John Macalister. It discusses three common approaches to the curriculum design process: the waterfall model, focused opportunistic approach, and layers of necessity model. It also covers negotiated syllabuses, where teachers work with learners to make joint decisions about curriculum design elements. Requirements for implementing a negotiated syllabus include establishing negotiation procedures, planning course content and activities, setting learning goals, and evaluating outcomes.
Organizing a Course
This document discusses different approaches to organizing language courses, including organizing around topics, texts, skills, functions, competencies, and tasks. It provides examples of course structures and sequencing for each approach. The document also defines syllabus design and different types of syllabi, such as structural, situational, topical/thematic, functional, competency-based, task-based, and skills-based syllabi. It discusses determining organizing principles, units, and unit contents for course design.
SYLLABUS AND CURRICULUM.pptx
This document outlines key concepts in language curriculum and syllabus design. It discusses the historical development of curriculum, distinguishing between approaches, methods, techniques, and exercises. A curriculum is a broad plan that defines student needs and the overall program, while a syllabus specifies concrete learning objectives and content. The document compares different ways of organizing a syllabus, such as structural and situational models, and examines McKay's modification view incorporating additional syllabus types. It also explores techniques for presenting lessons and exercises for practicing language skills.
Training Novice Teachers
Training Novice Teachers
Things that novice teachers have to know about teaching English in Algeria :
1) Goals of Teaching English at Middle School :
1)To help our society to live in harmony with modernity by providing the learner with linguistic tools essential for efficient communication
2) To promote national and universal values
3) To develop critical thinking, tolerance and openness to the world
4) To contribute to the shaping of a good citizen , aware of the changes an
d challenges of today and tomorrow
5) To give every learner the opportunity to have access to science , technology and world culture while avoiding the dangers of acculturation – curriculum page 4
2)2G program ( 2G = 1G + 4 Values - national identity /citizenship/national conscience /openess to the world - + Cross Curricular competences = “ Know how to learn?” is an interrelated set of attitudes, skills and knowledge that are drawn upon and applied to a particular context for successful learning )
3) CBA approach (It is an approach aiming at establishing a link between the learning acquired at school and the context of use outside the classroom. This approach enables the learner to learn how: to learn, to share, to exchange and to cooperate with others
4) The project work ( final production of one or two didactic units- CBA without project work is meaningless)
Pedagogic project ( number of sequences – the number of sequences depend on the number of learning objectives –each sequecne is formed of sessions or lessons – each lesson is formed of tasks and activities page 16 of support document²
5) The 4 Learning Situations ( initial problem solving situation – input situation – integrated situation– evaluation )
6) Initial problem solving (It's the starting point of your lesson where you involve your learners from the first moment you are in class - you put them in real life situation conform to the official approach (CBA) which is learner centered one.- Using selected aids , you invite your learners to guess,.......
Course planning and syllabus design
The document discusses various approaches to designing language course content and structure. It describes factors to consider when developing a course rationale and determining entry/exit levels. Common approaches for sequencing content include simple to complex, chronological order, and prerequisite skills. Syllabus frameworks that can be used include situational, topical, functional, task-based, and integrated. Instructional blocks are self-contained learning sequences that reflect overall course goals and objectives.
Curriculum foundations
The document discusses environment analysis, which involves analyzing factors in the learning environment that will affect curriculum design decisions. These factors can include characteristics of the learners, teachers, classroom, resources, and time available. Understanding constraints like class size or language level involves gathering local information as well as considering relevant research findings on how to address the constraint. The example of the time constraint illustrates how curriculum design can work within a constraint by limiting goals or using intensive study, or try to overcome it through self-study or extending course time. Overall, environment analysis is important for developing a usable curriculum that accounts for real-world situational factors.
Applied Linguistics
A language teacher is considered an applied linguist as they put linguistic theories into practice through language pedagogy and teaching. Other applied linguists include speech language pathologists and translators who also apply linguistic knowledge to solve real world problems in areas like communication disorders, language teaching, and translation. While language teachers draw on aspects of different roles, they are primarily scientists who systematically study and apply knowledge of language acquisition and teaching methods based on linguistic and educational research.
