ECD LessonPlan M3.1
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The lesson plan introduces new students and teachers to introducing themselves. It instructs the teacher to write sample introduction questions on the board, like name and nickname. The teacher and a student will do an example introduction answering the questions. Then students will take turns introducing themselves and asking classmates the questions. The teacher will assess students' speaking skills and participation. The objectives are for students to learn to introduce themselves and speak properly. A song about introductions will review the lesson concepts. The estimated time is 1 hour.
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ECD LessonPlan M2.2
The lesson plan introduces new students and teachers to introducing themselves. It instructs the teacher to write sample introduction questions on the board, like name and nickname. The teacher and a student will answer the questions as an example. Then students will take turns asking and answering the questions with their classmates. The teacher will assess students' speaking skills and participation. The objectives are for students to learn to introduce themselves and speak properly. A song about introductions will be taught as a review. The lesson is estimated to take 1 hour.
Informational texts caldwell presentation march 2015
This document provides an overview of informational text strategies for use in English/Language Arts classrooms. It discusses the gradual release of responsibility model and the importance of dialogic talk where students discuss questions with each other to develop understanding. Three specific strategies are covered: possible sentences, where students create sentences from keywords before reading; "Really??", where students note surprises, reasons for surprises, and inferences; and "Somebody...wanted...but...so", a summarizing strategy identifying different points of view. The presenter encourages interactive discussion and applying the strategies to help students actively engage with informational texts.
PPT micro teaching : Teaching grammar with board races
This document describes how to teach grammar using board races. It suggests writing adjectives on a board with columns for "er" and "more" forms. Students are split into teams to write the comparative forms in the correct columns. This engages students actively in the lesson and improves the classroom atmosphere by avoiding boredom. The technique can also be used to teach other grammar topics like verb tenses, conjugations, and irregular verbs. Board races create a fun challenge that keeps students interested in learning grammar.
Classroom games
The document describes 4 activities to engage students in learning irregular verbs, vocabulary, and other classroom content:
1) Zoom! - Students take turns saying letters of an irregular verb's past participle form until it is completed, with the last student saying the full word.
2) Fast Cars! - Students write sentences using randomly called out words and race paper cars across a finish line.
3) Paper Ball Fight! - Students throw paper balls at each other with written vocabulary words, then make sentences from the words they collect.
4) Vocabulary Scramble - Students rearrange letter cards to form new words within a time limit, competing to make the most words.
Bethan and Zoe
This document discusses various questioning techniques and strategies to encourage student engagement and independent learning. It suggests having students develop each other's answers rather than relying on the teacher. Students should also keep notebooks of questions from lessons to discuss together. The "Stuck Menu" provides students options to try before asking the teacher for help, such as consulting peer question/answers or reviewing notes. As a plenary, students can write down questions on post-it notes for the class to answer. Differentiated group work gives each student a role to maximize participation. The document also provides examples of language teachers can use to prompt student problem-solving without direct answers and emphasizes the importance of modeling tasks before asking students to complete them independently.
Ten good games for recycling vocabulary
The document describes 10 vocabulary games that teachers can use to help students review and reinforce new vocabulary words in an engaging way. The games include Taboo, Memory Challenge, Last One Standing, Pictionary, Bingo, Outburst, Concentration, Scrambled Letters, Questions & Answers, and Categories. Most of the games involve dividing students into teams to compete against each other to recall or identify vocabulary words from a lesson in a timed activity. The games aim to stimulate long-term memory retention of new words through repetition and retrieval practice in a fun, motivating context.
Warming up activities
This document describes 5 warming up activities for secondary school students:
1) Interviewer and interviewee - Students take turns asking and answering questions in pairs to improve speaking skills.
2) Story Telling - Students collaboratively tell a story using 3 random words, building on each other's sentences to increase language use.
3) Two lies and one truth - Students say 2 lies and 1 truth about themselves for classmates to guess to get to know each other better.
4) Musical Bags - Students dance when music plays and race to bags that are removed, with the last sitting eliminated, to motivate students through play.
