How to teach
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This document provides guidance on how to teach four key language skills: speaking, writing, reading, and listening. For each skill, it outlines the pre, while, and post stages. Some shared steps across skills include motivating students, introducing new vocabulary, modeling techniques, providing feedback and correcting mistakes, and incorporating games or activities. The document stresses the importance of clear goals, preparing students with necessary context and vocabulary, checking comprehension throughout, and focusing on both fluency and accuracy.
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Lesson plan
This lesson plan outlines 4 stages of a class introducing greetings and present simple verb forms. In stage 1, the teacher will introduce himself, explain class rules, and address any vocabulary issues. Stage 2 involves students introducing themselves by stating their names, ages, and favorite foods. Stage 3 covers additional greetings and present simple forms. Stage 4 has the teacher work through exercises from the book, addressing any unclear words, before reviewing unclear topics and assigning homework.
First conditional lesson plan for secondary level students
This lesson plan aims to teach students about the first conditional in English. The main objective is for students to recognize and use the grammar structures, vocabulary, and clauses related to conditional sentences in the context of "Election Day". Key activities include filling in gaps and writing a proposal using first conditional sentences to make promises, offers, and warnings for an election. The lesson involves a presentation of the grammar point, controlled practice with examples, and a group production activity where students write election proposals and present them to the class.
Lesson
The lesson plan aims to teach students the differences between the modal verbs "can" and "could" through various classroom activities. The teacher will begin with a 15-minute presentation explaining modal verbs using slides. Students will then complete a 15-minute exercise to practice using "can" and "could", which the class will review. Next, students will write a short story using the modal verbs and objects provided by the teacher. Finally, students will play a finding game asking each other questions with "can" and "could" to reinforce speaking and listening skills. The only anticipated problem is that some students may need explanation of examples during the initial presentation.
How to teach !
The document outlines how to teach the four main language skills - speaking, writing, reading and listening. For each skill, it describes the pre-teaching, while-teaching and post-teaching stages. The pre-teaching stage involves introducing vocabulary, concepts and models. The while-teaching stage focuses on practicing exercises and receiving feedback. The post-teaching stage includes assessing understanding, providing feedback and introducing new topics.
Lesson Plan
As a beneficiary of COMENIUS GRANT "METHODOLOGY AND LANGUAGE TEACHING" OXFORD, U.K.
7th grade, Highflyer Intermediate, Adventure Story - Relative Clauses
Demonstrative Lesson in front of the teachers of English Sector 5, Bucharest
Lesson plan
The lesson plan aims to teach 15 students between ages 9-14 how to use the structure "There is/There are (not)" to describe classroom objects. The 60 minute lesson involves warm up activities like a bingo game using the alphabet. Students will then watch a video on classroom objects and practice describing objects using the target structure. Later, students will work in pairs to fill out worksheets asking about various objects. Finally, the lesson wraps up with a spelling game and word search before homework is assigned.
Teacher Training Course
The document provides an overview of key elements of describing language, including:
1. Sentence constructions such as subject, verb, object, complement, and adverbials.
2. Parts of speech like nouns, verbs, adjectives, adverbs, determiners, prepositions, pronouns, and conjunctions.
3. Verb forms including tense, aspect, voice, and types.
It discusses the forms and uses of these various linguistic elements to describe language.
richwinec_st_Lesson_Plan_alphabet_tree
This lesson plan template outlines a 40-minute reading lesson for first grade students focused on practicing making words and recognizing high frequency words. The lesson involves reading the story "The Alphabet Tree" aloud, playing a sight word memory game, completing worksheets to spell and write words, and listening to an excerpt from the story to create an alphabet tree sentence. Formative assessments during the lesson check students' accuracy identifying sight words and reading, writing, and spelling practice words. The lesson aims to make connections between letters and sounds, recognize high frequency words, and identify beginning, middle and ending sounds in words.
Recommended
Lesson plan
This lesson plan outlines 4 stages of a class introducing greetings and present simple verb forms. In stage 1, the teacher will introduce himself, explain class rules, and address any vocabulary issues. Stage 2 involves students introducing themselves by stating their names, ages, and favorite foods. Stage 3 covers additional greetings and present simple forms. Stage 4 has the teacher work through exercises from the book, addressing any unclear words, before reviewing unclear topics and assigning homework.
