Esl lesson format
•Download as DOC, PDF•
0 likes•163 views
Teaching English lessons with songs can help low intermediate students learn. The lesson plan aims to show students how to use songs, videos, and movies to practice their English skills. By the end of the class, students should understand how to incorporate media into studying English.
Report
Share
Report
Share
Recommended
Welcome to piano lab
This document provides a course description for a piano lab, where students will learn to read music, play the keyboard, and improve their piano technique through practice, literature, and theory. Students are expected to practice daily, perform exercises, understand written and heard music, and publicly perform memorized pieces and duets. Grading includes daily progress, tests, recitals, and a final exam recital which counts as 25% of the semester grade.
Creating A Blog Activity For Esl Students 1194994540404036 2
In this slide share presentation you will be introduced to how to create a blog activity for esl students.
ESL lesson plan
This document contains a lesson plan for a 7th grade math class on quadrilaterals. The plan includes the objectives to differentiate quadrilaterals based on their attributes and for English language learners to match parallelograms with their angles and sides. Activities include an introductory activity grouping shapes, assembling a quadrilateral flow chart, and identifying unlabeled shapes using the chart. An assessment involves informal observations and the teacher reflects that student engagement was high and most objectives were met.
Lesson Plan Steps
This document discusses the key parts of an effective ESL lesson plan: motivation, presentation of new material, practice, and application. It provides examples of techniques for each part. Motivation should take up 15% of class time and introduce the topic. Presentation of new material should take up 15% and introduce new vocabulary and structures. Controlled practice should take up 25-35% and allow repetition. Application should take up 25-35% and involve real-life use of the new language. Evaluation and a wrap-up should also be included. Real conversations and dictation can be used during the practice or application phases.
Lesson Planning in Adult ESL - Types of Learning Activities
This brief presentation outlines different types of learning activities that should be included in an adult ESL lesson plan
Module Planning in Adult ESL
Module Planning in adult ESL can take various forms. This presentation outlines an approach for thematic, task-focused module plans aligned to the Canadian Language Benchmarks.
ESL lesson plan
ESL lesson plan sample on explanation of gerund and infinitive. I made an attempt to prepare more student-centered lesson.
Lesson Plan PowerPoint Presentation
This document provides guidance on developing effective lesson plans. It discusses key components to consider, including knowing your students, the content, and available materials and equipment. Lesson plans should have clear objectives, outline the procedure and activities, and include assessments tied to the objectives. The document also presents several common lesson plan models, such as Gagne's nine events of instruction and the 5E model. Readers are encouraged to design lesson plans that incorporate useful instructional strategies and techniques.
Recommended
Welcome to piano lab
This document provides a course description for a piano lab, where students will learn to read music, play the keyboard, and improve their piano technique through practice, literature, and theory. Students are expected to practice daily, perform exercises, understand written and heard music, and publicly perform memorized pieces and duets. Grading includes daily progress, tests, recitals, and a final exam recital which counts as 25% of the semester grade.
Creating A Blog Activity For Esl Students 1194994540404036 2
In this slide share presentation you will be introduced to how to create a blog activity for esl students.
ESL lesson plan
This document contains a lesson plan for a 7th grade math class on quadrilaterals. The plan includes the objectives to differentiate quadrilaterals based on their attributes and for English language learners to match parallelograms with their angles and sides. Activities include an introductory activity grouping shapes, assembling a quadrilateral flow chart, and identifying unlabeled shapes using the chart. An assessment involves informal observations and the teacher reflects that student engagement was high and most objectives were met.
Lesson Plan Steps
This document discusses the key parts of an effective ESL lesson plan: motivation, presentation of new material, practice, and application. It provides examples of techniques for each part. Motivation should take up 15% of class time and introduce the topic. Presentation of new material should take up 15% and introduce new vocabulary and structures. Controlled practice should take up 25-35% and allow repetition. Application should take up 25-35% and involve real-life use of the new language. Evaluation and a wrap-up should also be included. Real conversations and dictation can be used during the practice or application phases.
