Graphic organiser for_vocab_1
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This document presents a graphic organizer to help students learn vocabulary. It contains a target word ("consume") and lists words that have the same meaning, opposite meaning, examples, and non-examples. The organizer is intended to help students understand the word "consume" more clearly and fully by exploring related and opposite words, with examples and non-examples to illustrate the meanings. The teacher would guide students in filling out the organizer to learn the vocabulary in context.
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1) Verbs like "am, is, are" which are omitted in Arabic translations.
2) Auxiliary verbs like "do" and "did" which have different functions in questions and negatives between the two languages.
3) The verb "have" which takes on different meanings based on its object.
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Scripting Dialogues Table
Part 1: Scripting Dialogues Table
Single-Letter and Consonant Digraphs
Example:
Teacher: “Today we listened to “Birthday Soup” from the book Little Bear. He is making soup for his friends in a pot with some peas. Pot and peas begin with the same sound: the /p/ sound. Watch my mouth /p/. You say /p/.”
Students: “/p/”
Teacher: Show students the large letter p card. Say, “This is the letter p. The letter p stands for the /p/ sound in pot and peas. Say /p/.”
Students: “/p/”
Teacher: “Every time I touch the letter p, say /p/.” Touch the letter p card several times.
Students: “/p/”
Students: “/p/”
Students: “/p/”
Teacher:
Student:
Short Vowel
Teacher:
Student:
Long Vowel
Teacher:
Student:
Word Building
Teacher:
Student:
Word Building -Spelling
Teacher:
Student:
References:
Graves, M. F., Juel, C. F., Graves, B. B., & Dewitz, P. F. (2010). Teaching reading in the 21st century: Motivating all learners. Boston, MA: Pearson.
Part 2: Rationale
© 2019. Grand Canyon University. All Rights Reserved.
RESEARCHED ARGUMENT ESSAY GUIDELINES
(Based on Tom Regan’s “The Case for Animal Rights” in the course text,
“The Norton Reader”. Argue for or against the essay and/or the issue
presented in the essay using the essay/text as the main source.
Strategies of Argument:
-Explore a question. (Many arguments develop from problems that puzzle.)
-Make a claim. (Some arguments may begin with opinions that can be supported
with good reasons and convincing evidence.)
“Any claim should be followed by its proof.” –Aristotle
Presenting Evidence:
-Recognize reliable sources* of information-MINIMUM of (2) sources; including
the text.
-Provide evidence for all your claims
*use .gov (government sites) .org (non-profit sites) and/or .edu
(educational sites) for reliable sources. (.com could be anyone) NO WIKIPEDIA!
Reasons for Argument:
-Argue for the greater good; lesser evil
-Fairness and Equality
-Long-term or short-term good
-Benefit for greater numbers
-For or against self-interest
-Feasibility
SAMPLE OUTLINES:
1. Intro: Statement of Claim
Reason #1 and supporting evidence
Reason #2 and supporting evidence…
Conclusion
OR
2. Intro: Statement of Claim
Reason #1 and supporting evidence
-deal with objections
Reason #2 and supporting evidence
-deal with objections…
Conclusion
Sample Outlines, con’t…
OR
3. Intro: The Problem
-previous attempts to solve it
-why previous attempts failed
New
Solution
:
-advantages of the proposal
-Feasibility
-Implementation
Conclusion
TIPS:
-Handle information honestly, quote fairly from your sources, anticipate
objections, argue civilly, be credible, and use emotional appeals sparingly
-Remember to stay away from using the first person “I”; this weakens the points you
are trying to make.
-Share background information about the author either in the introduction or seco.
Vocabulary skills In Linguistics!!
These slides deals with Teaching Vocabulary in Linguistics.. These slides also deals with How to teach meanings, Material demonstration technique..
ERROR_ANALYSIS_ppt.pptx
- Error analysis is the first approach to studying second language acquisition (SLA) that takes an internal focus on learners' ability to construct language. It examines learner errors to better understand the processes underlying SLA.
- Conducting error analysis involves collecting learner data, identifying and classifying errors, analyzing error frequency and sources, and determining how to address errors.
- The goals of error analysis are to identify principles for effective error correction and inform remedial teaching to help learners develop their interlanguage system. It treats errors as a natural part of the learning process.
Teaching grammar
This document discusses teaching grammar through a topic-based curriculum. It recommends introducing grammar structures according to what students need to communicate about everyday topics like meeting people or describing family. Basic grammar like verb tenses are taught within lessons about activities in the past or future. Teachers can incorporate grammar like imperatives when following a recipe or the past tense for recounting vacations. The goal is to present grammar in a meaningful context to increase student motivation and participation.
