Final session
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This document outlines the agenda for the final session of an English teaching strategies program. The agenda includes: 1) A review of the program themes and outcomes. 2) Presentations by participants of their proposals to apply different teaching strategies in their classrooms. 3) A final evaluation session and certificates ceremony to recognize completion of the program.
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Incorporating research skills.pptx
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pedagogical stylistics. A detailed slides
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Min Sun (CV)
Min Sun has extensive experience in teaching English and providing tutoring services. He holds a Master's degree in English with a concentration in TESOL from San Francisco State University and a Bachelor's degree in English Language and Literature from Xiamen University. His teaching experience includes positions as an instructor at the American Language Institute at SFSU, a tutor at the Learning Assistance Center and English Tutoring Center at SFSU, and an instructor at New Oriental English Language Training School in China. He has also served in leadership roles such as Co-President of the MA TESOL Student Association at SFSU.
english kssr year 1 guide book
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De rosa giulia
The document compares two language teaching methods: PPP (Presentation-Practice-Production) and TBL (Task-Based Learning). It outlines the stages and processes of each method. PPP is described as a simplified and restrictive approach, while TBL is presented as a more natural and student-led approach that engages learners through tasks. The document also discusses promoting learner autonomy, motivation, and different learning styles. It advocates for teaching approaches that give students choices, encourage independent learning, and make lessons relevant and engaging.
English teacher-guidebook-year-2
This document provides an overview of the English Language Curriculum for primary schools in Malaysia. It outlines the curriculum's aim, objectives, conceptual framework and organization. The curriculum focuses on developing pupils' language skills through four modules - Listening and Speaking, Reading, Writing, and Language Arts. In Years 1-2, the focus is on basic literacy. From Year 3 onwards, a Grammar module is added. Content and learning standards are developed progressively to ensure pupils build a strong foundation in English. The role of the teacher in modeling language and designing engaging activities is also emphasized.
English teacher guidebook year 2
This document provides an overview of the Malaysian English Language Curriculum for primary schools. It outlines the curriculum's aim, objectives, conceptual framework and organization. The curriculum focuses on developing pupils' basic language skills in the early years to build a strong foundation. It is organized into modules including Listening and Speaking, Reading, Writing, Language Arts and Grammar. Lessons are taught using themes and topics appropriate for each year level. The curriculum guidebook provides teachers with resources and suggestions to help pupils improve their English proficiency.
Department of English - QEC-Final (1).pptx
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Workshop new
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Workshop new
This document discusses strategies for running effective language workshops. It addresses including different cultures and valuing students' home languages. Workshops allow for interaction and exchange of information among small groups. Benefits include motivation and flexibility, while challenges include varying skill levels and classroom space. Specific workshops discussed focus on writing strategies for English learners, developing speaking skills, and using academic language and protocols. The conclusion restates that workshops can help students develop confidence and highlight their talents through cooperation.
ELE 703 Syllabus.docx
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Using cooperative learning techiniques to reinforce leadership skills in the ...
Using cooperative learning techiniques to reinforce leadership skills in the ...UNIVERSIDAD MAGISTER (Sitio Oficial)
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.To present
This document discusses the history and nature of approaches and methods for teaching English as a foreign language. It covers the major developments in language teaching from the 19th century reform movement to modern methods. Key topics include the rejection of grammar translation, the rise of the direct method focusing on spoken language, and the methods era where different teaching procedures were established. The document also examines the distinctions between approaches, which are based on theories of language and learning, and methods, which provide specific teaching designs, procedures and roles for teachers and learners.
Activity 2.1. guide two fabian tello
The document discusses classroom interaction and methodology for teaching English. It defines interaction as a collaborative exchange between two or more people that influences each other. It then reviews literature on discourse analysis and how it examines language use in communities. The document outlines methods for data collection and analysis of teacher-student, student-teacher, and student-student interaction. It finds that gender does not significantly impact interaction patterns. The teacher's role is to create a learning environment through interactive sessions. The document stresses obtaining feedback to continually assess teaching and learning relationships. It concludes that judicious use of the first language can aid communication, teaching quality, comprehension, and teacher-student relationships, especially for lower levels.
A descriptive study of the current teaching of English grammar in 6th graders...
A descriptive study of the current teaching of English grammar in 6th graders...UNIVERSIDAD MAGISTER (Sitio Oficial)
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.Program pasca upsr 2014
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Teaching vocabulary
This document summarizes strategies for teaching vocabulary to students, including using flashcards, brainstorming, group work, questioning techniques, and writing exercises focused on sports vocabulary. It also discusses using technology like the internet and mobile phones to creatively teach vocabulary in the classroom. The conclusion emphasizes that teachers should use their creativity to implement strategies in a way that makes vocabulary learning meaningful for students.
