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This document discusses ways to motivate Japanese students in English class. It notes that currently students are passive, not answering questions or sharing opinions. This is due to a lack of confidence and interest in English. The document proposes two solutions: 1) Inspire student interest by using varied materials like movies and magazines to show English is fun and useful. 2) Create a positive atmosphere by doing warm-ups on current topics and using encouraging phrases to build confidence. It emphasizes the importance of teachers understanding students' perspectives and analyzing lessons to maintain a balance between what students want and what they need to learn.
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EOC presentation
This document discusses ways to motivate Japanese students in English class. It notes that currently students are passive, not answering questions or sharing opinions. This is due to a lack of confidence and interest in English. The document proposes two solutions: 1) Inspire student interest through varied materials like movies and magazines. 2) Create a positive atmosphere using warm-up activities and encouraging phrases. It concludes the most important thing is for teachers to understand students' perspectives and balance what students want to learn with feedback on their progress.
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This document discusses effective listening instruction strategies for students. It recommends using pre-listening activities to prepare students, such as activating vocabulary and background knowledge. While listening, teachers should ask questions to focus students and have them predict upcoming information. Follow-up activities like role plays and discussions help students use what they learned. The document also shares the results of a survey of students, finding that basic level students most often practice at home and like visual aids, while second level students find fill-in-the-blank exercises most difficult.
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This reading lesson plan aims to teach Thai high school students about caffeine. It will last 60 minutes. The teacher will begin with a motivating video about caffeine and a vocabulary preview. Students will then read a magazine article on caffeine in small groups and discuss what they learned. They will create a mind map to summarize the text. Next, students will write their opinions on cards about whether caffeine is good or bad, which they will read aloud. Finally, the teacher will assess student understanding through observation and collected work. The goal is for students to understand the pros and cons of caffeine from reading the authentic text.
Information on Chinese Made Easy Textbook
Sample pages and helpful discussion about the Chinese Made Easy Textbooks. All information has been compiled and created by www.childbook.com
For more information, questions & suggestions please visit us at www.childbook.com
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This document discusses using the Sheltered Instruction Observation Protocol (SIOP) model to teach English as a second language to a diverse group of learners. SIOP aims to enhance student academic achievement through preparation, building background knowledge, making lessons comprehensible, promoting student strategies, encouraging interaction, effective lesson delivery, application of skills, and review/assessment. The document advocates for using SIOP strategies to create a student-centered learning environment where students are highly motivated and able to integrate language skills in real-life situations.
Engelskpresentasjon2.13
This document discusses potential problems children may face when learning English as a second language and proposes solutions. It identifies three potential problems: struggling pupils may have difficulties, English becomes just another school subject, and attitude issues can arise. The document recommends motivating children through adapted education, serving as a positive role model, and making learning fun as solutions. The overall conclusion is that motivation is key to helping children learn English as a second language.
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1）It is suitable for non-Chinese speakers, ranging from primary school students in Grade one to high school students in Grade 12.
2）Students can study this series from Book 1 for total beginners or choose any volume corresponding to their own level of Chinese proficiency.
3）The primary school stage focuses on cultivating students’ interest, helping them lay a solid foundation and giving them extensive exposure to the Chinese language and culture
4）The middle school stage, directed at the IB and AP Chinese tests, helps to intensify students’ integrated language skills in listening, speaking, reading and writing.
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2) Students' reasons for learning English, previous language learning experiences, first language, and other factors can impact the classroom environment, so teachers should take steps to understand and accommodate differences.
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EOC presentation
This document discusses ways to motivate Japanese students in English class. It notes that currently students are passive, not answering questions or sharing opinions. This is due to a lack of confidence and interest in English. The document proposes two solutions: 1) Inspire student interest through varied materials like movies and magazines. 2) Create a positive atmosphere using warm-up activities and encouraging phrases. It concludes the most important thing is for teachers to understand students' perspectives and balance what students want to learn with feedback on their progress.
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Reading lesson plan 010 046
This reading lesson plan aims to teach Thai high school students about caffeine. It will last 60 minutes. The teacher will begin with a motivating video about caffeine and a vocabulary preview. Students will then read a magazine article on caffeine in small groups and discuss what they learned. They will create a mind map to summarize the text. Next, students will write their opinions on cards about whether caffeine is good or bad, which they will read aloud. Finally, the teacher will assess student understanding through observation and collected work. The goal is for students to understand the pros and cons of caffeine from reading the authentic text.
Information on Chinese Made Easy Textbook
Sample pages and helpful discussion about the Chinese Made Easy Textbooks. All information has been compiled and created by www.childbook.com
For more information, questions & suggestions please visit us at www.childbook.com
Sen Gucuk, Muge project 1
This document discusses using the Sheltered Instruction Observation Protocol (SIOP) model to teach English as a second language to a diverse group of learners. SIOP aims to enhance student academic achievement through preparation, building background knowledge, making lessons comprehensible, promoting student strategies, encouraging interaction, effective lesson delivery, application of skills, and review/assessment. The document advocates for using SIOP strategies to create a student-centered learning environment where students are highly motivated and able to integrate language skills in real-life situations.
