The document outlines 10 principles of instructed language learning based on theories of second language acquisition. The principles address the need to (1) develop formulaic expressions and rule-based competence, (2) focus on meaning, (3) focus on form, (4) develop implicit knowledge while not neglecting explicit knowledge, (5) account for learners' built-in syllabus, (6) provide extensive input, (7) provide opportunities for output, (8) provide opportunities for interaction, (9) account for individual differences, and (10) assess free production in addition to controlled production. The principles aim to synthesize research on how instruction can best support and interact with natural language acquisition processes.
The document discusses various techniques for teaching speaking skills, including both direct and indirect approaches. It emphasizes using tasks that focus on meaningful communication over language practice. Specific techniques mentioned include conversation practice, transactional activities like ordering from a catalog, and individual oral dialogue journals. Principles for designing speaking techniques include using a variety that cover accuracy and fluency, providing meaningful contexts, feedback, and opportunities for student initiation of oral communication. The document also discusses teaching pronunciation and considerations around error correction.
The document discusses oral communication skills and classroom speaking performance. It describes micro skills which refer to skills at the sentence level used in conversational discourse, and macro skills which are skills at the discourse level. It then outlines various linguistic skills required for oral production, including grammar, vocabulary, fluency, pronunciation, pragmatics, and language interaction. Finally, it discusses different types of speaking tasks that can be used in the classroom from imitative tasks that practice language forms, to intensive, responsive, transactional, interpersonal, and extensive speaking tasks which provide opportunities for meaningful interaction and language use.
Este documento describe diferentes técnicas y estrategias metodológicas para la enseñanza y el aprendizaje. Explica la técnica UVE (Universo, Vínculo, Explicación), la cual se asemeja al proceso de investigación científica y puede aplicarse a diferentes niveles educativos. También describe las técnicas experimentales, que consisten en estudiar un fenómeno en condiciones controladas para comprender cómo influyen diferentes variables. El objetivo es desarrollar cualidades como la curiosidad, el rigor y la destre
The document discusses several influential thinkers of the Enlightenment period including Thomas Jefferson, Benjamin Franklin, Adam Smith, Denis Diderot, John Locke, Jean-Jacques Rousseau, Charles-Louis Montesquieu, Voltaire, and Mary Wollstonecraft. It provides each thinker's country of origin, their key ideas, and major works that helped spread Enlightenment philosophies such as natural rights, popular sovereignty, and equality.
The document discusses the physical geography and history of the Americas. It outlines the major geographic regions, including western and eastern highlands, lowlands, and describes how the first Americans migrated from Asia thousands of years ago. By 1500, there were over 10 million indigenous people divided into 350 tribes speaking around 150 languages. Notable pre-Columbian civilizations that developed included the Aztecs, Incas, and Maya, with each civilization facing unique geographic obstacles in their environment.
The document discusses new ideas in Renaissance art compared to Medieval art, including the use of perspective to depict distance and scale more realistically, creating more anatomically accurate and realistic depictions of people, incorporating nature and scenes of everyday life, and portraying religious topics in new ways without halos or unrealistic features. It provides examples like Leonardo da Vinci's anatomical studies, van Eyck's portraits, and Renaissance versions of religious works like The Last Supper that used realistic perspective and people without halos.
The document outlines 10 principles of instructed language learning based on theories of second language acquisition. The principles address the need to (1) develop formulaic expressions and rule-based competence, (2) focus on meaning, (3) focus on form, (4) develop implicit knowledge while not neglecting explicit knowledge, (5) account for learners' built-in syllabus, (6) provide extensive input, (7) provide opportunities for output, (8) provide opportunities for interaction, (9) account for individual differences, and (10) assess free production in addition to controlled production. The principles aim to synthesize research on how instruction can best support and interact with natural language acquisition processes.
The document discusses various techniques for teaching speaking skills, including both direct and indirect approaches. It emphasizes using tasks that focus on meaningful communication over language practice. Specific techniques mentioned include conversation practice, transactional activities like ordering from a catalog, and individual oral dialogue journals. Principles for designing speaking techniques include using a variety that cover accuracy and fluency, providing meaningful contexts, feedback, and opportunities for student initiation of oral communication. The document also discusses teaching pronunciation and considerations around error correction.
The document discusses oral communication skills and classroom speaking performance. It describes micro skills which refer to skills at the sentence level used in conversational discourse, and macro skills which are skills at the discourse level. It then outlines various linguistic skills required for oral production, including grammar, vocabulary, fluency, pronunciation, pragmatics, and language interaction. Finally, it discusses different types of speaking tasks that can be used in the classroom from imitative tasks that practice language forms, to intensive, responsive, transactional, interpersonal, and extensive speaking tasks which provide opportunities for meaningful interaction and language use.
