This document outlines Hanadi Mirza's presentation on improving English language skills at L.I.U. The presentation covers teaching English in the classroom, how students learn and retain new information, and developing key language skills like listening, speaking, reading, and writing. It provides teaching strategies and activities for each skill, addressing common student problems. The schedule includes sessions on teaching methods, memory and learning, developing individual skills, and concluding with a group work activity.
This lesson is about writing agony letter , it appears in the productive tasks of the New Slimming of the syllabus.
Teachers can use the letters or Reading and Writing as brainstorming without referring to the Second Conditional ( since it is omitted according to the New Slimming )
Used with elementary teachers who responded well to learning how to better identify a problem during the RTI process. Thoughts and comments welcome! This is my first SlideShare!
This lesson is about writing agony letter , it appears in the productive tasks of the New Slimming of the syllabus.
Teachers can use the letters or Reading and Writing as brainstorming without referring to the Second Conditional ( since it is omitted according to the New Slimming )
Used with elementary teachers who responded well to learning how to better identify a problem during the RTI process. Thoughts and comments welcome! This is my first SlideShare!
Ms1 level file 5 environment according to atf & aef Mr Bounab Samir
In this file 5 of the MS one level teachers need to teach only sequence One and Two , the third one is omitted according to the New Slimming of the syllabuss september 2013. Good Luck
2 g ms1 level pre-sequence - now we have englishMr Bounab Samir
Salam
2G MS1 level " Pre-Sequence"
Now we have English
The MS1 level "pre-sequence" planned conform to the 2 Generation curriculum with " teaching values & cross curricular competences"
The teaching frame work is PPU one " presentation - practice & use " conform to the " Planning Learning " and training on the 2G curriculum
The lesson plan model is also conform to the one syggested by the ministry with slight modifications to make it conform to CBA and learner centered teaching and of course to the 2G principles
Thank You
By : Mr Samir Bounab ( teacher trainer at MONE)
salam
MS2 levem seq 1 lesson 1 " describing physical appearance"
Many teachers feel worried about how to start the new program as if it is something exceptional ,
Many of the learning objectives of what is called 2G have already been tackled in the old syllabus and learners have see them , so don't feel worried nor lose your self confidence , you can have a look at your profolio and what you used to teach as learning objectives and exploit that , just adapt that adding values and cross curricular competences to make it what is called 2G
like here in MS 2 "describing physical appearance " has already been seen in the presvious MS1 level in file 2
For MS 3 " expressin ability and inability " wa ssen in the MS2 level too in Fille 2 langiage game
just now when you use any visual aids or text or exmaple it must serve the four values mentioned in the curriculum
for further inquiries you are welcome
By Mr Samir Bounab
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
Ms1 level file 5 environment according to atf & aef Mr Bounab Samir
In this file 5 of the MS one level teachers need to teach only sequence One and Two , the third one is omitted according to the New Slimming of the syllabuss september 2013. Good Luck
2 g ms1 level pre-sequence - now we have englishMr Bounab Samir
Salam
2G MS1 level " Pre-Sequence"
Now we have English
The MS1 level "pre-sequence" planned conform to the 2 Generation curriculum with " teaching values & cross curricular competences"
The teaching frame work is PPU one " presentation - practice & use " conform to the " Planning Learning " and training on the 2G curriculum
The lesson plan model is also conform to the one syggested by the ministry with slight modifications to make it conform to CBA and learner centered teaching and of course to the 2G principles
Thank You
By : Mr Samir Bounab ( teacher trainer at MONE)
salam
MS2 levem seq 1 lesson 1 " describing physical appearance"
Many teachers feel worried about how to start the new program as if it is something exceptional ,
Many of the learning objectives of what is called 2G have already been tackled in the old syllabus and learners have see them , so don't feel worried nor lose your self confidence , you can have a look at your profolio and what you used to teach as learning objectives and exploit that , just adapt that adding values and cross curricular competences to make it what is called 2G
like here in MS 2 "describing physical appearance " has already been seen in the presvious MS1 level in file 2
For MS 3 " expressin ability and inability " wa ssen in the MS2 level too in Fille 2 langiage game
just now when you use any visual aids or text or exmaple it must serve the four values mentioned in the curriculum
for further inquiries you are welcome
By Mr Samir Bounab
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Schedule
9:00-10:30
Teaching English in YOUR Class
Learning & Retaining new info
Listening & Speaking Skills
10:30-10:45 BREAK
10:45-12:15 Reading & Writing Skills
12:15-12:30 BREAK
12:30-14:00 Group Work & Presentations
HANADI MIRZA
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3. I.
How do you TEACH English
In YOUR Classroom?
Skills
Course book
Workbook
Syllabus
HANADI MIRZA
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4. II. How Do Students
- LEARN English?