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This document summarizes strategies for teaching vocabulary to students, including using flashcards, brainstorming, group work, questioning techniques, and writing exercises focused on sports vocabulary. It also discusses using the internet and mobile phones in the classroom to teach vocabulary creatively. The conclusion emphasizes finding different strategies and using creativity in implementation to make vocabulary learning meaningful for students.
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The first part of the workshop from 2-4:30pm will include a discussion of what flipping the classroom means and implies for lesson planning. The second part from 4:55-7pm will include groups sharing examples of micro-flipped lessons from 5-6pm and updating e-blogs from 6-7pm.
The workshop agenda also includes groups designing a flipped lesson plan template, presenting and discussing their template with another group, and planning the before-and in-class parts of a flipped lesson using the agreed-upon template.
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This document outlines an agenda for a teaching session on teaching grammar communicatively. The objective is to provide strategies for making grammar lessons interesting and meaningful to develop communicative competence. The outcome is for participants to demonstrate their understanding by drafting a grammar lesson plan. The agenda includes sharing experiences with grammar lessons, experiencing communicative grammar lessons, learning about communicative grammar, and completing a lesson planning form for one of the sample lessons.
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This document outlines an introductory session for a teacher training program. It includes introducing participants and discussing expectations. There is also a brainstorming activity about curriculum guidelines, standards, and teaching concepts. The document then defines various teaching concepts like theory, method, procedure, and strategy. It outlines the sessions for the teacher training program, which will cover methodology, grammar, and language skills through 12 five-hour sections. It lists the specific topic areas that will be addressed for general methodology, language skills, and grammar.
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This document outlines an agenda for a teaching session on teaching grammar communicatively. The objective is to provide strategies for making grammar lessons interesting and meaningful to develop communicative competence. Participants will learn about teaching grammar inductively and experientially through sample lessons. They will then plan a grammar lesson of their own to teach children. The session aims to demonstrate how grammar can be taught contextually and communicatively rather than through direct instruction alone.
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Final session
- 2. Final TKT Program Session- Proposals Integrating different English Teaching Strategies to develop a classroom proposal in specific learning contexts. June 25th 2016 Image by Ruben Alvarado)
- 3. Objective * Participants will present their proposals in order to apply different teaching strategies in their classrooms. * Participant will receive an attendance certificate of the ending course.
- 4. FINAL SESSION AGENDA First Part ( 02:00 to 3:00 p.m.) * TKT Program Themes and Outcomes Review Second Part (03:00 p.m. – 4:30 p.m) * Proposal Presentations Third Part ( 4:30 p.m. – 6:00 p.m.) * Final Evaluation and Suggestions * Certificates Ceremony
- 5. So what kind of teacher are you? Are you entertaining and enthusiastic? Relaxed and empathetic? A self- controlled perfectionist? Or an innovative go-getter? This quiz, based on the AEL Teaching Style Inventory, will tell you which of the Four Teaching Style Quadrants you belong to! April 1st, 2016 WHAT KIND OF TEACHER ARE YOU?
- 6. The Teacher as a Motivational Tool April 16th, 2016 Sit down! Stand up! Stamp your feet! Clap your hands! Turn oround!
- 7. Managing Large Classes To have participants begin thinking about alternative management techniques that they might use in their large classes. June 23rd, 2016
- 8. Teaching Grammar Communicatively The main purpose is to develop communicative competence in which language use shows fluency and grammatical appropriateness. April 30th 2016
- 9. PLANNING A LESSON To give participants some tips for them to organize content, materials, time, instructional strategies and assistance in the classroom when planning a lesson effectively. May 7th 2016
- 10. COOPERATIVE LEARNING To help participants show understanding of what cooperative learning is and its importance in the teaching-learning of a foreign language. May 21st, 2016
- 11. Flipping the Classroom. In a flipped classroom students engage with lectures or other materials outside of class to prepare for an active learning experience in the classroom. May 28thth 2016
- 12. Fun Communicative Lessons To make participants explore ways to make fun communicative lessons. June 4th, 2016
- 13. Literacy Practice in the Classroom Literacy is the ability to read, view, write, design, speak and listen in a way that allows us to communicate effectively and to make sense of the world. June 11th 2016
- 14. To explore ways to use effective strategies to learn and teach pronunciation in the EFL classroom. June 18th 2016
- 15. Vocabulary Instruction for Teaching and Learning Participants will practice some strategies to learn and teach vocabulary in order to evaluate their effectiveness. June 24th 2016