Lesson Planning in Adult ESL - Types of Learning Activities
This brief presentation outlines different types of learning activities that should be included in an adult ESL lesson plan
Module Planning in Adult ESL
Module Planning in adult ESL can take various forms. This presentation outlines an approach for thematic, task-focused module plans aligned to the Canadian Language Benchmarks.
ESL lesson plan
ESL lesson plan sample on explanation of gerund and infinitive. I made an attempt to prepare more student-centered lesson.
Lesson Plan PowerPoint Presentation
This document provides guidance on developing effective lesson plans. It discusses key components to consider, including knowing your students, the content, and available materials and equipment. Lesson plans should have clear objectives, outline the procedure and activities, and include assessments tied to the objectives. The document also presents several common lesson plan models, such as Gagne's nine events of instruction and the 5E model. Readers are encouraged to design lesson plans that incorporate useful instructional strategies and techniques.
Task 2.6
The teacher has planned out all aspects of the dossier very carefully and thoroughly so that any teacher could easily continue with the plans halfway through. The reviewer sees no weaknesses and believes the teacher has done a great job planning out all of her classes.
2 2 task_format[1]
This document provides an evaluation of a language teacher's certification dossier. The evaluator indicates with checks that the teacher is aware of socio-cultural and intercultural aspects of language use, and is able to sensitize learners to cultural differences. Examples provided in the dossier show that the teacher promotes cultural sensitivity, avoids stereotypes, and integrates socio-cultural topics into lessons. The evaluator remarks that the teacher successfully used cultural knowledge of the language to select engaging songs from different English-speaking countries, helping students understand the language and cultures.
Assignment 3
The document discusses reflections from an English language training assignment, including interests in language awareness and difficulties with self-assessment. It proposes ways to keep trainees motivated such as emphasizing benefits of English skills and positive attitude. Methods to check progress are described as having trainees write texts and converse about subjects, and improving autonomy through using technology for research and social networking.
Assignment 3
The document discusses reflections from an English language training assignment, including interests in language awareness and difficulties with self-assessment. It proposes ways to keep trainees motivated such as emphasizing benefits of English skills and positive attitude. Methods to check progress are described as having trainees write texts and converse about subjects, and improving autonomy through using technology for research and social networking.
Manual for a teaching dossier
This manual provides guidance for creating a teaching dossier covering six main areas: [1] Language Awareness, [2] Language and Culture, [3] Language Learning Processes, [4] Language Teaching, [5] Planning and Evaluation, and [6] Self-Assessment and Development. The document outlines the objectives and competencies trainees should demonstrate in each area by the end of their training. It also includes application materials for the teacher training course, such as a questionnaire, evaluation forms, and a sample lesson observation form.
Task 4.6 part 3
The document outlines considerations for planning an effective training program, including:
1. Identifying clear learning objectives and keeping the number of participants to a maximum of 20.
2. Ensuring the training venue is appropriate and conducive to learning.
3. Choosing an optimal seating arrangement like a semi-circle to encourage interaction.
4. Using creative introductions to help participants get to know each other in a relaxed manner.
5. Allowing time to understand participants' experiences, expectations, and adjusting the timing and content of sessions accordingly.
4.6 part 1
This document provides a lesson plan for teaching comparative and superlative adjectives to English language learners. The plan includes presenting and practicing both forms of adjectives, identifying their differences in use, and incorporating activities to produce them in context. Various activities target different learning styles. The conclusion notes that considering different learning styles when planning helps ensure students learn effectively.
Task 4.3
The document provides a checklist for observing a live lesson, including items to check before the lesson such as lesson planning, choice of materials, and potential problems. During the lesson, the checklist includes checking the aims, language used, procedure, materials, use of media/IT if used, student engagement, corrections, time management, student behavior, teacher performance, achievement of goals, and collecting feedback forms.