Este documento describe diferentes técnicas y estrategias metodológicas para la enseñanza y el aprendizaje. Explica la técnica UVE (Universo, Vínculo, Explicación), la cual se asemeja al proceso de investigación científica y puede aplicarse a diferentes niveles educativos. También describe las técnicas experimentales, que consisten en estudiar un fenómeno en condiciones controladas para comprender cómo influyen diferentes variables. El objetivo es desarrollar cualidades como la curiosidad, el rigor y la destre
The document discusses several influential thinkers of the Enlightenment period including Thomas Jefferson, Benjamin Franklin, Adam Smith, Denis Diderot, John Locke, Jean-Jacques Rousseau, Charles-Louis Montesquieu, Voltaire, and Mary Wollstonecraft. It provides each thinker's country of origin, their key ideas, and major works that helped spread Enlightenment philosophies such as natural rights, popular sovereignty, and equality.
The document discusses the physical geography and history of the Americas. It outlines the major geographic regions, including western and eastern highlands, lowlands, and describes how the first Americans migrated from Asia thousands of years ago. By 1500, there were over 10 million indigenous people divided into 350 tribes speaking around 150 languages. Notable pre-Columbian civilizations that developed included the Aztecs, Incas, and Maya, with each civilization facing unique geographic obstacles in their environment.
The document discusses new ideas in Renaissance art compared to Medieval art, including the use of perspective to depict distance and scale more realistically, creating more anatomically accurate and realistic depictions of people, incorporating nature and scenes of everyday life, and portraying religious topics in new ways without halos or unrealistic features. It provides examples like Leonardo da Vinci's anatomical studies, van Eyck's portraits, and Renaissance versions of religious works like The Last Supper that used realistic perspective and people without halos.
Timbuktu was an ancient center of Islamic learning and trade in Africa, founded in the 11th century by Tuareg nomads. It grew to be a major trading center for the Mali and Songhai empires, with a renowned university and over 100 Qur'an schools hosting 25,000 scholars. However, it was sacked by Morocco in 1591 and its trade routes declined as sea routes became dominant, leading to its fall from prominence.
The document summarizes the key rituals and sites associated with the Hajj pilgrimage. It describes circling the Kaaba, walking between Safa and Marwah, drinking from the Zamzam well, spending time in prayer at Arafat, throwing stones in Mina, and shaving one's head at the end as a symbol of rebirth. The Hajj is considered the fifth pillar of Islam and the greatest pilgrimage, called the Al Hajjul Akbar.
The Five Pillars of Islam are the five obligatory religious duties that are required of adherents to the Islamic faith. The pillars are: faith, prayer, charity, fasting during Ramadan, and pilgrimage to Mecca once in a lifetime if able. Together the pillars outline important daily religious practices and provide guiding principles for Muslims.
The document provides information about the Arabian Peninsula, the birthplace of Islam. It is located in the northern hemisphere and western hemisphere. The peninsula experiences extreme temperatures and is home to many deserts, including the Nafud, Syrian, and Empty Quarter deserts. Transportation is primarily by camel and horse. Wildlife includes gazelle, lizards, oryx, cats, and hyenas. Vegetation is adapted to the dry, salty conditions and includes date palms and saltbush. Cultural adaptations include clothing, tents that are easy to assemble and disassemble, and religious customs.
Social studies is required by law and tradition in schools. Studying history helps students understand the present and be inspired, as learning about explorers like Ernest Shackleton shows that history can be an interesting subject that students can enjoy learning as part of a group.
The document provides tips for identifying the main idea of a paragraph. It states that nonfiction writers usually include one main idea per paragraph in the topic sentence, which typically comes at the beginning. It can also occasionally be at the end. When the main idea is not clear from the topic sentence, it can be identified by counting the number of sentences dedicated to each topic and selecting the one discussed most as the main idea.
The document discusses making predictions when reading texts. It explains that making predictions helps with understanding and remembering what is read. It notes that people naturally build "schemas" or patterns in their minds about how different types of stories are structured. As an example, it prompts the reader to predict what a story about a school dress code may discuss. Finally, it reminds readers to confirm their predictions after reading to assess whether they were right or wrong. The summary is contained in 3 sentences as requested.
A 73-year-old Kenyan farmer was attacked by a leopard while working in his fields. The leopard knocked the farmer to the ground and bit his wrist, mauling him with its claws. Somehow finding the strength, the farmer reached into the leopard's mouth and tore out its tongue, killing it. A neighbor then arrived and finished off the leopard with a machete, saving the farmer.
Turner heard a weather forecast predicting rain so he grabbed his umbrella to take to the bus stop even though it was sunny. The wife tells her husband she doesn't want an expensive gift for her birthday but will buy herself a small present at the mall using her old car, implying she wants a new car. Jessica chose Kurt in the game since he was the last player left, implying she was pleased to have him on her team.