5) Name the movie - Students describe their favorite movie in only 4 words for classmates to
READING EXERCISES
The document provides instructions for conducting reading exercises and classes. It outlines steps like introducing the topic, asking students questions about what they know, previewing the reading, reading paragraphs aloud and asking comprehension questions, setting up student reading competitions in pairs, having students read aloud while being corrected, totaling points and congratulating winners, and closing with a motivational message. The goal is to engage students, check understanding, improve pronunciation, and make reading practice an exciting competition.
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ECD LessonPlan M2.2
The lesson plan introduces new students and teachers to introducing themselves. It instructs the teacher to write sample introduction questions on the board, like name and nickname. The teacher and a student will answer the questions as an example. Then students will take turns asking and answering the questions with their classmates. The teacher will assess students' speaking skills and participation. The objectives are for students to learn to introduce themselves and speak properly. A song about introductions will be taught as a review. The lesson is estimated to take 1 hour.
Informational texts caldwell presentation march 2015
This document provides an overview of informational text strategies for use in English/Language Arts classrooms. It discusses the gradual release of responsibility model and the importance of dialogic talk where students discuss questions with each other to develop understanding. Three specific strategies are covered: possible sentences, where students create sentences from keywords before reading; "Really??", where students note surprises, reasons for surprises, and inferences; and "Somebody...wanted...but...so", a summarizing strategy identifying different points of view. The presenter encourages interactive discussion and applying the strategies to help students actively engage with informational texts.
PPT micro teaching : Teaching grammar with board races
This document describes how to teach grammar using board races. It suggests writing adjectives on a board with columns for "er" and "more" forms. Students are split into teams to write the comparative forms in the correct columns. This engages students actively in the lesson and improves the classroom atmosphere by avoiding boredom. The technique can also be used to teach other grammar topics like verb tenses, conjugations, and irregular verbs. Board races create a fun challenge that keeps students interested in learning grammar.
Classroom games
The document describes 4 activities to engage students in learning irregular verbs, vocabulary, and other classroom content:
1) Zoom! - Students take turns saying letters of an irregular verb's past participle form until it is completed, with the last student saying the full word.
2) Fast Cars! - Students write sentences using randomly called out words and race paper cars across a finish line.
3) Paper Ball Fight! - Students throw paper balls at each other with written vocabulary words, then make sentences from the words they collect.
4) Vocabulary Scramble - Students rearrange letter cards to form new words within a time limit, competing to make the most words.
Bethan and Zoe
This document discusses various questioning techniques and strategies to encourage student engagement and independent learning. It suggests having students develop each other's answers rather than relying on the teacher. Students should also keep notebooks of questions from lessons to discuss together. The "Stuck Menu" provides students options to try before asking the teacher for help, such as consulting peer question/answers or reviewing notes. As a plenary, students can write down questions on post-it notes for the class to answer. Differentiated group work gives each student a role to maximize participation. The document also provides examples of language teachers can use to prompt student problem-solving without direct answers and emphasizes the importance of modeling tasks before asking students to complete them independently.
Ten good games for recycling vocabulary
The document describes 10 vocabulary games that teachers can use to help students review and reinforce new vocabulary words in an engaging way. The games include Taboo, Memory Challenge, Last One Standing, Pictionary, Bingo, Outburst, Concentration, Scrambled Letters, Questions & Answers, and Categories. Most of the games involve dividing students into teams to compete against each other to recall or identify vocabulary words from a lesson in a timed activity. The games aim to stimulate long-term memory retention of new words through repetition and retrieval practice in a fun, motivating context.
Warming up activities
This document describes 5 warming up activities for secondary school students:
1) Interviewer and interviewee - Students take turns asking and answering questions in pairs to improve speaking skills.
2) Story Telling - Students collaboratively tell a story using 3 random words, building on each other's sentences to increase language use.
3) Two lies and one truth - Students say 2 lies and 1 truth about themselves for classmates to guess to get to know each other better.
4) Musical Bags - Students dance when music plays and race to bags that are removed, with the last sitting eliminated, to motivate students through play.