Origins of language curriculum development
The document discusses key considerations in language curriculum development, including determining what content to teach (vocabulary, grammar structures), how to organize and sequence that content, and criteria for selecting which elements to prioritize. It provides examples of approaches for selecting vocabulary based on frequency of use, range of usage, and teachability. For grammar, suggestions include prioritizing simple structures, conversational elements, and patterns ordered by learnability based on learner interviews. The goal is to determine the most useful elements and an optimal progression for bringing about intended learning outcomes.
Course planning and syllabus design
This document discusses course planning and syllabus design. It begins by outlining topics that will be covered, including developing a course rationale, preparing a scope and sequence plan, and planning course content and structure. It then provides details on developing a course rationale by answering questions about who the course is for and what will be taught. Examples of course rationales are given. The document also discusses choosing course content, describing student entry and exit levels, and various approaches to syllabus design, including grammatical, lexical, functional, situational, and integrated syllabuses. Factors to consider in selecting a syllabus framework and developing instructional blocks are also outlined.
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From syllabus design to curriculum development
6. Classroom activities should be meaningful and involve real communication
course and syllabus design
Syllabus design involves organizing instructional content and evaluation methods. It differs from curriculum which outlines broader educational goals. When designing a course, instructors must select a syllabus framework and develop instructional blocks. Various approaches to syllabus design include grammatical, lexical, functional, situational, topical, competency-based, text-based, skills-based, and task-based. No single approach is best - instructors should consider learner needs and integrate multiple approaches. The goal is not to choose one type but to connect different types to effectively teach language skills.
Lesson planning synchronous meeting 2
The document discusses key aspects of effective lesson planning such as writing clear learning objectives, considering factors like timing and student needs, and using frameworks like Gagne's nine events of instruction or Tyler's rational-linear model to structure lessons. Effective lesson plans provide guidance for teachers while allowing flexibility to adapt to students' responses and maximize learning.
Course planning and syllabus design
This document discusses various approaches to curriculum and syllabus design for language courses. It describes defining the rationale, entry and exit levels, choosing content, and determining scope and sequence. Various syllabus frameworks are presented such as grammatical, lexical, functional, situational, topical, competency-based, skills-based, and task-based. The document also covers selecting a syllabus framework, developing instructional blocks like modules and units, and preparing a scope and sequence plan.
On what criteria can a syllabus be organized
English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
Providing for effective teaching (chapter 7 curriculum development in Languag...
The document summarizes factors that influence effective teaching in language programs. It discusses four main factors: institutional factors, teacher factors, teaching factors, and learner factors. For institutional factors, it describes how organizational culture, quality indicators, and teaching context can impact teaching quality. It emphasizes the importance of support for teachers, including orientation, training, resources and feedback. The teaching process section outlines teaching models and principles for maintaining good teaching through monitoring, observation, problem identification and documentation of best practices. It also discusses evaluating teaching through an appraisal system.
Why english teachers may choose to design their own materials
Teachers designing their own materials allows them to contextualize lessons for their specific learners and environment, personalize instruction to meet individual student needs in diverse classrooms, and create timeless lessons that can respond to current events. However, teacher-made materials may lack overall organization and quality compared to commercial textbooks due to teachers' time constraints and lack of experience developing curricula at scale.
The origins of language curriculum development
The document discusses the historical origins and development of language curriculum design. It addresses how vocabulary and grammar were initially seen as the basic building blocks of language and were selected and graded according to various principles. Early approaches made assumptions that all learners' needs are the same, needs are defined by the language alone, and learning is determined by textbooks. The document outlines different methods used for vocabulary selection based on frequency, teachability, and learner needs. It also discusses principles for grammar syllabus design like simplicity, frequency, and learnability.
What is a Syllabus in Language Teaching?