Engelskpresentasjon2.13
This document discusses potential problems children may face when learning English as a second language and proposes solutions. It identifies three potential problems: struggling pupils may have difficulties, English becomes just another school subject, and attitude issues can arise. The document recommends motivating children through adapted education, serving as a positive role model, and making learning fun as solutions. The overall conclusion is that motivation is key to helping children learn English as a second language.
The Introduction of Easy Step to Chinese （English Edition）北语社美国中小学精品教材《轻松学中文》...
1）It is suitable for non-Chinese speakers, ranging from primary school students in Grade one to high school students in Grade 12.
2）Students can study this series from Book 1 for total beginners or choose any volume corresponding to their own level of Chinese proficiency.
3）The primary school stage focuses on cultivating students’ interest, helping them lay a solid foundation and giving them extensive exposure to the Chinese language and culture
4）The middle school stage, directed at the IB and AP Chinese tests, helps to intensify students’ integrated language skills in listening, speaking, reading and writing.
The Language Learner Talk[2]
The document discusses several key factors related to teaching language learners of varying backgrounds and abilities:
1) Language classes bring together students with different interests, abilities, learning styles, and moods, so teachers must account for each student as an individual.
2) Students' reasons for learning English, previous language learning experiences, first language, and other factors can impact the classroom environment, so teachers should take steps to understand and accommodate differences.
3) Both teachers and students believe that caring qualities, motivation, and use of varied materials are among the most important factors of an effective teacher.
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Uzma ELT presentation
It will very helpful for ELT students..
I will must wait for your comment and suggestions. Thank you
Veena
1. The lesson plan is for an 8th standard English class on the topic "A Shattered Dream" from the unit "On the Wings of Wishes".
2. The objectives are to create awareness about the importance of willpower and dedication for overcoming challenges, and to develop a positive outlook on work and life.
3. The lesson involves students reading paragraphs from the story, discussing in groups, answering questions to understand the story better, and writing a profile of the author or a letter to the author appreciating his determination.
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This lesson plan teaches students about the simple present tense by having them discuss and describe their daily routines. It begins with introducing vocabulary by having students match verbs to pictures of daily activities. Students then work in pairs, asking each other questions about the routines of different people. Finally, students answer questions about their own schedules in simple present sentences. The plan aims to help students learn and review simple present tense through discussing daily activities.
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The student visited a resource center to survey materials for a lesson on kinds of sentences for 8th grade students. The resource center had many useful books, dictionaries, encyclopedias, pictures, and flashcards for the topic. The student plans to make cut-out cartolinas with example sentences, a comic strip, drawings, and selections on manila paper to supplement the available materials and ensure students fully understand the topic.
The moon and the cap _Flashcarda
This document provides a teacher's guide for classroom activities related to the story "The Moon and the Cap". It includes:
1. A list of 10 flashcard and worksheet activities with corresponding reference numbers for teachers to use.
2. Instructions for a sentence formation activity with 5 sentences for students to complete.
3. A character matching activity with 5 characters from the story.
The document provides materials and instructions to help teachers lead students in different comprehension and vocabulary exercises related to the story.
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The document summarizes observations from a classroom visit on May 9, 2013. It notes that the teacher used both behaviorism and constructivism techniques, but did not effectively motivate the students or give feedback on their mistakes. The material was not adequate and the tasks were boring. Students struggled with the concepts and producing language correctly. However, the teacher explained step-by-step initially and students exchanged views in their native language. Factors like motivation, confidence, and bullying can negatively impact language learning for teenagers, while abilities like memorization can promote it.
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This document contains summaries of 4 English language lessons for Year 3 students. It outlines the learning standards, objectives, activities, teaching strategies and assessments for each lesson covering topics like listening, speaking, reading, writing, language arts and grammar. The lessons focus on an action song about things students can do and teach concepts like word stress, comprehension, writing routines, and identifying nouns. Assessments include worksheets, activities from textbooks and ability of students to meet lesson objectives.
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Additional Resources:
Website for Making Rubrics: www.rubistar.org
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- Visual learners learn best through seeing information while auditory learners learn through listening. Kinesthetic learners learn by touching and moving.
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This slideshow reports on the initial phase of a qualitative investigation into reflective journaling as a form of professional development (PD) involving EFL teachers at universities in Japan. The research questions were: (1) What shared/differing concerns or challenges are experienced by university EFL teachers in Japan? (2) Is reflective journaling a viable form of professional development for EFL teachers in Japan? Preliminary analysis identified classroom management, questioning of one‟s own perspectives/practices, and classroom community as shared concerns. Also, with appropriate support, reflective journaling appears to be a viable form of PD for in-service teachers of EFL in this context.
First observation -School n°256 5th grade
The English class observed 5th grade students learning about animals. The teacher reviewed vocabulary from previous lessons and showed an animated movie to engage students in an animal bingo activity. Students then matched sentences to describe different animals. Throughout the lesson, students actively participated by answering questions, commenting on the video, and asking the teacher for clarification.