The document discusses the concept of "going below the surface" or inferring, which means figuring things out that are not directly stated by looking for clues and context cues provided by the author. It provides examples that require inferring events from the past, characters' thoughts and feelings, settings of stories based on details and context clues. The examples span situations like inferring what happened in class based on a new rule, understanding the context and situation of a wild west story based on descriptions, and determining what grade bullies are in based on their taunts and context.
The document discusses strategies for understanding difficult words encountered while reading. It identifies three methods writers use: 1) including the definition in the same sentence, 2) providing the definition in the next sentence, and 3) using context clues. It then provides examples of sentences using an made-up word, "ABBA-ZABBA", and asks the reader to identify what item is being referred to in each example based on the context or nearby definition.
The document describes Tom building a fence around his rectangular pool. It states that there are four posts along the width and eight posts along the length of the pool. Therefore, the total number of posts Tom needs is four plus eight, which is twelve.
The document discusses the importance of visualization when reading. It provides common phrases related to visualization like "let me draw you a map" and "a picture is worth a thousand words." Clear writing can help the reader visualize what they are reading as if seeing a movie in their head, a map in front of them, or a photograph in their mind. It then provides a math word problem asking how many cubes it would take to build an eleven step staircase if six cubes were used to build a three step staircase.
The document describes several short passages from news articles and stories followed by text-to-self reflection prompts. A student shares that a food fight in their school cafeteria last year caused chaos similar to an article about 7 students being arrested. Another student discusses noisy neighbors similar to an article about a couple using a rooster sound system to disturb theirs. A third student reflects on not enjoying PE class like a character struggling with a forward roll.
The document outlines the key concepts covered in a social studies PowerPoint presentation called G.R.A.P.E.S. It examines how geography, religion, achievements, political systems, economics, and social structure shape civilizations. For each concept, it provides an example of how it influenced an ancient civilization such as how the Nile River shaped Egypt or the Ten Commandments influenced Hebrew society.
The document discusses silent reading and provides tips for choosing books to read silently. It explains that people learn most new words from talking and reading. Students who read more pages per day are more likely to score higher on reading tests. Some students dislike silent reading because books are too hard or boring. The solution is to find books at an appropriate reading level to build reading skills. The document also provides examples of summarizing books based on reading their back covers in a standard format.
The document provides instructions for writing a "hamburger paragraph" structure that includes a topic sentence, 3 details sentences, and a concluding sentence that restates the topic sentence. It explains that the topic sentence is the "top bun" and the concluding sentence is the "bottom bun." Between these are 3 "patty" sentences providing information and 1 "cheese" sentence adding further detail for each patty. Examples are given for writing 3-patty and 4-patty hamburger paragraphs on various topics. The reader is then assigned to write a 3-patty hamburger paragraph on how geography affected life in Japan.
Skilled readers employ 13 key strategies when reading: they choose books that match their strengths; make connections to prior knowledge; ask questions; make predictions; adjust their level of detail; monitor comprehension; take action if they don't understand; read fluently; visualize descriptions; organize and synthesize information; analyze deeper meanings; expand their vocabulary; and know how to navigate texts.
Timbuktu was an ancient center of Islamic learning and trade in Africa, founded in the 11th century by Tuareg nomads. It grew to be a major trading center for the Mali and Songhai empires, with a renowned university and over 100 Qur'an schools hosting 25,000 scholars. However, it was sacked by Morocco in 1591 and its trade routes declined as sea routes became dominant, leading to its fall from prominence.
The document summarizes the key rituals and sites associated with the Hajj pilgrimage. It describes circling the Kaaba, walking between Safa and Marwah, drinking from the Zamzam well, spending time in prayer at Arafat, throwing stones in Mina, and shaving one's head at the end as a symbol of rebirth. The Hajj is considered the fifth pillar of Islam and the greatest pilgrimage, called the Al Hajjul Akbar.
The Five Pillars of Islam are the five obligatory religious duties that are required of adherents to the Islamic faith. The pillars are: faith, prayer, charity, fasting during Ramadan, and pilgrimage to Mecca once in a lifetime if able. Together the pillars outline important daily religious practices and provide guiding principles for Muslims.
The document provides information about the Arabian Peninsula, the birthplace of Islam. It is located in the northern hemisphere and western hemisphere. The peninsula experiences extreme temperatures and is home to many deserts, including the Nafud, Syrian, and Empty Quarter deserts. Transportation is primarily by camel and horse. Wildlife includes gazelle, lizards, oryx, cats, and hyenas. Vegetation is adapted to the dry, salty conditions and includes date palms and saltbush. Cultural adaptations include clothing, tents that are easy to assemble and disassemble, and religious customs.
Social studies is required by law and tradition in schools. Studying history helps students understand the present and be inspired, as learning about explorers like Ernest Shackleton shows that history can be an interesting subject that students can enjoy learning as part of a group.
