The document discusses developing effective speaking lesson plans. It emphasizes that lesson plans should motivate students and provide language practice opportunities. The document outlines steps to create lesson plans such as determining topics, objectives, and activities. It then discusses various classroom activities to develop speaking skills, including discussions, role plays, interviews and more. Suggestions are provided for teachers such as reducing speaking time and providing feedback.
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TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT NAME .docxrhetttrevannion
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT
NAME:
Tavonnia Evans SUBJECT:
English
STATE STANDARD:
ESSENTIAL KNOWLEDGE AND SKILLS
LEARNING OBJECTIVE(S): The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. In addition, the student will be able to communicate effectively with others in a variety of settings, including personal conversations, group settings, and formal lectures. This activity will help students learn how to communicate effectively, whether listening to or talking with others. This will also help them to build relationships and critical skills for modern life.
ASSESSMENT/PERFORMANCE MEASURE:
Following their discussions with their partners, students will review their notes and compose a brief written response in which they reflect on their experiences in discussing the books they chose for themselves with a peer.
MATERIALS and SETTING
What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floors, library, or science lab?
The setting is the classroom.
Materials needed include a Paper handout containing questions, a pencil, and paper.
The first portion of the lesson will consist of the instructor providing direct teaching, followed by students reading their independently chosen texts, working in pairs, and then working alone to write their reflections.
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the concept being taught?
Vocabulary –notetaking, audience
Academic language: Guided conversation starters:
· What book did you choose?
· Which text made you decide to use it?
· What does the bulk of the book cover?
· Just who is the kind of reader who would like the book?
FOCUS ACTIVITY
What activity will students engage in that will pique their interest in the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity
After presenting a brief, humorous sequence from a cartoon movie in which two characters are nasty to one other, I will lead a class discussion about how the characters may have spoken more politely. One of you will be chosen to respectfully summarize the cartoon character's message (García, 2019).
CONNECTION TO PRIOR LEARNING
This is what you
say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.
Teachers and administrators sho.
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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1. DEVELOPING SPEAKING
LESSON PLANS
PANPACIFIC UNIVERSITY NORTH PHILIPPINES
URDANETA CITY
INSTITUTE OF GRADUATE SCHOOL
Lecturer:
MARLY IBARRA VILLACRUSIS
Professor:
DR. MA. MARTHA MANNETTE A. MADRID
2. An effective lesson plan is
the backbone of our repertoire as a
teacher. We want a lesson that motivates
our pupils, provides useful and
necessary language practice and helps
students practice their English skills. The
more organized a teacher is, the more
effective the lesson and writing daily
lesson plans is a huge part of being
an organized teacher.
4. Before you can create
an effective lesson you first need
to determine your main topic for
the lesson. Anything that students
need to learn to communicate
effectively in English can be the
main topic of the lesson.
5. The next step is developing a
direction towards attaining the objectives. You
need to decide on how to teach the content
according to the levels and needs of the
learners. You also need to control how you use
your time in the classroom. Effective teachers
must plan for the productive use of classroom
time. The more effective English lesson plan
will incorporate student activities. This is where
the students practice the main topic of the
lesson and use what they learned.
6. Finally, there should be some kind of
feedback to determine if the lesson has
deficiencies. Feedback will assist the
teacher in finding out if the students have
met the lesson plan objectives.
Evaluations can range from the formal
such as quizzes to the informal like one-on-
one evaluation.
10. DISCUSSION
This is said to be next to lecture. The leader
provides the group with the information
needed for effective decision making and
helps all persons in the study group to
participate in the discussion. It is effective
when students go beyond the yes and no
answers. Good discussions starters can be
WHY, HOW, EXPLAIN and EXPLAIN
FURTHER.
12. 1. Circle Response – in a circular seating arrangement. The
leader asks a question or requests an opinion from each
person in the group. This can be a great learner’s attention
catcher to get participation from all.
2. Small Group Discussion- Divide the class into groups. Ask
the learners to discuss specific questions in their small
groups. Each group should designate a leader and a
secretary. Have them report a summary of their discussion to
the larger group.
3. Discussion with Listening Teams- Small groups are
selected to listen to a presentation from a particular point of
view. Discussion by the entire group should follow.
4. Lyrics Study – Provide lyrics of a song and discuss those in
light of the study material. Obviously, the song chosen should
be related to the lesson.
13. 5. Problem solving – Formal discussion approach that
facilitates the systematic treatment of a problem that is
significant to the group. The discussion should center on how
to solve the problem presented.
6. Remembering – Ask the class to retell a story they have
just read. Then discuss what they remembered and what they
forgot.