This document discusses different types of syllabus approaches including product-oriented, process-oriented, and natural approach syllabuses. Product-oriented syllabuses include synthetic, analytic, grammatical, and functional-notional syllabuses which are organized by parts of language, purposes, grammar notions, and realistic tasks. Process-oriented syllabuses are organized around procedural tasks and include content, task-based, and natural approach syllabuses which specify tasks and activities, use experiential contexts, and emphasize comprehension before production. The document also outlines a teaching curriculum model of needs analysis, goal identification, objective setting, and evaluation.
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The document discusses the definitions and relationship between curriculum and syllabus. It states that curriculum broadly refers to all aspects of planning, implementing, and evaluating an educational program, while a syllabus can be defined as a narrower list of content to be taught. A curriculum addresses the why, how, and how well of the learning process, as well as the what, whereas a syllabus focuses specifically on selecting and sequencing the content and objectives to be covered. Overall, a syllabus translates the broader philosophy of a curriculum into specific steps and can be seen as expressing the content that learners will be exposed to in their course of study.
Differences between product and process approach
This document compares and contrasts the traditional product approach to writing instruction with the process approach. The traditional approach has students mimic model texts, focuses on organization over ideas, and emphasizes the final product. The process approach focuses on varied classroom activities to develop language use like brainstorming and discussion, sees writing as multiple drafts, and emphasizes collaboration over the individual product. It can involve any number of stages from generating and organizing ideas to exchanging feedback on drafts.
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What are the nature of language? What are the characteristics of language?
Sheila tamizrad types of syllabus
The document discusses different types of syllabi, including:
- Synthetic vs. analytic syllabi that present language in discrete items vs. whole chunks.
- Product-oriented vs. process-oriented syllabi that emphasize the product of learning vs. specifying learning tasks and activities.
- Referential vs. instrumental syllabi that convey facts vs. get things done.
It also outlines options for organizing general English and ESP syllabi such as structurally, functionally, topically, or task-based approaches. The document emphasizes that specifying course content reveals notions of language and learning.
Historical theories of language development
Prescriptive Grammar
Descriptive Linguistics
Behaviorism
Transformational Grammar
Krashen's Monitor Model
Communicative Competence
Discourse Theory
Meaning-Centered vs. Commonsense Approaches
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Contributions of Research about the Brain
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Language is a social phenomenon that is used by humans to communicate through sounds or gestures. It consists of a structured system with a sound system, vocabulary, grammar, and pronunciation. The relationship between language and society is bidirectional, as language is shaped by social factors like age, gender, class, and region, while society also influences language through preferences, values, and changes over time. Language acts as a primary tool for communication within a social system and group.
Course Planning and Syllabus Design
This document discusses course planning and syllabus design. It begins by explaining course rationale, which describes the reasons for a course and the intended teaching/learning. Key aspects of course rationale include who the course is for, what it covers, and how learning will occur. Determining scope and sequence is also important - scope refers to breadth/depth of content coverage, while sequence considers ordering content from simple to complex. The document then discusses selecting a syllabus framework, such as situational, topical, or task-based. Developing instructional blocks like modules or units is also covered. The planning process concludes by preparing a scope and sequence plan listing modules/units and their time requirements.
Planning a Lesson in Grammar
The document provides guidance on planning an effective grammar lesson. It discusses setting goals for linguistic content, communication tasks, and learning strategies. A lesson plan should include five parts: preparation, presentation/modeling, practice, evaluation, and expansion. The preparation phase introduces the lesson goals. Presentation provides language input from the instructor. Practice focuses on accuracy. During practice, students work on communication tasks. Evaluation recaps the lesson and monitors comprehension. Expansion applies the lesson outside of class. The document stresses using authentic materials related to realistic communication activities.
How Can I Prepare an Ideal Lesson-Plan ?