- RETAIN New Info?
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8. What Do We Remember?
We remember …
10% of what we read;
20% of what we hear;
30% of what we see;
50% of what we see and hear
80% of what we say;
90% of what we say and do
From: Resources for Organizations and Creative Training TechnIques, 1997
LEARNING by DOING
HANADI MIRZA
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9. Language Skills Development
L
Listening
Receptive
S
Speaking
Productive
R
Reading
W
Writing
Subskills
Grammar & Vocab
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10. III. LISTENING COMPREHENSION Skill
3.5 A
3.7 D
Listening vs. Hearing
Your students’ Problems
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11. From Input to Intake
What is happening
INSIDE your head?
A: “ Is it Wemberley?”
B: “NO, it’s Thursday.”
C: “Ah, me too. Let’s have a drink!”
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12. Listening Process
Comprehension
1. Raw Speech Image Formation
2. Conversation Types (Lecture, Dialog, Radio news
3. Speaker’s Objective (Ask Q’s, Inform, Suggest …)
4. Make Cognitive Association (Background K.)
Plausible Interpretations
5. Assign Literal Meaning to Utterances
Understanding
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13. Misunderstanding
6. Assign Intended Meaning to Utterance
Misunderstanding= Hearer Makes
False Assumptions about
the Speaker’s Intended Meaning
Understanding= Intended Meaning Matches
Speaker’s Literal Utterance
7. What to Retain in Short/Long Term Memory
8. Info Is Retained Conceptually NOT Original Form
PARAPHRASING
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15. Giving & Following
Instructions
1- Attract Students’ Attention
2- Seating Arrangement
3- Tell Students’:
What to do?
What materials to use?
How much time needed to complete Task?
4- Ask Students’ to rephrase Instruction
TPR (Total Physical Response)
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16. Listening Activities
Purpose
a. Listen for the gist
b. Listen for specific information
c. Listen for details
Strategies
1. Planning
2. Monitoring
3. Evaluating
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17. Thematic Vocabulary
1- Meaning IN Context:
Word / Definition / Synonym / Antonym
Graded readers are written in narrative form.
2- Application:
Word Formation
Speaking
Writing
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18. Listening
3.3 D / 3.8 A
3.6 B
IV. SPEAKING Skill
What do we say?
Why Speak?
Your Students’ Problems
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19. Spoken Language
- Monolog = lecture radio news,…
- Dialog = interpersonal or transactional
Fluency versus Accuracy
Fluency: NOT speed
ability to express one’s ideas logically
Accuracy: NO Grammar OR
Pronunciation mistakes
HANADI MIRZA
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21. Correcting Grammar Mistakes
Revisit a point in grammar
Eg. He? She? Or It?
Ex 1: Use pictures of different people, animals,
things, places, ….:
Ex. 2: Tom is a little boy. _____ goes to school
everyday, and _____ likes to study with his
friend Carl. His sister plays the piano and
_____likes to play with her little dog. _____ is
her favorite friend.
Ex. 3: Monolog or Dialog Integrate grammar
HANADI MIRZA
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22. Speaking Activities
Role Play, Presentation, Guessing Game, Project
Familiarize SS with the evaluation criteria to lower
their level of anxiety and provide enough practice
to improve fluency and
to internalize grammatical rules and increase
accuracy.
Help SS to Develop Good Conversation Skills (be
polite, take turns, ,…)
Improve SS pronunciation using simplified phonetics
HANADI MIRZA
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23. Input NEEDED for Authentic
Speaking Activities
a.
b.
c.
Listen to:
Monolog/dialog
Music
Sounds
a.
b.
c.
Use Sight:
Watch a Video
Look at Picture/Drawing
Read a text
HANADI MIRZA
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24. Listening
3.12
Speaking
V. READING COMPREHENSION Skill
Why do we read?
Reading vs. Reading Comprehension
Reading Aloud vs. Silent Reading
Your Students’ Problems
HANADI MIRZA
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25. Reading Comprehension =
Meaning Making
PURPOSE:
- Read for the Gist (main idea)
- Read for Specific Info
- Read for Details (intensive / inferential Reading)
Develop Schemata for CV Reading / Other types
Reading Strategies:
- Praraphrasing
- Questioning
- Clarifying
- Summarizing
| Reading Skills:
a) Skimming
b) Scanning
HANADI MIRZA
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26. Comprehension of a Text
1- Pre-Reading Stage
Warm-up (Discussion)
Pre-Teach Vocab OR Meaning from Context
Predict Story from Title/Pictures
2- During Reading Stage (Silent Reading)
Answer Factual THEN Analytical Questions
Fill in the Story Map / Chart/ Table….
3- Post-Reading Stage
Summarize the Story / Text
Read Aloud Pronunciation + Intonation
Connect: R-W / R-S / R- Drawing / ….