First conditional lesson plan for secondary level students
This lesson plan aims to teach students about the first conditional in English. The main objective is for students to recognize and use the grammar structures, vocabulary, and clauses related to conditional sentences in the context of "Election Day". Key activities include filling in gaps and writing a proposal using first conditional sentences to make promises, offers, and warnings for an election. The lesson involves a presentation of the grammar point, controlled practice with examples, and a group production activity where students write election proposals and present them to the class.
Lesson
The lesson plan aims to teach students the differences between the modal verbs "can" and "could" through various classroom activities. The teacher will begin with a 15-minute presentation explaining modal verbs using slides. Students will then complete a 15-minute exercise to practice using "can" and "could", which the class will review. Next, students will write a short story using the modal verbs and objects provided by the teacher. Finally, students will play a finding game asking each other questions with "can" and "could" to reinforce speaking and listening skills. The only anticipated problem is that some students may need explanation of examples during the initial presentation.
How to teach !
The document outlines how to teach the four main language skills - speaking, writing, reading and listening. For each skill, it describes the pre-teaching, while-teaching and post-teaching stages. The pre-teaching stage involves introducing vocabulary, concepts and models. The while-teaching stage focuses on practicing exercises and receiving feedback. The post-teaching stage includes assessing understanding, providing feedback and introducing new topics.
Lesson Plan
As a beneficiary of COMENIUS GRANT "METHODOLOGY AND LANGUAGE TEACHING" OXFORD, U.K.
7th grade, Highflyer Intermediate, Adventure Story - Relative Clauses
Demonstrative Lesson in front of the teachers of English Sector 5, Bucharest
Lesson plan
The lesson plan aims to teach 15 students between ages 9-14 how to use the structure "There is/There are (not)" to describe classroom objects. The 60 minute lesson involves warm up activities like a bingo game using the alphabet. Students will then watch a video on classroom objects and practice describing objects using the target structure. Later, students will work in pairs to fill out worksheets asking about various objects. Finally, the lesson wraps up with a spelling game and word search before homework is assigned.
Teacher Training Course
The document provides an overview of key elements of describing language, including:
1. Sentence constructions such as subject, verb, object, complement, and adverbials.
2. Parts of speech like nouns, verbs, adjectives, adverbs, determiners, prepositions, pronouns, and conjunctions.
3. Verb forms including tense, aspect, voice, and types.
It discusses the forms and uses of these various linguistic elements to describe language.
richwinec_st_Lesson_Plan_alphabet_tree
This lesson plan template outlines a 40-minute reading lesson for first grade students focused on practicing making words and recognizing high frequency words. The lesson involves reading the story "The Alphabet Tree" aloud, playing a sight word memory game, completing worksheets to spell and write words, and listening to an excerpt from the story to create an alphabet tree sentence. Formative assessments during the lesson check students' accuracy identifying sight words and reading, writing, and spelling practice words. The lesson aims to make connections between letters and sounds, recognize high frequency words, and identify beginning, middle and ending sounds in words.
Lesson plan lesson 4. module 2.-instruct and model
The lesson plan teaches students about using the verb "to be" in the present tense with personal pronouns like I, you, he, she and it. Students will receive a handout and work in pairs to practice asking and answering questions using statements with the verb "to be" in positive and negative forms. The teacher will demonstrate conjugating "to be", provide examples on the board, and have students practice in pairs converting statements to questions and asking/answering them. Student understanding will be assessed by having some pairs demonstrate their question/answer exchanges for the class.
Controlled writing
Tells about controlled writing, when it emerged, and its proponent as well as the basic exercises used.
Analysing language and anticipating problems
The document discusses analyzing language to anticipate and address problems students may have. It explains that problems can arise due to complex meanings, differences from a student's native language, multiple meanings in English, grammatical rules, parts of speech, regularity, spelling, pronunciation, and context of use. The author advocates presenting language clearly in context, giving simple explanations, checking meaning systematically, and doing research. An example analyzes the form, meaning, and pronunciation of "I wish I had more time" to anticipate student difficulties. Suggestions are provided for how to analyze language and resources to consult.
Lesson plan lesson 3. module 2.-objective discussion
The lesson plan teaches students how to greet others and use verbs, pronouns, and statements in the present tense. Students will receive a handout and work in pairs to practice asking and answering questions using "to be" verbs like "am", "is", and "are" with pronouns like "I", "you", "he", "she", and "it". Examples include a student asking "How are you?" and their partner responding "I am fine". The lesson includes modeling, guided practice converting statements to questions, independent practice asking and answering questions in pairs, and assessment of student understanding.