5) Name the movie - Students describe their favorite movie in only 4 words for classmates to
READING EXERCISES
The document provides instructions for conducting reading exercises and classes. It outlines steps like introducing the topic, asking students questions about what they know, previewing the reading, reading paragraphs aloud and asking comprehension questions, setting up student reading competitions in pairs, having students read aloud while being corrected, totaling points and congratulating winners, and closing with a motivational message. The goal is to engage students, check understanding, improve pronunciation, and make reading practice an exciting competition.
funwithgrammar ning_part2
Additional Resources:
Website for Making Rubrics: www.rubistar.org
Create Your Own Board Game Competition - 2016 Winners: https://americanenglish.state.gov/create-your-own-board-game-competition
Discourse analysis
The document discusses three main topics related to classroom discourse:
1. It discusses focusing on linguistic practices in school settings, including classroom interaction as a cultural practice, classroom discourse and literacy development, and discourse study of second language development.
2. It discusses classroom discourse as a form of learning, with teachers initiating questions, students responding, and teachers providing optional evaluations.
3. It discusses measuring students' cognition through Vygotsky's zone of proximal development, where guidance from a knowledgeable person allows students to develop skills just beyond their current abilities.
English y10 vocab activity
This lesson plan is for a Year 10 English class on teaching word meanings. The class has 24 students, with 16 female students and 8 male students. The lesson plan aims to provide opportunities for students to practice and be tested on vocabulary words they are learning to widen their vocabularies. The learning intention is for students to define and understand word meanings. Strategies include using prior knowledge, competition to motivate students, and group and pair work. Resources include a PowerPoint, computer, projector, and quiz sheets. The teaching sequence involves welcoming students, taking roll, explaining the lesson, putting students into groups for a quiz, changing groups, and another quiz with rewards for high scores. The assessment is word definition quizzes
Number lesson used Comunncative Language Teaching
The document describes a lesson plan for teaching numbers at a Thai school. It includes 5 steps: 1) a warm up with listening exercises, 2) a lines game to encourage speaking, 3) introducing numbers and operations, 4) practicing with a crossword puzzle, and 5) concluding with number games like tic-tac-toe and hangman to reinforce the lessons. The plan focuses on communicative language teaching methods with an emphasis on listening, speaking, and interactive activities.
Pairing & grouping (pp)
This document discusses the benefits and organization of pair and group work in language learning. It notes that pair and group work allows for more language practice, fosters learner autonomy, and promotes student interaction. When organizing activities, teachers should provide clear instructions, monitor for fluency versus accuracy, and give feedback. The document also addresses potential disadvantages like students going off-task and provides suggestions for formation, such as pairing students of similar ability or randomly.
funwithgrammar ning_part2
Additional Resources:
Free online blogging tools:
Blogger
WordPress
Coursera English for Journalism MOOC: https://www.coursera.org/learn/journalism
English news websites:
Breaking News English: http://www.breakingnewsenglish.com/
Newsela: https://newsela.com/
ShareAmerica: https://share.america.gov/
Voice of America: http://www.voanews.com/
StoryCorps: https://storycorps.org/
Lesson Plan
This lesson plan aims to help students identify the correct structure of different types of sentences to avoid confusion. The teacher will introduce herself and write 3 example sentences on the board with differences for students to identify. Students will then discuss the characteristics of each type without being told the titles. They will then work in teams to create a short story using the 3 sentence types and identify how many of each were used. Finally, students will complete an exercise to evaluate their understanding of the differences between simple, compound, and complex sentences. The teacher will provide further explanation if needed based on the answers.
lesson plan 2
The document summarizes a lesson plan for a Grade 5 class on using past tense irregular verbs. The plan includes showing a video example, reading a short story and identifying past tense words, ordering sentences from the story words, having excellent students teach describing pictures to weaker students, and giving a homework worksheet on simple past tense. The teacher will focus on time management and helping weaker students, and reflect on what went well and improvements for their class observation.
Instructions for oral exam
This document provides instructions for students taking an oral exam at the EOI (Escuela Oficial de Idiomas). It outlines the two parts of the exam - a presentation and interaction section. Students must come to the classroom in pairs to pick presentation topics, then are given time to prepare while other students present. The oral exam consists of each student presenting for 3 minutes on their topic while their partner listens. Next is an interaction section where students have prepared different roles on the same topic and conduct a conversation for 3-4 minutes. When finished, students leave without asking questions and later receive their exam results.
Priya 1
This lesson plan is for an 8th standard English class on types of sentences. The teacher will introduce the four types of sentences - declarative, imperative, interrogative and exclamatory. Examples of each will be provided and pictures used to help students understand and generate their own examples. Students will practice identifying and writing examples of each sentence type individually, in pairs, and in groups. As a follow up activity, students will categorize sentences from a lesson passage by type. The goal is for students to understand sentence construction and grammar.