7. Word Association- Say one word based on the lesson
discussed. Have the students respond with the first word that
pops into their minds. Upon hearing the word, discuss that
word.
8. Word Study- Give each small group a word to examine in
the lesson, then discuss their findings.
14. ROLE PLAY
Students pretend they are in various
contexts and have a variety of social roles. In
role play activities, the teacher gives
information to the learners. This is also a
form of a dialogue. Students may be asked to
play different roles in the form of drama. This
exercise will encourage the students to speak
in real life situation. This is an improvise
scenario based on the story’s lesson.
15. SIMULATIONS
Very similar to role plays but what
makes it different from role plays is
that they are more elaborate.
Students can bring items to the class
to create a realistic environment.
16. INFORMATION GAP
Students are supposed to be working
in pairs. One student will have the
information that other partner does
not have and the partners will share
the information.
17. BRAINSTORMING
Is asking the learners to say out loud different ideas
they can think of about a topic, word or thing. This is
the technique for generating new and useful ideas. It
promotes creative thinking. It can be a problem
solving method in which group members are led to
suggest as many solutions as they can. The good
characteristics of brainstorming is that the students
are not criticized for their ideas so students will be
open to sharing new ideas.
18. STORYTELLING
Is the art of telling and retelling what
happened in real or imaginary events.
Students can briefly summarize a tale or
story they heard from somebody
beforehand or may create their own
stories to tell their classmates. This
fosters creative thinking.
19. INTERVIEWS
This is a method where facts and
opinions are shared by a resource person
in response to questions. Conducting
interviews with people gives students a
chance to practice their speaking ability
not only in class but also outside and
helps becoming socialized.
20. STORY COMPLETION
For this activity, a teacher starts to tell a
story, but after a few sentences, he/she
stops narrating. Then, each student
starts to narrate from the point where
the previous one stopped.
21. CLASS REPORTING
Before coming to class, students are asked to
read a newspaper or magazine and, in class,
they report to their friends what they find as
the most interesting news. Students can also
talk about whether they have experienced
anything worth telling their friends in their daily
lives before class.
22. PLAYING CARDS
In this game, students should form
groups of four. Each suit will represent a
topic.
For instance:
• Diamonds: Earning money
• Hearts: Love and relationships
• Spades: An unforgettable memory
• Clubs: Best teacher
23. PICTURE
SEQUENCING/NARRATING
Students are asked to tell the
story taking place in the
sequential pictures by paying
attention to the criteria provided
by the teacher as a rubric.
24. PICTURE DESCRIBING
For this activity students can form groups and
each group is given a different picture.•
Students discuss the picture with their groups,
then a spokesperson for each group describes
the picture to the whole class.• This activity
fosters the creativity and imagination of the
learners as well as their public speaking skills.
25. FIND THE DIFFERENCE
For this activity students can work in
pairs and each couple is given two
different pictures, for example, picture of
boys playing football and another picture
of girls playing tennis.• Students in pairs
discuss the similarities and/or differences
in the pictures.
27. • Provide maximum opportunity to students to speak the target
language by providing a rich environment that contains
collaborative work, authentic materials and tasks, and shared
knowledge.
• Try to involve each student in every speaking activity; for this
aim, practice different ways of student participation.
• Reduce teacher speaking time in class while increasing
student speaking time. Step back and observe students.
• Indicate positive signs when commenting on a students’
response.
• Ask eliciting questions such as "What do you mean? How did
you reach that conclusion?" in order to prompt students to
speak more.
• Provide written feedback like "Your presentation was really
great. It was a good job. I really appreciated your efforts in
preparing the materials and efficient use of your voice…"
28. • Do not correct student’s pronunciation mistakes very
often while they are speaking. Correction should not
distract student from his or her speech.
• Involve speaking activities not only in class but also
out of class; contact parents and other people who can
help.
• Circulate around classroom to ensure that students
are on the right track and see whether they need your
help while they work in groups or pairs.
• Provide the vocabulary beforehand that students
need in speaking activities.
• Diagnose problems faced by students who have
difficulty in expressing themselves in the target
language and provide more opportunities to practice
the spoken language.
29. CONCLUSION:
Teaching speaking is a very important part of
English language learning. The ability to communicate in a
English language clearly and efficiently contributes to the
success of the learner in school and success later in
every phase of life. Therefore, it is essential that language
teachers’ pay great attention to teaching speaking. Rather
than leading students to pure memorization, providing a
rich environment where meaningful communication takes
place is desired. With this aim, various speaking activities
such as those listed above can contribute a great deal to
students in developing basic interactive skills necessary
for life. These activities make students more active in the
learning process and at the same time make their learning
more meaningful and fun for them.