Features of corpora
This document discusses corpora and how they can be used for language learning and linguistic research. It defines corpora as large collections of digitized texts compiled according to certain criteria. Corpora allow users to observe authentic language examples, compare results to infer word meanings, and search texts in various ways. They provide advantages over dictionaries like showing how words are actually used. The document gives examples of using corpora to clarify word meanings and usages. It explains corpora are useful for language learners to learn vocabulary correctly and linguists to study language differences and changes over time. Bilingual corpora specifically allow comparing word translations across languages.
Sun shine group assessing vocabulary
The document discusses assessing vocabulary knowledge through testing. It covers:
1. Defining key vocabulary terms like tokens, types, lemmas and word families.
2. Explaining the difference between receptive and productive vocabulary and how each can be tested. Common receptive tests include multiple choice, gap fills and sentence completion while productive tests involve picture naming, describing pictures and writing definitions.
3. Providing examples of vocabulary test questions that assess word recognition, definitions and using words in context. Multiple choice, fill in the blank and matching are suggested formats.
4. Noting the challenges in testing productive vocabulary but providing methods like pictures, definitions and examples to elicit word production through speaking or writing. Context,
Testing vocabulary
The document discusses various types of vocabulary tests, including multiple choice questions about word meaning, sentence completion, context clues, word forms, and guessing word meaning from context. It provides examples of each type of test, such as choosing a synonym or definition, completing sentences, matching opposites, and deriving a word's meaning based on clues in the surrounding text. The goal is to test different aspects of vocabulary knowledge like word meaning, usage, and morphological knowledge.
Analitic rubrics
The document contains two rubrics to evaluate students' reading comprehension and writing skills. The first rubric is for evaluating an essay assignment and measures layout, language use, use of evidence, and coherence. The second rubric evaluates a reading assignment based on use of reading strategies, interpretation, analysis, and genre identification. Both rubrics assess students on a scale of excellent to unsatisfactory based on demonstration of skills taught in class.
Analitic rubrics
The document contains two rubrics to evaluate students' reading comprehension and writing skills. The first rubric is for evaluating essays and measures layout, use of language, use of evidence, and coherence. The second rubric evaluates reading comprehension based on use of reading strategies, interpretation, analysis, and understanding of genres. Both rubrics assess students on a scale of excellent to unsatisfactory.
Testing vocabulary
The document discusses different types of vocabulary tests, including multiple choice questions about word meaning, sentence completion, and context clues. It provides examples of each type of question such as choosing a synonym, identifying a word's definition, completing a sentence with a missing word, and determining the meaning of an unknown word from context clues in a passage. The purpose of the different question types is to test different aspects of vocabulary knowledge like word meaning, usage, and the ability to infer meaning from context.
Adjectives and their Difficulties in English and Arabic A Comparative Study -...
This document provides an overview of a study that examines the similarities and differences between adjectives in English and Arabic. It is comprised of four sections. The first section introduces the topic and importance of the study. The second and third sections independently define and provide examples of adjectives in English and Arabic, respectively. The fourth section provides a comparative analysis of adjectives between the two languages and highlights some of the difficulties. The overall goal of the study is to enrich the field by addressing the lack of research in this area and to help both English and Arabic language students.
Vocabulary Development - Dr. Grant - GMU
This document discusses vocabulary development and instruction. It notes that vocabulary knowledge is an important part of communication competence. It provides facts about vocabulary, such as students learning about 3,000 new words per year on average. The document discusses different components of knowing a word and different conditions of unfamiliar words. It also discusses stages of vocabulary knowledge, goals and guidelines of vocabulary instruction, and characteristics of effective direct vocabulary teaching. Finally, it discusses different tiers of vocabulary focus and types of vocabularies for students in lower and upper grades.
Lesson 2 Dimensions Of Language
The document discusses the dimensions of language including the cultural, syntagmatic, and paradigmatic dimensions. It explains that the cultural dimension relates to audience expectations, while the syntagmatic dimension involves word order and syntax. The paradigmatic dimension refers to lexical choices. It also discusses formality versus informality, standard versus nonstandard language, general versus specific terminology, in-group versus out-group jargon, and choosing appropriate language for different audiences and contexts.
Lesson 1-reading-process-and-strategies
1. The document discusses various reading strategies and skills that can help improve reading comprehension. It defines reading as a cognitive process of decoding symbols from a text to derive meaning, and that it requires simultaneously applying skills like identifying the author's purpose and main ideas.
2. Effective reading strategies discussed include previewing, skimming, and scanning a text to get an overview. Using context clues by studying how words are used in sentences to understand unfamiliar words is also described.
3. Understanding a word's denotation versus connotation is another strategy, where denotation is the literal meaning and connotation involves positive, negative or neutral social associations and feelings toward a word.
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RIDDLE SKYPE 2019
Opening the classroom to the world is one of the cultures in 21 Century Learning. This view is aligned with our 6 Aspirations in the Malaysia Educational Blueprint. The project aspires to ignite the students' leadership skills, dual-language competency, empower knowledge, fostering good ethics, encourage higher-order thinking skills and embracing national identity. The students are expected to play riddles with their counterparts, using their background knowledge of the world around them and work collaboratively with their teachers and friends.