Objectives and Possible Assessments
Lesson Plan: greeting with the verb to be using positive and negative statements in the simple present
Power point presentation listening on line activity lesson plan group 3 ulaci...
This listening lesson plan is for an intermediate English class. The lesson involves students watching a video clip from the TV show "Friends" without subtitles. Students will then complete true/false questions and an activity finding antonyms of words from the video. The lesson aims to improve students' listening comprehension, vocabulary, and ability to understand tone and grasp meaning from native English speakers. Students will watch the 3-minute video clip, answer true/false questions for 10 minutes, and the instructor will provide feedback and assign follow-up work. The lesson will assess students' understanding through the online exercises.
Compare and contrast
The first teacher uses a communicative approach to teaching, focusing on developing students' four language skills to prepare them for exams like TOEFL and IELTS needed to study abroad. Authentic materials from universities and videos are used to expose students to real-world language use. Role-plays and language games are also used to engage students and motivate learning through interaction and accomplishing tasks in context. The communicative approach helps students apply their language skills in future real-life situations.
Lesson plan lesson 1. module 2.-warm up activity
The lesson plan teaches students about using the verb "to be" in the present tense with personal pronouns like "I", "you", "he", "she", and "it" to make statements about greeting others. Students receive a handout and work in pairs to practice asking and answering questions using affirmative and negative forms of the verb. They ask each other questions converted from statements on the handouts and answer using the statements provided. Finally, some student pairs demonstrate their question/answer exchanges for assessment.
CELTA Course activities
This document provides guidance and suggestions for teaching a CELTA course. It discusses general advice such as scripting what you will say, grading your language to students' levels, and staging instructions. It then provides examples of classroom activities with step-by-step instructions on how to conduct them. The activities demonstrate techniques for giving clear instructions, checking for understanding, modeling, and monitoring student work. Key aspects of classroom management such as interaction patterns, boardwork, physical space, building rapport, and monitoring are also addressed.
Some writing problems
The document provides guidance for students on the writing process and proper formatting of written assignments. It discusses organizing ideas before writing, following a specific heading format with information about the university and course, and reviewing writing for clarity, organization, grammar and punctuation. Examples of incorrect headings and paragraphs are provided for students to analyze.
First Conditional - Lesson plan
this is a lesson plan where you can find some methodologies and strategies to teach first conditional in the classroom
Plan
This lesson plan aims to teach students how to give and ask for advice about applying for jobs. The teacher will present examples of appropriate and inappropriate interview attire, explain the use of the modal verb "should" for advice, and have students practice giving advice to a friend about an upcoming interview. Students will then work in pairs or groups to create and perform role plays asking for and giving job interview advice using the target language and expressions.
Listening Lesson Plan
This lesson plan is for a listening lesson on shopping. The instructor will introduce listening skill tips and have students do 3 activities to practice their listening comprehension. Activity 1 focuses on vocabulary, pre-listening, and answering comprehension questions about a conversation on shopping. Activity 2 involves another listening conversation and vocabulary practice. Activity 3 has students listen to and role play conversations about shopping for different items. The lesson will conclude with an assignment and evaluation of the students' listening skills.
Techniques in using controlled writing
Controlled writing involves supplying students with some or all of the content and form of their writing to focus on specific writing elements. It is useful at all levels as it allows students to practice getting words on paper and concentrating on one or two writing problems at a time. Common controlled writing tasks include completing an outline, manipulating a paragraph, following a model, or continuing a passage. Controlled writing provides ample practice with correct grammar forms compared to free writing and allows students to monitor their own progress within the given parameters.
Academic Speaking : How to describe teaching and learning
This document outlines a presentation on describing teaching and learning. It discusses key elements necessary for successful language learning like engagement, study, and activation. It also examines how the ESA model fits into lesson sequences and reviews teaching models like grammar translation, audiolingualism, and task-based learning. The conclusion emphasizes that teaching and learning should be integrated, consider student needs, and connect learning objectives to instruction.
gA LESSON PLAN ON LISTENING SKILLS
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It will teach basic listening strategies and identify flaws. Various activities using audio recordings, videos, and handouts will expose students to different listening situations. The procedure involves a warm-up, presentation of new concepts, and three levels of practice - controlled, guided, and free - to give students ample opportunity to develop their skills. Suggestions are provided to select appropriate texts and design effective pre, while, and post listening activities tailored to the instructional goals and students' proficiency levels.
u3 l1 p1 plan
The document outlines an English lesson plan for third grade students about conditional sentences. The objectives are for students to learn about two types of conditional sentences, write sentences using "if" clues, and give advice using "if" clues. The lesson involves the teacher explaining the grammar, showing a video example, and giving students a worksheet to practice the new skills. Students will complete exercises to demonstrate their understanding.
how to teach
The document outlines the typical structure of an English language classroom for the four skills of reading, listening, writing and speaking. It describes the pre, while and post activities for each skill. In the pre stage, the teacher introduces the topic and activates prior knowledge. During the while stage, students engage with tasks related to the skill. In the post stage, the teacher provides feedback and assessment and finishes with a concluding activity.