Preparing a lesson plan is one of the most challenging issues that novice teachers and students at their college levels face when they are asked to write a lesson plan (Bin-Hady, 2018). As a response to many of the students and teachers, the researchers try to set some solutions and guidance which can be even at limited level help such novice teachers and activate or sharpen skillful teachers. This paper provides novice teachers and students with theoretical and practical information about lesson-planning. It briefly defines lesson plan, explains its importance and sets the essential elements for a lesson plan. The second part of the paper focuses on the practical solution for writing lesson-plans. The researchers prepared different plans which focus on the four language skills and language areas. Such skill and areas are important to be concentrated on for enhancing learners in their language ability or using language communicatively. The researchers used Crescent English Course for Yemen (CECFY) as the content of this study because CECFY is the coursebook used to teach English at the Yemeni context. Key
Opinion Writing
This lesson plan is for a 5-day unit teaching students how to write an opinion essay. The unit focuses on the standard of writing opinion pieces supported with reasons and information. Students will learn the components of an opinion essay using the "OREO" structure of Opinion, Reasons, Elaboration/Evidence, and Restate Opinion. Each day focuses on a different step of the planning and writing process, such as identifying opinions in texts, completing an E-Frame planning sheet, and using the E-Frame to draft the introduction, body paragraphs, and conclusion of an essay. Formative and summative assessments are included to monitor student learning.
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The document discusses key considerations in language curriculum development, including determining what content to teach (vocabulary, grammar structures), how to organize and sequence that content, and criteria for selecting which elements to prioritize. It provides examples of approaches for selecting vocabulary based on frequency of use, range of usage, and teachability. For grammar, suggestions include prioritizing simple structures, conversational elements, and patterns ordered by learnability based on learner interviews. The goal is to determine the most useful elements and an optimal progression for bringing about intended learning outcomes.
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This document discusses course planning and syllabus design. It begins by outlining topics that will be covered, including developing a course rationale, preparing a scope and sequence plan, and planning course content and structure. It then provides details on developing a course rationale by answering questions about who the course is for and what will be taught. Examples of course rationales are given. The document also discusses choosing course content, describing student entry and exit levels, and various approaches to syllabus design, including grammatical, lexical, functional, situational, and integrated syllabuses. Factors to consider in selecting a syllabus framework and developing instructional blocks are also outlined.
Planning goals and learning outcomes
This document discusses different approaches to defining goals, objectives, and outcomes in language education. It outlines five curriculum ideologies that shape language teaching: academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism. Goals refer broadly to the general changes a program aims to bring about in learners. Objectives describe more specific intended changes and results from analyzing goals. Outcomes can describe competencies and behaviors necessary for real-world tasks. The document cautions that objectives and competencies must be carefully defined to avoid trivializing teaching or promoting hidden values.
From syllabus design to curriculum development
6. Classroom activities should be meaningful and involve real communication
course and syllabus design
Syllabus design involves organizing instructional content and evaluation methods. It differs from curriculum which outlines broader educational goals. When designing a course, instructors must select a syllabus framework and develop instructional blocks. Various approaches to syllabus design include grammatical, lexical, functional, situational, topical, competency-based, text-based, skills-based, and task-based. No single approach is best - instructors should consider learner needs and integrate multiple approaches. The goal is not to choose one type but to connect different types to effectively teach language skills.
Lesson planning synchronous meeting 2
The document discusses key aspects of effective lesson planning such as writing clear learning objectives, considering factors like timing and student needs, and using frameworks like Gagne's nine events of instruction or Tyler's rational-linear model to structure lessons. Effective lesson plans provide guidance for teachers while allowing flexibility to adapt to students' responses and maximize learning.
Course planning and syllabus design
This document discusses various approaches to curriculum and syllabus design for language courses. It describes defining the rationale, entry and exit levels, choosing content, and determining scope and sequence. Various syllabus frameworks are presented such as grammatical, lexical, functional, situational, topical, competency-based, skills-based, and task-based. The document also covers selecting a syllabus framework, developing instructional blocks like modules and units, and preparing a scope and sequence plan.
On what criteria can a syllabus be organized
English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
Providing for effective teaching (chapter 7 curriculum development in Languag...