Task 4.2
The document discusses best practices for conducting peer lesson observations between teacher trainees. It recommends that the trainer introduce observations as a learning process for both parties. Trainees should observe how teachers manage introductions and icebreakers since these set the tone. The trainer needs the lesson plan and materials in advance. Observations should last the entire lesson to see how students and teachers relax over time. Feedback should start positively and criticisms, if any, should be constructive. The trainer should manage discussions respectfully and advise trainees to view mistakes as learning opportunities rather than failure. A second observation is best with a new trainer to avoid bias.
Task 2.6
The document provides feedback on a teacher's dossier. The feedback notes that in the reviewer's opinion, the teacher planned all aspects of the dossier very carefully so that anyone could continue with the plans halfway through. The teacher planned out all classes very well. The reviewer could not identify any weaknesses in the dossier and felt it was a great job.
2 5 task_format[1]
This document contains an evaluation of a teacher's certification as a language tutor. The evaluator checked boxes to indicate that the teacher demonstrated several key competencies, including the ability to combine theory and practice in language teaching, understand methodology and apply it appropriately, reflect on and analyze their own teaching to improve, try new approaches, learn from others, and work cooperatively. In remarks, the evaluator praised the teacher's dossiers integrating songs, videos and movies into language lessons, noting original successful ideas and strong group work skills. The dossiers were well-written with a variety of supplementary materials beyond textbooks, and visual materials were professionally presented. The evaluator concluded the teacher did a great job.
2 3 task_format[1]
The teacher is able to plan and evaluate language lessons within the context of a given curriculum. They understand the institutional context of their teaching activities and are familiar with the overall training programs offered. They also understand the levels of competence defined in the European Framework of Reference and can prepare learners to take language examinations.
Based on the evidence provided in their certificate dossier, the teacher is able to state general aims and objectives for a course or series of lessons. They can define aims and objectives for individual lessons and integrate them into the broader context of the course. They can also plan lessons by selecting appropriate learning tasks and activities to achieve the aims and objectives.
The evaluator remarks that the teacher's planning and evaluation dossier presents a
2 4 task_format[1]
This document contains an evaluation of a language teacher's skills and competencies. The evaluator indicates with checks that the teacher is aware of concepts related to adult learning psychology and language acquisition theory. They show the teacher is able to integrate learners' previous experience, present materials engagingly, consider learner needs and interests, assess language levels, and anticipate and address potential language problems. In remarks, the evaluator praises the teacher's well-structured lesson plan showing preparation and knowledge to create a stimulating environment, accomplishing all goals.
2 2 task_format[1]
This document provides an evaluation of a language teacher's certification dossier. The evaluator indicates with checks that the teacher is aware of socio-cultural and intercultural aspects of language use, and is able to sensitize learners to cultural differences. Examples provided in the dossier show that the teacher promotes cultural sensitivity, avoids stereotypes, and integrates socio-cultural topics into lessons. The evaluator remarks that the teacher successfully used cultural knowledge of the language to select engaging songs from different English-speaking countries, helping students understand the language and cultures.
2 1 task_format[1]
This document evaluates a teacher's skills and competencies in language awareness. The evaluator marks that the teacher is fully familiar with language analysis tools, can compare source and target languages, and apply this knowledge to lesson planning. The teacher demonstrates mastery in using correct terminology to describe language, writing clear learning objectives, analyzing language structures, understanding learner difficulties, and providing comprehensible grammar explanations. In remarks, the evaluator notes the teacher has experience using songs, videos and movies to teach language in a balanced, varied and communicative way, though some sub-aims did not fully match the chosen materials. Overall the teacher understands how to accomplish the main goals.