How to teach vocabulary
This document outlines three steps for teaching vocabulary: 1) Presenting new words using techniques like visual images, gestures, context examples, and lexical relations; 2) Helping students remember words through review games, learning with peers, and other memorization activities; 3) Ensuring students make the words their own through personalized vocabulary records, creative writing exercises, and meta-cognitive reflection. The document also lists online resources for teaching vocabulary.
Current approaches to correcting errors in speech when learning a foreign lan...
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This document discusses approaches to correcting errors when learning a foreign language. It describes:
1) Common causes of errors like influence of the native language, unclear rules, and carelessness.
2) Classifying mistakes by type and when a teacher should/should not correct.
3) Techniques for error correction, including peer correction, partial repetition by the teacher, and delayed correction through group activities with example cards. The goal is to help students learn without criticism by focusing on meaning.Sill Zen Presentation
The document outlines an action research project on the effects of immersion style teaching in a Spanish classroom. It describes the presenter's students and school, and an action research plan to study using only the target language in teaching. The results showed that teaching exclusively in Spanish increased students' oral proficiency, comfort level in Spanish, and reading, writing, and speaking skills, though it presented initial obstacles. Student feedback supported the benefits of immersion style for language learning.
Professinal develpoment presentation el learners
This document provides information and materials for teaching a 1st grade narrative writing unit, including targeted vocabulary words and assessment strategies. It introduces a narrative writing unit which focuses on reading, writing, and understanding brief narratives. It then lists 10 targeted vocabulary words to be taught: narrative, setting, character, plot, beginning, middle, end, personal experiences, and sequencing words. Finally, it provides examples of formative and summative assessments including exit slips, KWL charts, and matching vocabulary definitions that can help evaluate student understanding of the targeted words.
Classroom Environment and Management
The document provides advice for teachers on handling various classroom situations and creating an effective learning environment. It discusses potential problems such as bored students, disrespectful behavior, and rude comments from students. It also offers tips for teachers such as maintaining two-way communication, using stories and humor, paying attention to student states, and conducting occasional class meetings to discuss issues.
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This document contains notes from a science teacher for their class. It outlines the day's lesson which includes having students read from their science notebooks individually and then discuss in groups to write summaries. The teacher provides expectations for assessments including quizzes, copies, and behavior during individual work. Groups are assigned paragraphs to read and summarize for the class. The document also lists classroom rules and consequences, homework expectations, and notes on student participation and behavior.
TSU English 1 SBP
The document provides details on activities from English Teacher Support Unit 1 that focus on developing listening and speaking skills in students. The activities start simply, allowing students to respond through gestures, words and simple sentences. They progress to activities where students ask and answer questions and describe classmates. The goal is for students to feel comfortable communicating in English through meaningful, engaging themes like family and friends. Teachers are encouraged to modify activities as needed and involve students in pair and group work to maximize participation.
Asking_question_teachers'_notes.doc
This document provides the procedure for a lesson plan focused on asking and answering questions. The aims are to develop students' ability to form questions, practice asking and answering questions, and promote learner autonomy. The lesson involves students writing their own questions, peer-checking questions, interviewing partners, and writing up the interviews. It concludes with a group activity where students ask the teacher questions and receive points for correct formulations.
Lesson Plan 2- secondary level
This lesson plan is for a 4th year secondary class in La Pampa, Argentina. It focuses on revising fundraising vocabulary and presenting the present perfect tense. The plan has 5 stages: a warmup activity to revise fundraising vocabulary, a presentation of the present perfect using examples from a reading, developing practice of the tense through coursebook activities, and a closing speaking activity about personal fundraising experiences. Skills integration, materials, ICT use, seating and assessment are also outlined. The tutor provides positive feedback and areas for improvement.
LESSON PLAN INDIKATOR 2 (INTRODUCING)
This lesson plan outlines a series of English lessons for 10th grade students focusing on introducing oneself and others. The plan includes 3 meetings with learning goals, materials, methods and processes for each. Meeting 1 focuses on expressions for self-introduction. Meeting 2 covers introducing others and using personal pronouns. Meeting 3 is a test to evaluate students' understanding of materials from previous meetings covering greetings, introductions, present tense verbs and pronouns. Character education aspects of honesty and proactivity are integrated into each activity.