The document summarizes factors that influence effective teaching in language programs. It discusses four main factors: institutional factors, teacher factors, teaching factors, and learner factors. For institutional factors, it describes how organizational culture, quality indicators, and teaching context can impact teaching quality. It emphasizes the importance of support for teachers, including orientation, training, resources and feedback. The teaching process section outlines teaching models and principles for maintaining good teaching through monitoring, observation, problem identification and documentation of best practices. It also discusses evaluating teaching through an appraisal system.
Why english teachers may choose to design their own materials
Teachers designing their own materials allows them to contextualize lessons for their specific learners and environment, personalize instruction to meet individual student needs in diverse classrooms, and create timeless lessons that can respond to current events. However, teacher-made materials may lack overall organization and quality compared to commercial textbooks due to teachers' time constraints and lack of experience developing curricula at scale.
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The document discusses the historical origins and development of language curriculum design. It addresses how vocabulary and grammar were initially seen as the basic building blocks of language and were selected and graded according to various principles. Early approaches made assumptions that all learners' needs are the same, needs are defined by the language alone, and learning is determined by textbooks. The document outlines different methods used for vocabulary selection based on frequency, teachability, and learner needs. It also discusses principles for grammar syllabus design like simplicity, frequency, and learnability.
What is a Syllabus in Language Teaching?
This document discusses different types of syllabus approaches including product-oriented, process-oriented, and natural approach syllabuses. Product-oriented syllabuses include synthetic, analytic, grammatical, and functional-notional syllabuses which are organized by parts of language, purposes, grammar notions, and realistic tasks. Process-oriented syllabuses are organized around procedural tasks and include content, task-based, and natural approach syllabuses which specify tasks and activities, use experiential contexts, and emphasize comprehension before production. The document also outlines a teaching curriculum model of needs analysis, goal identification, objective setting, and evaluation.
Curriculum and syllabus- Octavio Canseco
The document discusses the definitions and relationship between curriculum and syllabus. It states that curriculum broadly refers to all aspects of planning, implementing, and evaluating an educational program, while a syllabus can be defined as a narrower list of content to be taught. A curriculum addresses the why, how, and how well of the learning process, as well as the what, whereas a syllabus focuses specifically on selecting and sequencing the content and objectives to be covered. Overall, a syllabus translates the broader philosophy of a curriculum into specific steps and can be seen as expressing the content that learners will be exposed to in their course of study.
Differences between product and process approach
This document compares and contrasts the traditional product approach to writing instruction with the process approach. The traditional approach has students mimic model texts, focuses on organization over ideas, and emphasizes the final product. The process approach focuses on varied classroom activities to develop language use like brainstorming and discussion, sees writing as multiple drafts, and emphasizes collaboration over the individual product. It can involve any number of stages from generating and organizing ideas to exchanging feedback on drafts.
Language: Definition, Nature, and Characteristics
Language Curriculum for Secondary
What are the nature of language? What are the characteristics of language?
Sheila tamizrad types of syllabus
The document discusses different types of syllabi, including:
- Synthetic vs. analytic syllabi that present language in discrete items vs. whole chunks.
- Product-oriented vs. process-oriented syllabi that emphasize the product of learning vs. specifying learning tasks and activities.
- Referential vs. instrumental syllabi that convey facts vs. get things done.
It also outlines options for organizing general English and ESP syllabi such as structurally, functionally, topically, or task-based approaches. The document emphasizes that specifying course content reveals notions of language and learning.
Historical theories of language development
Prescriptive Grammar
Descriptive Linguistics
Behaviorism
Transformational Grammar
Krashen's Monitor Model
Communicative Competence
Discourse Theory
Meaning-Centered vs. Commonsense Approaches
Contributions of Semiotics
Contributions of Research about the Brain
Language and society
Language is a social phenomenon that is used by humans to communicate through sounds or gestures. It consists of a structured system with a sound system, vocabulary, grammar, and pronunciation. The relationship between language and society is bidirectional, as language is shaped by social factors like age, gender, class, and region, while society also influences language through preferences, values, and changes over time. Language acts as a primary tool for communication within a social system and group.