Task 3.3
This document lists symptoms of various disabilities and categorizes them. It describes symptoms such as talking excessively, impulsivity, being extremely orderly or disorderly, inappropriate social interactions, failing to follow directions, making careless mistakes, restricted patterns of behavior, trouble with writing or copying, mobility dependence, using assistive technology, focusing on lips when communicating, and complaining of phantom sensations when reading. It then organizes these symptoms into categories including ADHD, dyslexia, autism spectrum disorder, physical difficulties, hearing impairment, and visual impairment. The document appears to be providing information to help identify learning disabilities.
Task 3.3
This document lists symptoms of various disabilities and categorizes them. It describes symptoms such as talking excessively, impulsivity, being extremely orderly or disorderly, inappropriate social interactions, failing to follow directions, and making careless mistakes as being associated with conditions like ADHD, dyslexia, and autism spectrum disorder. Other symptoms mentioned include problems with mobility, writing, reading small print, sound processing, and use of assistive technologies. The document groups these symptoms under categories of specific disabilities like visual impairment, hearing impairment, physical difficulties, dyslexia, ADD/ADHD, autism spectrum disorder, and others.
Task 3
Albert Einstein and Stephen Hawking are examples of celebrities who achieved great success despite having disabilities, like Einstein's learning disability and Hawking's ALS. Everyday people also live with and overcome disabilities through strength and determination. The narrator knows people with disabilities who have been told they cannot succeed but pursue their dreams anyway. These individuals have strength, resilience, and a unique perspective that deserves respect and love.
Assignment 3
The document contains reflections from an assignment on content areas of language learning.
The area that most interested the author was language awareness, as this is when students realize the challenge of communicating without knowing words. It is also when students understand there are different cultures, accents, and traditions.
The author felt self-assessment and developing areas may be most difficult, as some students fear not understanding or think the language is too hard. Encouragement and materials are not always enough.
The author wanted to develop further in the areas of language and culture, finding it exciting to motivate students to understand and learn about different cultures, and how this can open their minds.
Assignment 2. unit1
The document provides a reading list for an English language learning assignment. It summarizes three Top Notch textbook series that the author found helpful for teaching English as a second language. They introduce lessons with topics that allow students to learn vocabulary applicable to real life. Each lesson has a self-evaluation section. The lessons are organized without too many images or extra content to avoid distracting students. The reading list also provides references for several other English language textbooks and online worksheets for future trainees.
More Related Content
More from Lourdes Pescador
Task 2.6
The teacher has planned out all aspects of the dossier very carefully and thoroughly so that any teacher could easily continue with the plans halfway through. The reviewer sees no weaknesses and believes the teacher has done a great job planning out all of her classes.
2 2 task_format[1]
This document provides an evaluation of a language teacher's certification dossier. The evaluator indicates with checks that the teacher is aware of socio-cultural and intercultural aspects of language use, and is able to sensitize learners to cultural differences. Examples provided in the dossier show that the teacher promotes cultural sensitivity, avoids stereotypes, and integrates socio-cultural topics into lessons. The evaluator remarks that the teacher successfully used cultural knowledge of the language to select engaging songs from different English-speaking countries, helping students understand the language and cultures.
Assignment 3
The document discusses reflections from an English language training assignment, including interests in language awareness and difficulties with self-assessment. It proposes ways to keep trainees motivated such as emphasizing benefits of English skills and positive attitude. Methods to check progress are described as having trainees write texts and converse about subjects, and improving autonomy through using technology for research and social networking.
Assignment 3
The document discusses reflections from an English language training assignment, including interests in language awareness and difficulties with self-assessment. It proposes ways to keep trainees motivated such as emphasizing benefits of English skills and positive attitude. Methods to check progress are described as having trainees write texts and converse about subjects, and improving autonomy through using technology for research and social networking.
Manual for a teaching dossier
This manual provides guidance for creating a teaching dossier covering six main areas: [1] Language Awareness, [2] Language and Culture, [3] Language Learning Processes, [4] Language Teaching, [5] Planning and Evaluation, and [6] Self-Assessment and Development. The document outlines the objectives and competencies trainees should demonstrate in each area by the end of their training. It also includes application materials for the teacher training course, such as a questionnaire, evaluation forms, and a sample lesson observation form.
