English4 acad june 14, 2019 friday
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1. The lesson plan aims to teach learners how to identify the text structure of academic texts to glean necessary information. 2. Learners will read a text about the history of Wrigley's chewing gum and create a chronology of how it was developed. 3. An activity will have learners taste chewing gum and think of other products that could be marketed using chewing gum promotions.
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English4 acad june 18, 2019 tuesday
This lesson plan outlines a class on identifying thesis statements in academic texts. The objectives are for students to identify, state, and value thesis statements. The lesson will have students read about the Golden Age of Comics and identify the thesis statement as either expressed or implied. Students will then analyze how the thesis statement was found and its importance. They will further study the definition and types of thesis statements, and apply this by identifying the thesis in another text. Finally, students will complete a formative assessment on thesis statements and outlining.
English4 acad july 10, 2019 wednesday
This lesson plan aims to teach learners how to summarize academic texts. The objectives are for learners to identify summaries of texts in various disciplines, understand the importance of summarizing, and write summaries of texts. The lesson proper discusses different types of language and how to communicate using plain language. Learners analyze texts to identify types of language used and discuss the importance of summarizing in plain language. They are assigned to summarize a news article in plain language. The overall goal is for learners to understand how to extract and convey the main ideas of academic texts in a concise yet clear manner.
English4 acad june 17, 2019 monday
This lesson plan outlines a class on identifying thesis statements in academic texts. The objectives are for students to identify, state, and value thesis statements. The lesson will have students read about the Golden Age of Comics and identify the thesis statement as either expressed or implied. Students will then analyze how the thesis statement was found and its importance. They will further study the definition and types of thesis statements, and apply this by identifying the thesis in another text. Finally, students will complete a formative assessment on thesis statements and outlining.
English4 acad june 12, 2019 wednesday
1. The lesson plan discusses teaching students to identify the structure of academic texts to glean necessary information.
2. As an activity, students will read a text about the history of Wrigley's chewing gum and create a chronology of how it was developed.
3. Students will then think of other products that could potentially be sold using chewing gum promotions and give examples.
English4 acad june 19, 2019 wednesday
The lesson plan aims to teach students techniques for summarizing academic texts. The objectives are for students to identify, use, and understand the importance of various summarization techniques. Students will read samples from "The Golden Age of Comics" and practice summarizing in groups. They will discuss techniques used and the usefulness of outlining. Through brainstorming and analysis, students will define summarization, when it is appropriate, and why it is important for academic texts. To conclude, students will independently summarize a sample text and complete a formative assessment on summarization techniques and purposes.
English4 acad june 21, 2019 friday
The lesson plan aims to teach students techniques for summarizing academic texts. The objectives are for students to identify, use, and understand the importance of various summarization techniques. The lesson will have students read an academic text called "The Golden Age of Comics" and put them into groups to summarize the text and report their techniques. Students will then brainstorm the meaning of summarization, when it should be used, and how to do it. They will learn that summarization is condensing a text while keeping the key ideas, and that it is important for academic texts. To apply their knowledge, students will then summarize another academic text in groups and report their summaries to the class. Finally, there will be a formative test asking
English4 acad june 26, 2019 wednesday
The lesson plan outlines a class on reading academic texts. The objectives are for students to identify, outline, and evaluate reading texts from various disciplines. Students will read the selection "On Various Kinds of Thinking" and identify the different types of thinking presented. They will outline the selection and determine the central idea. Finally, students will engage in and discuss the benefits of different types of thinking like reverie, decision-making, rationalizing, and creative thinking. The lesson concludes with a formative test asking students to define central idea, explain how to determine central ideas, where they can be found, and the importance of outlining.
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This lesson plan aims to teach learners about reading academic texts and summarizing various disciplines. The objectives are for learners to find the importance of summarizing texts and write summaries of texts from different disciplines. The lesson proper motivates learners by having them read the Philippine Constitution's language section and discuss a legal indictment text. Learners will identify the language used, decide if it is commonly used, and summarize findings and statements in plain language. They will also analyze types of languages, common communication languages, and the importance of summarizing plainly. For assessment, learners will identify language types, common communication languages, and explain the importance of plain summarizing in an essay. The assignment is to summarize the text "Local Girl
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This lesson plan outlines a class on identifying thesis statements in academic texts. The objectives are for students to identify, state, and value thesis statements. The lesson will have students read about the Golden Age of Comics and identify the thesis statement as either expressed or implied. Students will then analyze how the thesis statement was found and its importance. They will further study the definition and types of thesis statements, and apply this by identifying the thesis in another text. Finally, students will complete a formative assessment on thesis statements and outlining.
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This lesson plan outlines a class on identifying thesis statements in academic texts. The objectives are for students to identify, state, and value thesis statements. The lesson will have students read about the Golden Age of Comics and identify the thesis statement as either expressed or implied. Students will then analyze how the thesis statement was found and its importance. They will further study the definition and types of thesis statements, and apply this by identifying the thesis in another text. Finally, students will complete a formative assessment on thesis statements and outlining.
English4 acad june 12, 2019 wednesday
1. The lesson plan discusses teaching students to identify the structure of academic texts to glean necessary information.