Communitylanguagelearningcll 121030060539-phpapp01
The document summarizes the Community Language Learning (CLL) approach to teaching second languages. [1] CLL emphasizes interaction as both the means and goal of language learning. [2] In CLL, the teacher takes the role of counselor and students are clients. This creates a trusting relationship where students can express themselves in their native language at first before transitioning to the target language. [3] Activities include translation, tape recording of language chunks, group work, and student reflection, with the goal of helping students gain independence in the target language.
Communitylanguagelearningcll 121030060539-phpapp01
Community Language Learning (CLL) is an approach that emphasizes interaction as both the means and goal of learning a language. In CLL, the teacher takes the role of counselor and students are clients. The native language is permitted and the teacher provides translations. Activities include translation, tape recordings of language chunks, group work, and student reflection. CLL aims to create a supportive environment to lower anxiety and help students gain independence in the target language. While time-consuming, CLL has been effective for lower-level learners by reducing anxiety and building trust between teacher and students.
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funwithgrammar ning_part2
Additional Resources:
Website for Making Rubrics: www.rubistar.org
Create Your Own Board Game Competition - 2016 Winners: https://americanenglish.state.gov/create-your-own-board-game-competition
Discourse analysis
The document discusses three main topics related to classroom discourse:
1. It discusses focusing on linguistic practices in school settings, including classroom interaction as a cultural practice, classroom discourse and literacy development, and discourse study of second language development.
2. It discusses classroom discourse as a form of learning, with teachers initiating questions, students responding, and teachers providing optional evaluations.
3. It discusses measuring students' cognition through Vygotsky's zone of proximal development, where guidance from a knowledgeable person allows students to develop skills just beyond their current abilities.
English y10 vocab activity
This lesson plan is for a Year 10 English class on teaching word meanings. The class has 24 students, with 16 female students and 8 male students. The lesson plan aims to provide opportunities for students to practice and be tested on vocabulary words they are learning to widen their vocabularies. The learning intention is for students to define and understand word meanings. Strategies include using prior knowledge, competition to motivate students, and group and pair work. Resources include a PowerPoint, computer, projector, and quiz sheets. The teaching sequence involves welcoming students, taking roll, explaining the lesson, putting students into groups for a quiz, changing groups, and another quiz with rewards for high scores. The assessment is word definition quizzes
Number lesson used Comunncative Language Teaching
The document describes a lesson plan for teaching numbers at a Thai school. It includes 5 steps: 1) a warm up with listening exercises, 2) a lines game to encourage speaking, 3) introducing numbers and operations, 4) practicing with a crossword puzzle, and 5) concluding with number games like tic-tac-toe and hangman to reinforce the lessons. The plan focuses on communicative language teaching methods with an emphasis on listening, speaking, and interactive activities.
Pairing & grouping (pp)
This document discusses the benefits and organization of pair and group work in language learning. It notes that pair and group work allows for more language practice, fosters learner autonomy, and promotes student interaction. When organizing activities, teachers should provide clear instructions, monitor for fluency versus accuracy, and give feedback. The document also addresses potential disadvantages like students going off-task and provides suggestions for formation, such as pairing students of similar ability or randomly.
funwithgrammar ning_part2
Additional Resources:
Free online blogging tools:
Blogger
WordPress
Coursera English for Journalism MOOC: https://www.coursera.org/learn/journalism
English news websites:
Breaking News English: http://www.breakingnewsenglish.com/
Newsela: https://newsela.com/
ShareAmerica: https://share.america.gov/
Voice of America: http://www.voanews.com/
StoryCorps: https://storycorps.org/
Lesson Plan
This lesson plan aims to help students identify the correct structure of different types of sentences to avoid confusion. The teacher will introduce herself and write 3 example sentences on the board with differences for students to identify. Students will then discuss the characteristics of each type without being told the titles. They will then work in teams to create a short story using the 3 sentence types and identify how many of each were used. Finally, students will complete an exercise to evaluate their understanding of the differences between simple, compound, and complex sentences. The teacher will provide further explanation if needed based on the answers.
lesson plan 2
The document summarizes a lesson plan for a Grade 5 class on using past tense irregular verbs. The plan includes showing a video example, reading a short story and identifying past tense words, ordering sentences from the story words, having excellent students teach describing pictures to weaker students, and giving a homework worksheet on simple past tense. The teacher will focus on time management and helping weaker students, and reflect on what went well and improvements for their class observation.