Task 4.6 part 3
The document outlines considerations for planning an effective training program, including:
1. Identifying clear learning objectives and keeping the number of participants to a maximum of 20.
2. Ensuring the training venue is appropriate and conducive to learning.
3. Choosing an optimal seating arrangement like a semi-circle to encourage interaction.
4. Using creative introductions to help participants get to know each other in a relaxed manner.
5. Allowing time to understand participants' experiences, expectations, and adjusting the timing and content of sessions accordingly.
4.6 part 1
This document provides a lesson plan for teaching comparative and superlative adjectives to English language learners. The plan includes presenting and practicing both forms of adjectives, identifying their differences in use, and incorporating activities to produce them in context. Various activities target different learning styles. The conclusion notes that considering different learning styles when planning helps ensure students learn effectively.
Task 4.3
The document provides a checklist for observing a live lesson, including items to check before the lesson such as lesson planning, choice of materials, and potential problems. During the lesson, the checklist includes checking the aims, language used, procedure, materials, use of media/IT if used, student engagement, corrections, time management, student behavior, teacher performance, achievement of goals, and collecting feedback forms.
Task 4.2
The document discusses best practices for conducting peer lesson observations between teacher trainees. It recommends that the trainer introduce observations as a learning process for both parties. Trainees should observe how teachers manage introductions and icebreakers since these set the tone. The trainer needs the lesson plan and materials in advance. Observations should last the entire lesson to see how students and teachers relax over time. Feedback should start positively and criticisms, if any, should be constructive. The trainer should manage discussions respectfully and advise trainees to view mistakes as learning opportunities rather than failure. A second observation is best with a new trainer to avoid bias.
Task 2.6
The document provides feedback on a teacher's dossier. The feedback notes that in the reviewer's opinion, the teacher planned all aspects of the dossier very carefully so that anyone could continue with the plans halfway through. The teacher planned out all classes very well. The reviewer could not identify any weaknesses in the dossier and felt it was a great job.
2 5 task_format[1]
This document contains an evaluation of a teacher's certification as a language tutor. The evaluator checked boxes to indicate that the teacher demonstrated several key competencies, including the ability to combine theory and practice in language teaching, understand methodology and apply it appropriately, reflect on and analyze their own teaching to improve, try new approaches, learn from others, and work cooperatively. In remarks, the evaluator praised the teacher's dossiers integrating songs, videos and movies into language lessons, noting original successful ideas and strong group work skills. The dossiers were well-written with a variety of supplementary materials beyond textbooks, and visual materials were professionally presented. The evaluator concluded the teacher did a great job.
2 3 task_format[1]
The teacher is able to plan and evaluate language lessons within the context of a given curriculum. They understand the institutional context of their teaching activities and are familiar with the overall training programs offered. They also understand the levels of competence defined in the European Framework of Reference and can prepare learners to take language examinations.
Based on the evidence provided in their certificate dossier, the teacher is able to state general aims and objectives for a course or series of lessons. They can define aims and objectives for individual lessons and integrate them into the broader context of the course. They can also plan lessons by selecting appropriate learning tasks and activities to achieve the aims and objectives.
The evaluator remarks that the teacher's planning and evaluation dossier presents a
2 4 task_format[1]
This document contains an evaluation of a language teacher's skills and competencies. The evaluator indicates with checks that the teacher is aware of concepts related to adult learning psychology and language acquisition theory. They show the teacher is able to integrate learners' previous experience, present materials engagingly, consider learner needs and interests, assess language levels, and anticipate and address potential language problems. In remarks, the evaluator praises the teacher's well-structured lesson plan showing preparation and knowledge to create a stimulating environment, accomplishing all goals.