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English4 acad june 19, 2019 wednesday
The lesson plan aims to teach students techniques for summarizing academic texts. The objectives are for students to identify, use, and understand the importance of various summarization techniques. Students will read samples from "The Golden Age of Comics" and practice summarizing in groups. They will discuss techniques used and the usefulness of outlining. Through brainstorming and analysis, students will define summarization, when it is appropriate, and why it is important for academic texts. To conclude, students will independently summarize a sample text and complete a formative assessment on summarization techniques and purposes.
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1) Definitions and explanations of the five dimensions of CLIL - Culture, Environment, Language, Content, and Learning.
2) Details on the advantages of CLIL for young learners, including developing two languages simultaneously and focusing on interesting topics.
3) An analysis of how target language, exposure, technology, intercultural knowledge, language awareness, learning styles, and strategies interact in a CLIL lesson.
4) The correct answers to a CLIL sample test from the University of Cambridge.
5) An outline for designing a CLIL class for
English9_q1_mod3_TypesofCommunicative Styles_v1.pdf
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A Study on the Implementation of Constructivist - Based Methods and Technique...
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Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016. ENGLISH 10 QUARTER 2 MODULE 1 F.pdf
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The teacher interviewed uses several strategies to engage and challenge students in a CLIL classroom:
1) She relates lesson contents to students' interests and prior knowledge to increase motivation.
2) She encourages students to independently research topics that interest them, even if not part of the curriculum, to develop learning skills.
3) She views mistakes as a natural part of learning and helps students correct errors to improve understanding.
4) She implements different methods, like interactive notebooks, to accommodate varied learning outcomes and styles among students.
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This document discusses task-based learning (TBL) as an alternative method for teaching English to children ages 5-10 using arts. TBL involves having students complete a central task using the language resources available to them, with the teacher monitoring and offering support. The key steps in TBL include: 1) introducing the topic and instructions for the task, 2) students completing the task in groups, 3) students planning a report of their task, 4) students presenting their report, 5) teacher providing feedback, and 6) practicing relevant language. Advantages of TBL include developing a natural context for language use, varied exposure, and addressing language needs that emerge from task completion.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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English4 acad june 14, 2019 friday
- 1. Republic of the Philippines DEPARTMENT OF EDUCATION Region XI DIVISION OF ISLAND GARDEN CITY OF SAMAL BALET NATIONAL HIGH SCHOOL Balet, Babak District, Island Garden City of Samal Lesson Plan for English for Academic and Professional Purposes June 14, 2019, Friday 12:45 – 1:45 Learning Competencies : Uses knowledge of text structure to glean the information he/she needs Code : (CS_EN11/12A-EAPP-Ia-c-4) I. OBJECTIVES At the end of the lesson, learners should be able to: a. Identify the text structure to glean the information he/she needs. b. Have knowledge of the text structure to glean the information he/she needs. c. Relate the importance of the text structure to glean information he/she needs. II. SUBJECT MATTER A. TOPIC: Reading Academic Texts B. MATERIALS: Hand-outs, Chalkboard, Laptop C. REFERENCES: Wrigley’s Chewing Gum, LM for SHS English for Academic and Professional Purposes III. PROCEDURE A. PREPARATORY ACTIVITIES 1. Prayer 2. Greeting 3. Checking of attendance 4. Setting of Classroom Rules 5. Review B. LESSON PROPER B.1 Motivation Have you tasted a chewing gum? Is the chewing you had tasted is popular? B.2 Activity The teacher will let the students to read the opening paragraph of the text, “Wrigley’s Chewing Gum”. What does it say about the subject matter? Continue reading the text. After reading the students will prepare a chronology of how Wrigley’s chewing gum came to be. Do you think chewing gum is a good premium that can be still used to sell other products? B.3 ANALYSIS 1. How did you identify the subject matter of the text? 2. Did you found out how Wrigley’s chewing gum came to be?
- 2. 3. Is Wrigley’s chewing gum can still be used to sell other products? B.4 ABSTRACTION What is the subject matter of the text? How Wrigley’s chewing gum came to be? Can you sell other products using the chewing gums? B.5 APPLICATION The teacher will distribute chewing gums to the learners; they will taste the chewing gum. While they are chewing they will think of another product that can be sold through chewing gums. B.6 EVALUATION (Formative Test) Instruction: (Essay) In a 1/2 sheet of paper. Guide questions: 1. What is the subject matter of the academic text “Wrigley’s Chewing Gum”? 2 pts. 2. Give the chronology of the Wrigley’s chewing gum before it came to be. 5 pts. 3. Can you sell another product while chewing a gum? Explain. 3 pts. V. ASSIGNMENT The students will be assign to observe how new products are introduced to the market. Guide questions: 1. Are there promotional campaigns to launch the new products? 2. Do the manufacturers of new products use give-away items in order to sell their products? 3. The teacher will tell the students that chewing gum is banned in other countries. The person caught chewing gums ends up paying a fine. The learners will do research, why chewing gum is banned in some other countries. Do you think that chewing gum should be ban in the Philippines? Make your stand. VI. REFLECTION Prepared by: Ronald C. Curayag Teacher 1
- 3. Checked by: Franklin D. Contreras Head Teacher 1