Instructions for oral exam
This document provides instructions for students taking an oral exam at the EOI (Escuela Oficial de Idiomas). It outlines the two parts of the exam - a presentation and interaction section. Students must come to the classroom in pairs to pick presentation topics, then are given time to prepare while other students present. The oral exam consists of each student presenting for 3 minutes on their topic while their partner listens. Next is an interaction section where students have prepared different roles on the same topic and conduct a conversation for 3-4 minutes. When finished, students leave without asking questions and later receive their exam results.
Priya 1
This lesson plan is for an 8th standard English class on types of sentences. The teacher will introduce the four types of sentences - declarative, imperative, interrogative and exclamatory. Examples of each will be provided and pictures used to help students understand and generate their own examples. Students will practice identifying and writing examples of each sentence type individually, in pairs, and in groups. As a follow up activity, students will categorize sentences from a lesson passage by type. The goal is for students to understand sentence construction and grammar.
How to teach vocabulary
This document outlines three steps for teaching vocabulary: 1) Presenting new words using techniques like visual images, gestures, context examples, and lexical relations; 2) Helping students remember words through review games, learning with peers, and other memorization activities; 3) Ensuring students make the words their own through personalized vocabulary records, creative writing exercises, and meta-cognitive reflection. The document also lists online resources for teaching vocabulary.
Current approaches to correcting errors in speech when learning a foreign lan...
Current approaches to correcting errors in speech when learning a foreign lan...Natalia Ostrytska Ostrytska
This document discusses approaches to correcting errors when learning a foreign language. It describes:
1) Common causes of errors like influence of the native language, unclear rules, and carelessness.
2) Classifying mistakes by type and when a teacher should/should not correct.
3) Techniques for error correction, including peer correction, partial repetition by the teacher, and delayed correction through group activities with example cards. The goal is to help students learn without criticism by focusing on meaning.Sill Zen Presentation
The document outlines an action research project on the effects of immersion style teaching in a Spanish classroom. It describes the presenter's students and school, and an action research plan to study using only the target language in teaching. The results showed that teaching exclusively in Spanish increased students' oral proficiency, comfort level in Spanish, and reading, writing, and speaking skills, though it presented initial obstacles. Student feedback supported the benefits of immersion style for language learning.
Professinal develpoment presentation el learners
This document provides information and materials for teaching a 1st grade narrative writing unit, including targeted vocabulary words and assessment strategies. It introduces a narrative writing unit which focuses on reading, writing, and understanding brief narratives. It then lists 10 targeted vocabulary words to be taught: narrative, setting, character, plot, beginning, middle, end, personal experiences, and sequencing words. Finally, it provides examples of formative and summative assessments including exit slips, KWL charts, and matching vocabulary definitions that can help evaluate student understanding of the targeted words.
Classroom Environment and Management
The document provides advice for teachers on handling various classroom situations and creating an effective learning environment. It discusses potential problems such as bored students, disrespectful behavior, and rude comments from students. It also offers tips for teachers such as maintaining two-way communication, using stories and humor, paying attention to student states, and conducting occasional class meetings to discuss issues.
science slides 6th grade
This document contains notes from a science teacher for their class. It outlines the day's lesson which includes having students read from their science notebooks individually and then discuss in groups to write summaries. The teacher provides expectations for assessments including quizzes, copies, and behavior during individual work. Groups are assigned paragraphs to read and summarize for the class. The document also lists classroom rules and consequences, homework expectations, and notes on student participation and behavior.
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Current approaches to correcting errors in speech when learning a foreign lan...
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Similar to ECD LessonPlan M3.1
TSU English 1 SBP
The document provides details on activities from English Teacher Support Unit 1 that focus on developing listening and speaking skills in students. The activities start simply, allowing students to respond through gestures, words and simple sentences. They progress to activities where students ask and answer questions and describe classmates. The goal is for students to feel comfortable communicating in English through meaningful, engaging themes like family and friends. Teachers are encouraged to modify activities as needed and involve students in pair and group work to maximize participation.