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27. Reading Aloud
Simplified Phonetics
Past Tense of Regular Verbs
(-ed) [- id] , [-t] , or [-d] ? WANTED -DECIDED
[-t] & [-d] + [-id] / Vd + [-d] / vl + [-t]
ASKED - PLAYED
Created , Needed / Proved / Fixed
Plural Form of Nouns
(-s) [-z] or [-s] or [-əz] ? MAPS- BOTTLES - CHURCHES
vd + [-z] / vl + [-s] / -ch, -sh, -ss, -x + [-əz]
Boys, girls / cats, lin ks / classes, foxes
HANADI MIRZA
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28. Vocab Box
(3.11 A / Quiz 94)
1- Thematic Vocabulary
Word / P. of Sp. / Def / Syn / Anto
2- Application:
* Word Formation + Prefixes & Suffixes
Word / Noun / Verb / Adj. / Adv.
* WRITE Sentences / Paragraph / Essay
HANADI MIRZA
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29. Listening
Speaking
3.9- p. 40 / p. 37 D
Reading
3.8 C- D
VI. WRITING Skill
What do we write? Why write?
Your Students’ Problems
HANADI MIRZA
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31. Students’ Paragraphs
The Teacher will never forget that kindergarten
student named Jad. Because he was the most
active student in her classroom. He
participates more than anyone else. At play
time, all Kids were playing together, while Jad
was sitting alone, the Teacher realize that,
she agave him his seat next to his friends in
order to read a story that was about Bears.
HANADI MIRZA
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32. Sentence
1- capital letter
./?/!
2- Meaningful (ONE idea)
3- Structure S V (O) Simple Sentence
Combining 2 Ideas:
Add
and
Contrast Cause- Sequence
effect
but
because
HANADI MIRZA
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33. Sentence Structure
& Question Formation
What age are you? (Fr) vs. How old are you?
I have 20 years old. (French & Arabic)
I am 20 years old.
Simple sentence SVO (French)
VSO (Arabic) SVO
Question (Wh-) + Aux + S + V + … ?
HANADI MIRZA
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34. Paragraph Schemata
Elements
+
Title
Indentation
Topic Sentence
Supporting Details
Concluding Sentence
Genre:
Descriptive
Adjectives
Senses
Simile
Metaphor
Essay: Intro+ Body 1+ Body 2+ (Body 3)+ Conc
HANADI MIRZA
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35. Model Paragraph
My perfect sl hchool would be much like the
one I went to; however, several improvements
could be made. There could be a better pupilteacher relationship, especially between older
teachers and pupils. Pupils should be once again
given some kind of incentives to do well both at
academic and sports activities. Discipline would
be strict but punishment would only be
administered in severe cases. School would still be
compulsory.
HANADI MIRZA
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36. Problems with Writing Tasks
Poor Writing Topics (summer vacations)
NO Schemata for Paragraph or Essay
- ID of Paragraph = Topic Sentence
- ID of Essay = Thesis Statement
HANADI MIRZA
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37. Writing Topics
* Students usually wait for the summer vacations to rest
and have fun. Some go to the beach. Others spend their
time in the mountains or even travel abroad.
Write a paragraph in which you describe a new place you
visited. How was it? What did you do there?
(Graphic Organizer)
Write a 4-paragraph essay in which you argue
with or against the law of banning smoking in
public places in Lebanon.
HANADI MIRZA
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38. Other Problems with Writing
Grammar NOT integrated IN Writing
(Habits in the present Simple present)
Poor explanation of Spelling rules in Elem
(hid – hide / cut – cute / mad – made)
Memorizing words visually
(Dictation= NO Use of Listening to Write)
* Memorizing sentences/paragraphs for
(official) exams destroy writing process
HANADI MIRZA
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39. Improve Spelling & Writing
(3.18 A / p. 44 C)
1- Picture + 1 missing letter (beg. Letter THEN other letters)
2- Picture + 2 missing letters (any two)
3- Picture + scrambled letters
4- Picture only
5- Scrambled letters Word Formation
6- Find the word: Cross puzzle (+ pics)
7- Dictation: Listen then Write word
8- Unscramble words Sentence Formation
Write sentences
9- Unscramble sentences Make a Paragraph
Write a paragraph
10- Sequence paragraphs make an Essay
Write an essay
11- Creative Writing
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41. Correcting Grammar Mistakes
Integrating Grammar INTO Writing
1. Task A Writing + Grammar OR Grammar exercise
2. a) Teaching based on mistakes & Learning outcomes
(Modeling / Guided / Independent stages)
b) Working on needed Writing / Grammar exercises
3. Task B Repeat Sequence till Students meet grammar
objectives in the course syllabus
Reinforce grammar & writing through READING
HANADI MIRZA
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