The document provides tips for identifying the main idea of a paragraph. It states that nonfiction writers usually include one main idea per paragraph in the topic sentence, which typically comes at the beginning. It can also occasionally be at the end. When the main idea is not clear from the topic sentence, it can be identified by counting the number of sentences dedicated to each topic and selecting the one discussed most as the main idea.
The document discusses making predictions when reading texts. It explains that making predictions helps with understanding and remembering what is read. It notes that people naturally build "schemas" or patterns in their minds about how different types of stories are structured. As an example, it prompts the reader to predict what a story about a school dress code may discuss. Finally, it reminds readers to confirm their predictions after reading to assess whether they were right or wrong. The summary is contained in 3 sentences as requested.
A 73-year-old Kenyan farmer was attacked by a leopard while working in his fields. The leopard knocked the farmer to the ground and bit his wrist, mauling him with its claws. Somehow finding the strength, the farmer reached into the leopard's mouth and tore out its tongue, killing it. A neighbor then arrived and finished off the leopard with a machete, saving the farmer.
Turner heard a weather forecast predicting rain so he grabbed his umbrella to take to the bus stop even though it was sunny. The wife tells her husband she doesn't want an expensive gift for her birthday but will buy herself a small present at the mall using her old car, implying she wants a new car. Jessica chose Kurt in the game since he was the last player left, implying she was pleased to have him on her team.
The document discusses the concept of "going below the surface" or inferring, which means figuring things out that are not directly stated by looking for clues and context cues provided by the author. It provides examples that require inferring events from the past, characters' thoughts and feelings, settings of stories based on details and context clues. The examples span situations like inferring what happened in class based on a new rule, understanding the context and situation of a wild west story based on descriptions, and determining what grade bullies are in based on their taunts and context.
The document discusses strategies for understanding difficult words encountered while reading. It identifies three methods writers use: 1) including the definition in the same sentence, 2) providing the definition in the next sentence, and 3) using context clues. It then provides examples of sentences using an made-up word, "ABBA-ZABBA", and asks the reader to identify what item is being referred to in each example based on the context or nearby definition.
The document describes Tom building a fence around his rectangular pool. It states that there are four posts along the width and eight posts along the length of the pool. Therefore, the total number of posts Tom needs is four plus eight, which is twelve.
The document discusses the importance of visualization when reading. It provides common phrases related to visualization like "let me draw you a map" and "a picture is worth a thousand words." Clear writing can help the reader visualize what they are reading as if seeing a movie in their head, a map in front of them, or a photograph in their mind. It then provides a math word problem asking how many cubes it would take to build an eleven step staircase if six cubes were used to build a three step staircase.
The document describes several short passages from news articles and stories followed by text-to-self reflection prompts. A student shares that a food fight in their school cafeteria last year caused chaos similar to an article about 7 students being arrested. Another student discusses noisy neighbors similar to an article about a couple using a rooster sound system to disturb theirs. A third student reflects on not enjoying PE class like a character struggling with a forward roll.
The document outlines the key concepts covered in a social studies PowerPoint presentation called G.R.A.P.E.S. It examines how geography, religion, achievements, political systems, economics, and social structure shape civilizations. For each concept, it provides an example of how it influenced an ancient civilization such as how the Nile River shaped Egypt or the Ten Commandments influenced Hebrew society.
The document discusses silent reading and provides tips for choosing books to read silently. It explains that people learn most new words from talking and reading. Students who read more pages per day are more likely to score higher on reading tests. Some students dislike silent reading because books are too hard or boring. The solution is to find books at an appropriate reading level to build reading skills. The document also provides examples of summarizing books based on reading their back covers in a standard format.
The document provides instructions for writing a "hamburger paragraph" structure that includes a topic sentence, 3 details sentences, and a concluding sentence that restates the topic sentence. It explains that the topic sentence is the "top bun" and the concluding sentence is the "bottom bun." Between these are 3 "patty" sentences providing information and 1 "cheese" sentence adding further detail for each patty. Examples are given for writing 3-patty and 4-patty hamburger paragraphs on various topics. The reader is then assigned to write a 3-patty hamburger paragraph on how geography affected life in Japan.
Skilled readers employ 13 key strategies when reading: they choose books that match their strengths; make connections to prior knowledge; ask questions; make predictions; adjust their level of detail; monitor comprehension; take action if they don't understand; read fluently; visualize descriptions; organize and synthesize information; analyze deeper meanings; expand their vocabulary; and know how to navigate texts.
3. Keys to Fluency Speed Grouping Pitch Correctness Volume Tips for success • Figure out the hard words before starting. • Read a couple of words ahead with one eye. • Remember: the big idea is to make sense ! Read at a normal conversational speed. Group words together into chunks of info. Move your voice up and down naturally. Know the pronunciations and meanings of words before beginning . Read so you can be heard.