Asking_question_teachers'_notes.doc
This document provides the procedure for a lesson plan focused on asking and answering questions. The aims are to develop students' ability to form questions, practice asking and answering questions, and promote learner autonomy. The lesson involves students writing their own questions, peer-checking questions, interviewing partners, and writing up the interviews. It concludes with a group activity where students ask the teacher questions and receive points for correct formulations.
Lesson Plan 2- secondary level
This lesson plan is for a 4th year secondary class in La Pampa, Argentina. It focuses on revising fundraising vocabulary and presenting the present perfect tense. The plan has 5 stages: a warmup activity to revise fundraising vocabulary, a presentation of the present perfect using examples from a reading, developing practice of the tense through coursebook activities, and a closing speaking activity about personal fundraising experiences. Skills integration, materials, ICT use, seating and assessment are also outlined. The tutor provides positive feedback and areas for improvement.
LESSON PLAN INDIKATOR 2 (INTRODUCING)
This lesson plan outlines a series of English lessons for 10th grade students focusing on introducing oneself and others. The plan includes 3 meetings with learning goals, materials, methods and processes for each. Meeting 1 focuses on expressions for self-introduction. Meeting 2 covers introducing others and using personal pronouns. Meeting 3 is a test to evaluate students' understanding of materials from previous meetings covering greetings, introductions, present tense verbs and pronouns. Character education aspects of honesty and proactivity are integrated into each activity.
Communitylanguagelearningcll 121030060539-phpapp01
The document summarizes the Community Language Learning (CLL) approach to teaching second languages. [1] CLL emphasizes interaction as both the means and goal of language learning. [2] In CLL, the teacher takes the role of counselor and students are clients. This creates a trusting relationship where students can express themselves in their native language at first before transitioning to the target language. [3] Activities include translation, tape recording of language chunks, group work, and student reflection, with the goal of helping students gain independence in the target language.
Communitylanguagelearningcll 121030060539-phpapp01
Community Language Learning (CLL) is an approach that emphasizes interaction as both the means and goal of learning a language. In CLL, the teacher takes the role of counselor and students are clients. The native language is permitted and the teacher provides translations. Activities include translation, tape recordings of language chunks, group work, and student reflection. CLL aims to create a supportive environment to lower anxiety and help students gain independence in the target language. While time-consuming, CLL has been effective for lower-level learners by reducing anxiety and building trust between teacher and students.
Developing Listening Skills Second Edition - Walkthrough
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Effective Speaking
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- Second Part: To effectively teach speaking, teachers should create a classroom environment with real-life communication, authentic activities, and meaningful tasks. Some activities that promote speaking are discussions, role-plays, simulations, interviews, and storytelling.
- Third Part: When teaching speaking, teachers should provide maximum opportunities for student speaking practice and reduce their own speaking time, while giving positive feedback and not overly correcting pronunciation mistakes. A variety of in-class and out-of-class speaking activities can help improve students' skills.
Lesson plan (with teaching material)
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Lesson plan 20
1) The lesson plan summarizes three English lessons on the topic of writers and writing.
2) The lessons include warm-up activities to activate prior knowledge, tasks to develop reading, listening and writing skills using the textbook and additional materials, and assessments of student learning.
3) The tasks involve identifying types of writing, reading about writers, using relative pronouns in sentences, and describing pictures with relative clauses.
Lesson plan 20
1) The lesson plan summarizes three English lessons on the topic of writers and writing.
2) The lessons include warm-up activities to activate prior knowledge, tasks to develop reading, listening and writing skills using the textbook and additional materials, and assessments of student learning.
3) The tasks involve identifying types of writing, reading about writers, using relative pronouns in sentences, and describing pictures with relative clauses.
Fostering learner autonomy in the classroom
This document discusses the differences between learner independence and learner autonomy and provides suggestions for how teachers can promote learner autonomy in the classroom. It explains that learner autonomy means that students take responsibility for their own learning by deciding what they need to do and how they learn best, whereas independence is just being able to work alone. Some strategies suggested are setting S.M.A.R.T. goals, giving students choices in tasks, demonstrating learning activities that can be done at home, and encouraging students to set their own tasks and rewards.