Course Planning and Syllabus Design
This document discusses course planning and syllabus design. It begins by explaining course rationale, which describes the reasons for a course and the intended teaching/learning. Key aspects of course rationale include who the course is for, what it covers, and how learning will occur. Determining scope and sequence is also important - scope refers to breadth/depth of content coverage, while sequence considers ordering content from simple to complex. The document then discusses selecting a syllabus framework, such as situational, topical, or task-based. Developing instructional blocks like modules or units is also covered. The planning process concludes by preparing a scope and sequence plan listing modules/units and their time requirements.
Planning a Lesson in Grammar
The document provides guidance on planning an effective grammar lesson. It discusses setting goals for linguistic content, communication tasks, and learning strategies. A lesson plan should include five parts: preparation, presentation/modeling, practice, evaluation, and expansion. The preparation phase introduces the lesson goals. Presentation provides language input from the instructor. Practice focuses on accuracy. During practice, students work on communication tasks. Evaluation recaps the lesson and monitors comprehension. Expansion applies the lesson outside of class. The document stresses using authentic materials related to realistic communication activities.
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How Can I Prepare an Ideal Lesson-Plan ?
Preparing a lesson plan is one of the most challenging issues that novice teachers and students at their college levels face when they are asked to write a lesson plan (Bin-Hady, 2018). As a response to many of the students and teachers, the researchers try to set some solutions and guidance which can be even at limited level help such novice teachers and activate or sharpen skillful teachers. This paper provides novice teachers and students with theoretical and practical information about lesson-planning. It briefly defines lesson plan, explains its importance and sets the essential elements for a lesson plan. The second part of the paper focuses on the practical solution for writing lesson-plans. The researchers prepared different plans which focus on the four language skills and language areas. Such skill and areas are important to be concentrated on for enhancing learners in their language ability or using language communicatively. The researchers used Crescent English Course for Yemen (CECFY) as the content of this study because CECFY is the coursebook used to teach English at the Yemeni context. Key
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This document provides guidance on how to effectively plan lessons by outlining the key components and questions to consider when writing a lesson plan. It discusses that a lesson plan should include goals, objectives, prerequisites, materials, a lesson description, procedure including an introduction, main activity and closure, follow up lessons, and assessment. The lesson procedure section provides more details on how to achieve the objectives and have students engage in step-by-step activities. Effective lesson planning is important for organizing instructional time and having a guide to manage the learning environment.
Lesson plan.pptx
Classroom management refers to all the activities a teacher undertakes to organize students, resources, space and time to maximize learning. Effective classroom management creates a conducive learning environment through establishing rules and procedures, maintaining student attention and engagement in lessons. Proper classroom management is crucial for the success of teaching and learning and depends on how classrooms are organized. Developing lesson plans is an important part of classroom management, with key components including objectives, materials, activities and assessments.
Strategy Sessions: Get organised with a lesson plan
In any given semester, course content should be properly communicated to the students in an organised manner to ensure the learning outcomes are met within the limited time. A 'lesson plan' becomes handy in this situation.
A lesson plan is a tool and a model for structuring an individual lesson. It provides strategies for efficiently putting together content needed for teaching; the amount of time spent in each topic and what supporting tools can be used. Other advantages of a lesson plan is that it ensures the consistency of teaching from one semester to another. Also if there are multiple lecturers teaching the same unit, they can use the same patterns and tools for teaching.
In this presentation, Menik Tissera uses an example of her own lesson plan to demonstrate how to effectively create and use one.
Lesson Planning by Dr. Zafar Iqbal PhD Education
This document discusses different types of lesson plans, including detailed, semi-detailed, and Understanding by Design (UbD) plans. It explains that lesson plans are important to guide teachers and ensure students receive a structured lesson. Detailed plans include objectives, subject matter, procedures, evaluation, and assignment. Semi-detailed plans have fewer details in procedures. UbD follows three stages - desired results, assessment evidence, and a learning plan. The document compares the key parts of each plan type.
