Easy ways of improving students’ speaking ability
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The document provides guidance for teachers to improve students' speaking ability in English. It recommends that teachers use English for all classroom communication, teach common classroom phrases, correct mistakes supportively, and challenge students to use English. By creating a linguistic environment where students regularly use English, their competence and confidence with the language will improve.
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This document contains a lesson plan for an English class focusing on language learning experiences and tenses. It includes details such as the date, class details, teaching points, aims and goals, language focus, teaching approach, activities, materials, and potential issues. The lesson plan involves students discussing their experiences learning English in groups, focusing on the tenses used. They then complete a chart practicing the tenses. Finally, students analyze sentences using the definite article and match explanations for its use.
Tpd schulze secondary- all plans & all journals
This document contains a lesson plan for an English class focusing on language learning experiences and tenses. It includes details such as the date, class details, teaching points, aims and goals, language focus, teaching approach, activities, materials, and potential issues. The lesson plan involves students discussing their experiences learning English in groups, focusing on the tenses used. They then complete a chart practicing the tenses. Finally, students analyze sentences using the definite article to understand its uses.
Section 1 Lesson PreparationTeacher Candidate Name.docx
This lesson plan is for a 2nd grade ELA lesson focusing on decoding one-syllable words with the short /e/ vowel sound. The lesson will begin with a discussion reviewing long and short vowel sounds. Students will then read a paragraph and mini book highlighting words with the short /e/ sound. They will answer questions about knowing when to use the short vs. long /e/ sound in words. The lesson aims to help students distinguish and decode the short /e/ sound in words.
Section 1 Lesson PreparationTeacher Candidate Name .docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Ms. Lope
Grade Level:
2nd grade
Date:
Unit/Subject:
ELA
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
National/State Learning Standards:
Common Core State Standards:
RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
Specific Learning Target(s)/Objectives:
Objective (Explicit)
Student will be able to (SWBAT):
· decode the vowel sound short /e/ in one-syllable words.
· to distinguish the short /e/ sound in one-syllable word within a sentence.
Sub-objectives
· SWBAT sound out words phonically
· SWBAT differentiate between different phonemes
Academic Language
Short /e/ sound
Long /e/ sound
Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web.
Resources, Materials, Equipment, and Technology:
Short /e/ Vocabulary list
Short /e/ paragraph
Short /e/ Book Jen
Short /e/ Word Search worksheet
Section 2: Instructional Planning
Anticipatory Set
Time Needed
Multiple Means of Representation
The teacher will start a conversation with the student, asking the student what the different sounds the different vowels make. Teacher will then lead into conversation about the e sound and it makes two different sounds. Teacher will tell the student that today's objective is to work on the short /e/ sound. Teacher will review the short and long e sound with student, teacher will ask student about learning it in the past. (How did you learn these sounds? How do you remember which sound to make?) Teacher will tell student that we are going to read a paragraph and look for the short /e/ sound.
Explain how you will differentiate materials for students with special needs
·
What accommodations/modifications will you include for a specific student?
·
Do you anticipate any student who will need an additional challenge?
What co-teaching approach will you use to maximize student achievement?
Time Needed
Multiple Means of Engagement
Teacher will have the student read the paragraph that emphasizes the short /e/ sound. The teacher will help the student if needed. The teacher will then have the student highlight the short /e/ sounds. Teacher will explain that it is a short /e/ sound because of the CVC/CVCC pattern.
How did you know to use the short /e/ sound? What would it sound like if you used the long /e/ sound?
Student will read the paragraph. Student will highlight the words with the short /e/ sound. Student will ask and answer questions.
Explain how you will differentiate materials for students with special needs
·
What accommodations/modifications will you include for a specific student?
·
Do you anticipate any student who will need an ad.
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Writing when english is not my first language viola gjylbegaj
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Section 1 Lesson PreparationTeacher Candidate Name.docx
Section 1 Lesson PreparationTeacher Candidate Name.docx
Section 1 Lesson PreparationTeacher Candidate Name .docx
Section 1 Lesson PreparationTeacher Candidate Name .docx
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Ha Van Hai wrote a daily reflection for his CALL course, noting that he enjoyed downloading and converting video clips for use in his teaching. He was able to successfully download, convert, and post a video clip to his posterous site. He is currently reading a unit on using technology to teach reading skills and hopes to master these techniques to effectively incorporate them into his own teaching.
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The document provides guidance for teachers to improve students' speaking ability in English. It recommends that teachers use English for all classroom communication, teach common classroom phrases, correct mistakes supportively, and challenge students to use English. By creating a linguistic environment where students regularly use English, their competence and confidence with the language will improve.
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The document provides guidance for teachers to improve students' speaking ability in English. It recommends that teachers use English for all classroom communication, teach common classroom expressions to students, correct mistakes politely without criticism, and challenge students to use English. By creating a linguistic environment where students regularly use English, their competence and confidence with the language will improve.
Daily reflection #3
Ha Van Hai writes a journal entry about his experience so far in the online course. He enjoys using CALL technologies like Hot Potatoes software to design exercises for his students. As an English teacher in Vietnam, he thinks Hot Potatoes will be very useful for his work. He had a good time talking with the instructor and learning about new teaching tools, even though their time was limited. He looks forward to meeting the instructor in person at the end of the course in Vietnam.
Daily reflection day 2
Ha Van Hai wrote a journal entry reflecting on the second day of his course. He was initially worried by the long list of tasks for the day but his teacher provided clear guidance. With his teacher's help, Ha was able to download and install Audacity software on his computer, though installing Lame was difficult at first and required help from a friend. Ha recorded an introduction of himself and hopes everyone can complete the tasks assigned by the professor.
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Ha Van Hai is a teacher in Vietnam who has been teaching English for 15 years. He is taking an online course to improve his English skills and teaching methods. In the first class, Ha and his classmates struggled to understand the professor through the online format due to differences in language and culture. However, Ha was able to see the professor through a classmates computer and found the professor to be excellent. Ha hopes that through the course he will become accustomed to the online format and fully understand the lessons.
Easy ways of improving students’ speaking ability
The document provides guidance for teachers to improve students' speaking ability in English. It recommends that teachers use English for all classroom communication, teach common classroom expressions to students, correct mistakes politely without criticism, and challenge students to use English. By creating a linguistic environment where students can frequently practice speaking English, their competence and confidence will improve.
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