Post reading.pptx
The document discusses strategies for reading engagement activities after reading to students. It emphasizes the importance of post-reading discussion to develop comprehension through questioning. Teachers should ask questions at five levels of complexity: literal, inferential, evaluative, analytical, and applied. Engagement activities help maximize learning if tailored to the story and support each child's abilities. Activities should differ from enrichment activities in focusing on story elements and avoiding spelling corrections to instead support understanding. The document stresses selecting age-appropriate discussion questions and activities to enrich children's reading experience.
Primary journal
This document contains a teacher's reflections on three English lessons taught to primary school students. For the first lesson, the teacher found that using real objects and miming helped motivate students to learn new vocabulary. Students responded well to the activities but some materials could be improved. The second lesson introduced possessive 's' using The Simpsons characters, which engaged students initially but activities became weak. The third lesson on social media motivated students through images and a game, though the game needed clearer rules. Overall, the teacher found that visuals like images and objects, as well as games, helped engage students and will inform future lesson planning.
Field study 1 episode 2
This document outlines an episode for observing learners of different ages and grade levels. It includes the student's intended learning outcomes, which are to differentiate the characteristics and needs of learners from different developmental levels. It provides tools for documenting observations, including guides for observing physical, social, emotional, and cognitive development. The student's map outlines steps to observe three groups of learners, document observations, validate observations through interviews, and compare learners' interests and needs. The student records observations of high school learners and analyzes their characteristics and implications for teachers. Reflections discuss similarities and differences to observed learners and impacts of past teachers.
Article
The document discusses using English as the language of instruction for non-English subjects, like biology, at an international standard school in Kudus, Indonesia. It notes that some students and teachers still struggle with English proficiency. The researcher observed biology classes to see how using English presentations could help improve English ability. Potential advantages included increased student engagement and understanding through different learning styles, while disadvantages included not all students being creative and the need for teachers to carefully organize class discussions.
Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016
Micro-teaching is a technique used for teacher training. It involves teaching a short lesson (usually 5-10 minutes) to a small group of peers. Some key points about micro-teaching:
- It allows student teachers to practice teaching techniques on a small scale before doing it with real students. This helps build confidence.
- The short time frame forces student teachers to plan their lesson carefully and focus on key elements like objectives, methodology and timing.
- Peer observation and feedback is an important part. Observers can provide constructive criticism to help improve teaching skills.
- It is less stressful than doing a full lesson since the class is small. Mistakes can be made and learned from in a low stakes environment
Module2 Division必修1
The document provides an overview of the schedule and activities for a 6 period English class. It introduces 3 new teachers - Mrs. Li, Mrs. Chen, and Mr. Wu - and has students do a pre-reading activity where they give their first impressions of the teachers based on pictures. The class will then read about the teachers' styles and discuss which teacher they would prefer and criteria for a good teacher. Later periods cover vocabulary, grammar, listening, speaking, writing and exam preparation.
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.
Teaching teenagers - BTTC Session
Presentation given at the BTTC - Basic Teacher Training Course at Cultura Inglesa, Boa Viagem in Recife, Brazil.
Proyect 3 observation format
The document summarizes an observation of an English language class at a technical high school in Argentina. According to the observation, the teacher did not introduce the topic based on prior knowledge and did not motivate students to use English. Students struggled to produce English and made grammatical errors. The classroom was not well organized, students were distracted, and the material provided was not very useful or engaging for students.
Portfolio presentation for pan sig
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Eoc presentation
- 1. How to make students active and motivated Kyoko Demachi Russian major 4th grade
- 2. Introduction: Why I chose this topic? Japanese motivation is an students are not important factor active in class… for learning language For changing this situation, the key is MOTIVATION! So, my purpose of this presentation is … 1.Thinking about the present situation and problems in English class in Japan 2. Showing my opinions to solve these problem
- 3. 1.Present situation in English class In English class … ・Students don’t answer the question(even though they know the answer!) tell their opinion ・They don’t ・They keep silence and don’t participate in the class etc. Q:Why are they so passive? A:There are two big NO here ①No confidence ②No interest
- 4. More details… 1.No interests ― ・English is just “subject” for some students ・They don’t know the needs of English fun usefulness 2.No confidence ― ・They are afraid of making mistakes ・They care too much about reaction from teachers/friends
- 5. 2.Solution for problems Formula１ “inspire students interests!” Ex. A)Using various materials (movie, novel, poem, magazine…) B)Showing teacher’s active attitude Formula２ “make atmosphere good!” Ex. A) Doing warm up (latest topic, useful way of expression…) B) Using phrases which help students have confidence and feel easy (“You mean…” “I think so” “How about…?”)
- 6. 3.conclusion ・Teacher’s behavior is important ・Teachers should think carefully about students (what they want? / why they are so…? ) ☆Way to make lessons ①Analyze ②Do in class ③Feed back OF COURSE! What students should What students want balance learn