2 2 task_format[1]
This document provides an evaluation of a language teacher's certification dossier. The evaluator indicates with checks that the teacher is aware of socio-cultural and intercultural aspects of language use, and is able to sensitize learners to cultural differences. Examples provided in the dossier show that the teacher promotes cultural sensitivity, avoids stereotypes, and integrates socio-cultural topics into lessons. The evaluator remarks that the teacher successfully used cultural knowledge of the language to select engaging songs from different English-speaking countries, helping students understand the language and cultures.
2 1 task_format[1]
This document evaluates a teacher's skills and competencies in language awareness. The evaluator marks that the teacher is fully familiar with language analysis tools, can compare source and target languages, and apply this knowledge to lesson planning. The teacher demonstrates mastery in using correct terminology to describe language, writing clear learning objectives, analyzing language structures, understanding learner difficulties, and providing comprehensible grammar explanations. In remarks, the evaluator notes the teacher has experience using songs, videos and movies to teach language in a balanced, varied and communicative way, though some sub-aims did not fully match the chosen materials. Overall the teacher understands how to accomplish the main goals.
Task 3.3
This document lists symptoms of various disabilities and categorizes them. It describes symptoms such as talking excessively, impulsivity, being extremely orderly or disorderly, inappropriate social interactions, failing to follow directions, making careless mistakes, restricted patterns of behavior, trouble with writing or copying, mobility dependence, using assistive technology, focusing on lips when communicating, and complaining of phantom sensations when reading. It then organizes these symptoms into categories including ADHD, dyslexia, autism spectrum disorder, physical difficulties, hearing impairment, and visual impairment. The document appears to be providing information to help identify learning disabilities.
Task 3.3
This document lists symptoms of various disabilities and categorizes them. It describes symptoms such as talking excessively, impulsivity, being extremely orderly or disorderly, inappropriate social interactions, failing to follow directions, and making careless mistakes as being associated with conditions like ADHD, dyslexia, and autism spectrum disorder. Other symptoms mentioned include problems with mobility, writing, reading small print, sound processing, and use of assistive technologies. The document groups these symptoms under categories of specific disabilities like visual impairment, hearing impairment, physical difficulties, dyslexia, ADD/ADHD, autism spectrum disorder, and others.
Task 3
Albert Einstein and Stephen Hawking are examples of celebrities who achieved great success despite having disabilities, like Einstein's learning disability and Hawking's ALS. Everyday people also live with and overcome disabilities through strength and determination. The narrator knows people with disabilities who have been told they cannot succeed but pursue their dreams anyway. These individuals have strength, resilience, and a unique perspective that deserves respect and love.
Assignment 3
The document contains reflections from an assignment on content areas of language learning.
The area that most interested the author was language awareness, as this is when students realize the challenge of communicating without knowing words. It is also when students understand there are different cultures, accents, and traditions.
The author felt self-assessment and developing areas may be most difficult, as some students fear not understanding or think the language is too hard. Encouragement and materials are not always enough.
The author wanted to develop further in the areas of language and culture, finding it exciting to motivate students to understand and learn about different cultures, and how this can open their minds.
Assignment 2. unit1
The document provides a reading list for an English language learning assignment. It summarizes three Top Notch textbook series that the author found helpful for teaching English as a second language. They introduce lessons with topics that allow students to learn vocabulary applicable to real life. Each lesson has a self-evaluation section. The lessons are organized without too many images or extra content to avoid distracting students. The reading list also provides references for several other English language textbooks and online worksheets for future trainees.
More from Lourdes Pescador (20)
Esl lesson format
- 1. TOPIC ONE SUBJECT: TEACHING ENGLISH LESSONS WITH SONGS. LESSON PLAN Performance Objective: By the end of the lesson students will be able to use songs, video and movies for ESL. COURSE: ENGLISH 3 Level: LOW INTERMEDIATE GROUP: 3 B