Effrective qs
This document discusses layered questioning techniques to improve comprehension for diverse learners. It outlines strategies for generating questions before, during, and after reading, including focusing questions, the question-answer relationship framework, and reciprocal reading. The document emphasizes using techniques like tiered questioning, central question diagrams, and questioning frames to increase oral language opportunities and encourage cooperative learning. Research showed that using these questioning strategies improved English learner comprehension over time.
Rodrigues - TPD - Tercer Período - Planificación 1
- The document outlines a 40-minute English lesson plan for a class of 21 intermediate students in Argentina.
- The aims of the lesson are for students to get to know the teacher, introduce one another, talk about personal interests, and develop listening skills.
- The lesson includes a warm-up activity where the teacher hands out name cards to students, two main activities where students ask the teacher questions to learn about her and introduce themselves to the class, and a closing routine.
Teaching comm studies in English
This document summarizes a seminar for instructors on internationalizing communication studies curriculum in Thailand. It discusses teaching communication classes in English and some strategies for effective instruction. Some key points include: focusing on content over English proficiency; the importance of accent and avoiding Thai in English classes; and comparing communication education in countries like the US, UK, Australia and Singapore. Challenges of teaching in Thailand like cultural differences in classroom norms are also addressed. Suggestions are provided for leading discussions, handling questions, and using social media in instruction.
TEFL (Direct Method, PPP, CLL)
The document discusses three popular teaching methodologies: direct method, presentation-practice-production (PPP), and community language learning (CLL).
The direct method focuses on using the target language without translation and emphasizing speaking skills. PPP follows a three step structure of presenting new language, practicing it, and then having students produce and use it. CLL builds a supportive learning community where the teacher acts as a counselor and students determine their own learning needs.
Esl (4)Methods of English Teaching
There are various methods of teaching English.Through those methods students are getting interested in English learning.These are through games,songs and even video films .These ways are not only structural and giving information by words but by miming and acting.
Teaching teenagers dq may 2013
This document provides guidance for motivating teenage students. It discusses how teenagers can often be unmotivated learners due to factors like a lack of personal involvement, seeing lessons as irrelevant, and not understanding the future impact. The document recommends making lessons more student-centered by having students work together in pairs and groups, eliciting language from students rather than just telling them, and linking lessons more to students' experiences. It emphasizes the importance of variety, choice, and preparing students for speaking to build their confidence and motivation.
Similar to ECD LessonPlan M3.1 (20)
Communitylanguagelearningcll 121030060539-phpapp01
Communitylanguagelearningcll 121030060539-phpapp01
Communitylanguagelearningcll 121030060539-phpapp01
Communitylanguagelearningcll 121030060539-phpapp01
Developing Listening Skills Second Edition - Walkthrough
Developing Listening Skills Second Edition - Walkthrough
Rodrigues - TPD - Tercer Período - Planificación 1
Rodrigues - TPD - Tercer Período - Planificación 1
ECD LessonPlan M3.1
- 1. School : Watpichaiyaram School Name: Darlito G. Salcedo Level: M 3 / 1 Lesson: •If you are a new teacher, introduce yourself to the students. Tell them your name, where you’re from, etc. •Write the suggested communicative language on the board. •Answer each of the communicative language questions about yourself as an example for the students. •Ask someone to do the given example, let them do same thing. •After that the student will now select among his classmates whom he will ask the same questions. •And the chosen one will also answer back to all the questions pattern given in the class. Assessment (How you will assess the students understanding of the lesson): •Monitor students participation throughout the introduction activity. •Asses students on speaking. Lesson Objectives: Upon completion of this lesson students will be able to: 1. Learn to introduce themselves in front. 2. Speak properly. Suggested Communicative Language: Questions: What is your name? Answer: My name is…..? Question: What is your nickname? Answer: My nickname is….? Question: Where are you from? Answer: I am from….? Warmer / Review: I will teach them a song related to the lesson. I will teach them the song : Hello!Hello!Hello!Hello! How are you!I’m great! I’m happy! I’m fine! Estimated Time: 1 Hour Date: May 16-20 Topic: Introduction Unit: 1.1 MediaKids Academy ECD LESSON PLAN