Instructional-Planning araling Panlipunan.pptx
Instructional planning is the process of systematically planning lessons, units, and courses. It involves determining objectives, content, assessments, and resources. There are three levels of instructional planning: long-range planning which maps out topics for the entire school year; unit planning which groups lessons into thematic units; and lesson planning which outlines individual class sessions. Effective instructional planning considers student factors like readiness, interests, and learning styles as well as teacher knowledge of content, pedagogy, and technology. The goal is to organize learning experiences to help students achieve curriculum goals.
Lesson Planning
The document discusses lesson planning for teachers. It defines a lesson plan as a teacher's roadmap for what students need to learn and how it will be taught effectively. Lesson plans are created for the teacher to stay organized and avoid wasting class time. When planning a lesson, teachers should identify learning objectives, design activities, and develop assessment strategies. Lesson plans can vary in detail but should include key components like objectives, materials, procedures, evaluation, and assignment. Thorough lesson planning helps teachers visualize the teaching process and improve instruction.
Author's Evidence and Support 2
1) The lesson plan is for a 5-day unit focusing on explaining how authors use reasons and evidence to support their ideas in texts about chocolate.
2) Each day focuses on a different text and vocabulary words while using a graphic organizer to explain the author's evidence.
3) Formative assessments are built into daily learning targets and centers, while the unit culminates in a summative assessment on the fifth day.
Effective lesson planning
The document discusses effective lesson planning. It defines a lesson plan as a teacher's guide that includes goals, methods, and assessment. It outlines the typical elements of a lesson plan such as objectives, materials, and activities. It describes different types of assignments like whole-class lessons, group work, and independent practice. Finally, it discusses the importance of reflection and adjustment after teaching a lesson. Effective lesson planning helps teachers stay organized and achieve learning objectives.
Lesson and Unit planning
This document discusses unit planning and lesson planning for teaching. It begins by defining a unit plan as a comprehensive plan for instructing a unit of study that sits between a year-long plan and individual lesson plans. It notes that a unit plan should integrate related learning materials and activities. It then discusses the characteristics of a good unit plan and types of unit plans like teaching units and resource units. Finally, it defines a lesson plan as a plan for instructing a single lesson and discusses the three main types of lesson plans and the typical eight elements that make up a lesson plan, such as objectives, materials, and assessment.
Methodology essay rocio muñoz maria lagos (1)
1) The document discusses the importance and benefits of lesson planning for teachers, especially novice teachers. It notes that lesson planning helps teachers stay organized, focused on student needs and outcomes, and anticipate and address potential issues.
2) Lesson planning is defined as a structured process that considers factors like student background and needs, classroom materials, timing of activities, and potential problems. It allows teachers to design effective learning environments.
3) Novice teachers especially benefit from lesson planning as it provides guidance and helps them gain experience addressing issues in the classroom. Planning helps teachers reflect on their teaching and look for ways to improve.
Differentiation Made Easy
The document discusses differentiation as a teaching strategy to meet different learning needs in a group. It provides 12 examples of differentiated strategies or activities, such as writing group/individual targets, adjusting questions, choice boards, and leveled reading. The document also outlines steps to differentiate, including introducing a concept to the whole class, dividing students into tiered groups, creating varied activities, and assessing students. Challenges of differentiation and ways to manage it in the classroom are also addressed.
TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULES
TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULES
TEACHER GUIDES:
Teacher Guides support teachers in five key areas:
Planning:
Teaching approaches:
Assessment:
Learning environment:
SUBJECT RESOURCE MODULES:
MODULES ARE USED TO:
THREE KEY THINGS THAT ARE IMPORTANT WHILE DESIGNING A MODULE FOR ANY SUBJECT:
1. Be clear about the module purposes and aspirations for student participants and communicate these to students:
2. Make sure your module is constructively aligned (the learner actively constructs their own understanding and all teaching and assessment are aligned with outcomes the intended).