Perky Piung 2019 Project Report
This project is an initiative under the Highly Immersive Programme aimed at collaboration between Pejabat Pendidikan Daerah Hulu Terengganu and schools in the vicinity through vocabulary learning. The collaboration requires the teacher to guide learners where they are expected to use their background knowledge in designing short vocabulary lessons as well as interacting with the world around them in physical and digital form.
Injecting the element of fun by using a realia called Perky Piung, it promotes experiences that are active, social, contextual and engaging. Through this project, the collaboration became personal and tangible post-project via interaction on the various social media platform. In conclusion, this project aspires to ignite positive relationship thus providing opportunities for higher-order thinking, oral communication, and leadership skills in the parties involved.
Jaringan Kepakaran SISC+ Terengganu: Inovasi Bimbingan
Bimbingan berkelompok SISC+ bersama guru Bahasa Inggeris yang melaksanakan intervensi seperti berikut:
Analisis Data
Membincangkan Profil Murid
Menyenaraikan Keperluan Dan Kehendak Sekolah
Membincang Jadual Pelaksanaan
Sesi Perkongsian Bersama Guru Subjek
Sesi ‘Individual Coaching’ Atau ‘Group Coaching’ Bersama Calon SPM
Perky Piung Paperwork
A HIP initiative for 2019. Contact me if your school would like to join!
Link to Appendix 1:
https://www.slideshare.net/asniemca/perky-piung-words-adventure
Perky Piung Words Adventure
Appendix 1: The workflow of the programme.
Check out the paperwork here:
https://www.slideshare.net/asniemca/perky-piung-paperwork
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This document contains the trainer's notes for a workshop on classroom language. The workshop will last 90 minutes and have 20 participants. It aims to help participants identify and use appropriate classroom language for different needs. The session will include introductions, explaining the objectives and rules, a morning circle activity where participants act as students, group work to learn different types of classroom language, and a settler and explorer activity to teach each other. The session will end with a debrief and reflection.
Fun time module
The document provides a novice guide for teaching exam-focused content in a fun manner. It includes ideas for teaching grammar, reading, and writing in engaging ways for Form 5 and Year 6 students. The ideas are divided into induction, presentation, practice, production, and closure steps. They involve activities like charades, group work, and using colorful visuals. The goal is to help students learn important concepts for their exams while reducing stress and encouraging creativity.
Save the turtle text
There are four species of sea turtles found in Malaysia: the green turtle, hawksbill turtle, leatherback turtle, and olive-ridley turtle. All four of these sea turtle species are endangered. Protecting these endangered sea turtles is important for maintaining biodiversity in Malaysia's oceans.
Lesson Note for Year 6
This lesson plan is for a 30-minute workshop on sea turtles for a Year 6 class. The objectives are for students to demonstrate understanding of a text by accurately drawing scenes from a passage. Activities include the teacher reading a passage using turtle dolls, putting students in groups to read scenarios and draw related pictures, and discussing ways to help sea turtles. Students will then view each other's work and answer post-reading questions before recapping the lesson techniques and dancing to a song.
Brosur SISC+ Perlis
Brosur mengandungi maklumat-maklumat penting berkenaan bimbingan SISC+ seperti yang terkandung dalam Buku Pengurusan DTP 2.0
Slot Bahasa Melayu
Murid dapat mengasah bakat menulis mereka selama cuti sekolah dengan menulis karangan tentang aktivitas liburan menggunakan peta pemikiran seperti peta alir yang disediakan guru. Guru dapat melatih murid menggunakan peta sebelum liburan dimulai.
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I do We do You do
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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Graphic organiser for_vocab_1
- 1. Words In Context Is not is is not is is not is example example example Non-example non-example non-example
- 2. Learning Outcome:2.2 Process information by (d) getting the explicit and implicit meaning of the text Specifications: B. Processing texts read by Level 1 Acquiring a range of vocabulary by: - Stating words of the same meaning - Stating words opposite in meaning Purpose: The graphic organizer “Words in context” can be used to enable students to learn a range of vocabulary which is made up of words of the same meaning as well as words of opposite meaning. Both these set of words are integrated with examples and non-examples to enable the students to understand more clearly and more fully the targeted word “consume”. Thus the knowledge about this word, the student will be able to use the word more meaningfully and appropriately. Procedures: the teacher selects the word “consume” from the extract page 40 of form 4 text book and use a thesaurus to help students to identify the words of the same meaning. Then, get them to come up with the words of the opposite meanings. Next, give examples to bring out the meanings of the words “consume” by referring to the words of the same meaning as clues to guide the students. In contrast, for each example identify a non-example which does not indicate the meaning of the word “consume” at all.