3. Considering the course in context (department, institution, sector):
Planning for Instruction
This document discusses the importance of planning for instruction. It defines planning as what the teacher prepares for presenting a lesson in class. Effective teaching depends on effective lesson planning, which is more difficult than delivering instruction. There are several steps and components to planning a lesson, including setting goals, designing a unit plan, and designing a lesson plan. A unit plan contains multiple related lessons while a lesson plan maps out the teacher's intentions for a single lesson. Both include elements like objectives, procedures, and assessment. Proper planning is essential for effective teaching and student learning.
Deped order 42 policy guidelines dll
The document outlines the policy guidelines for daily lesson preparation under the K to 12 Basic Education Program in the Philippines. It discusses the importance of instructional planning and the elements of an effective lesson plan, including objectives, content, learning resources, procedures, remarks, and reflection. Teachers are required to fill out a Daily Lesson Log on a weekly basis that includes these elements. The log is meant to guide teachers' instruction and assessment while allowing flexibility. It also requires teachers to reflect on the effectiveness of their lessons and address student needs.
Session 11 significant learning
This document provides an agenda and overview for a class session on designing and implementing curricula. It discusses integrating course design using backward design by beginning with learning goals and aligning objectives, instructional strategies, and assessment. The document also covers establishing significant learning goals in different domains, writing measurable objectives, considering situational factors, anticipating barriers to implementation, and the difference between audit-ive and educative assessment. Students are asked to consider how to best implement their curricular projects and self-assess their performance in the course.
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Designing individual lesson
- 1. Designing Individual Lesson Presented By: Hassan Arslan Khalid STED, AIOU
- 2. Objectives What is lesson plan? Importance of lesson planning Development stages of individual lesson Conclusion
- 3. What is lesson plan? Detailed description of course of instruction Developed to guide class learning Covers needs of students So, a teacher’s guide for running a particular lesson including goals, ways to reach the goals and how well the goals were reached. (https://en.wikipedia.org/wiki/Lesson_plan)
- 4. Importance of lesson planning How much is it important to plan the life? Do you plan your day? If yes then how? Did I plan the session for today?
- 5. Importance (conti…) Well organized way of teaching Teaching according to set learning outcomes Time saving process Feedback system (http://www.ascd.org/publications/books/109051 /chapters/Lesson-Plans-and-Unit-Plans@-The- Basis-for-Instruction.aspx)
- 6. Designing Individual Lesson Opening / Introduction Introduction to new material Group activity Independent activity Closing (Pedagogy Module, DSD)
- 7. Opening / Introduction Brainstorming Ice-breaking activities Recall last day lesson Announce the learning objectives 2 – 5 minutes (Pedagogy Module, DSD)
- 8. Introduction to New Material Teaching with use of different allied materials Use of AV aids 10 – 15 minutes (Pedagogy Module, DSD)
- 9. Group Activity Also called guided activity Task to whole class Whole class participation Practice on board 10 minutes (Pedagogy Module, DSD)
- 10. Independent Activity Individually assigned tasks Work on notebooks 10 minutes (Pedagogy Module, DSD)
- 11. Closing Conclude the topic Feedback and reflections New strategies formulation Closing advice 2 – 5 minutes (Pedagogy Module, DSD)
- 12. Conclusion At the end it can be concluded that lesson plan is the format of descriptions which helps teacher to teach the course in effective way. A daily lesson plan is developed by a teacher to guide class learning. There are five major steps of lesson planning that are introduction, introduction of new material, group activity, independent activity and closing. By following these steps a teacher can teaches more accurately, more sequencing, more effective and well organized. Lesson planning has great importance for both teacher and students. After completion of lesson it is good to make an advisory statement for students.
- 13. References Directorate of Staff Development. (n.d.). Pedagogy, Professional Development Day, (PD Day) Modules. Lahore: Punjab Curriculum and Text Book Board. https://en.wikipedia.org/wiki/Lesson_plan http://www.ascd.org/publications/books/10905 1/chapters/Lesson-Plans-and-Unit-Plans@- The-Basis-for-Instruction.aspx