Presentation 6
Rachael Leupold's presentation outlines a 5-lesson plan to teach students about the letter M. Over the course of the lessons, students will learn to identify uppercase and lowercase M, the /m/ sound, and words beginning with /m/. Lesson activities include watching a video about words starting with /m/, discussing these words in pairs, and silently identifying words beginning with /m/ recited by the teacher. The goal is to help students master letters and sounds to build a foundation for reading and writing independently.
7 methods with answers
This document summarizes the principles of several common language teaching methods:
- The direct method focuses on oral communication and teaches grammar inductively through examples rather than explicit rules.
- The silent way encourages discovery learning through relating objects to language and having students help each other with minimal teacher feedback.
- Communicative language teaching facilitates real communication and uses authentic materials.
- Grammar translation focuses on reading literature and translating between languages.
Types of reading Методика.pptx
This document outlines a reading lesson plan with activities for pre-reading, while-reading, and post-reading stages. The pre-reading stage activates background knowledge and motivates students using pictures, predictions, discussions and games. The while-reading stage promotes engagement with questions and outlines. The post-reading stage reviews content through discussions, writing assignments, and projects. Specific activities described include predicting questions from an article, creating stories from character descriptions, skimming texts, dictating summaries, drawing pictures to retell parts of a story, and finding/discussing specific sentences.
HOW TO TEACH
The document outlines the stages of reading, listening, speaking, and writing lessons. The stages are pre, while, and post for each skill. In the pre stage, the teacher motivates students, presents objectives, and activates prior knowledge. In the while stage, students practice the skill through exercises and receive guidance. For reading, they analyze text features and answer questions. For listening, they listen twice to understand general and specific ideas. For speaking, they present ideas and receive feedback. For writing, they draft, edit, and publish work. In the post stage, the teacher checks understanding and learning, provides feedback, and evaluates students' progress towards objectives.
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Lesson plan lesson 4. module 2.-instruct and model
The lesson plan teaches students about using the verb "to be" in the present tense with personal pronouns like I, you, he, she and it. Students will receive a handout and work in pairs to practice asking and answering questions using statements with the verb "to be" in positive and negative forms. The teacher will demonstrate conjugating "to be", provide examples on the board, and have students practice in pairs converting statements to questions and asking/answering them. Student understanding will be assessed by having some pairs demonstrate their question/answer exchanges for the class.
Controlled writing
Tells about controlled writing, when it emerged, and its proponent as well as the basic exercises used.
Analysing language and anticipating problems
The document discusses analyzing language to anticipate and address problems students may have. It explains that problems can arise due to complex meanings, differences from a student's native language, multiple meanings in English, grammatical rules, parts of speech, regularity, spelling, pronunciation, and context of use. The author advocates presenting language clearly in context, giving simple explanations, checking meaning systematically, and doing research. An example analyzes the form, meaning, and pronunciation of "I wish I had more time" to anticipate student difficulties. Suggestions are provided for how to analyze language and resources to consult.
Lesson plan lesson 3. module 2.-objective discussion
The lesson plan teaches students how to greet others and use verbs, pronouns, and statements in the present tense. Students will receive a handout and work in pairs to practice asking and answering questions using "to be" verbs like "am", "is", and "are" with pronouns like "I", "you", "he", "she", and "it". Examples include a student asking "How are you?" and their partner responding "I am fine". The lesson includes modeling, guided practice converting statements to questions, independent practice asking and answering questions in pairs, and assessment of student understanding.
Objectives and Possible Assessments
Lesson Plan: greeting with the verb to be using positive and negative statements in the simple present
Power point presentation listening on line activity lesson plan group 3 ulaci...
This listening lesson plan is for an intermediate English class. The lesson involves students watching a video clip from the TV show "Friends" without subtitles. Students will then complete true/false questions and an activity finding antonyms of words from the video. The lesson aims to improve students' listening comprehension, vocabulary, and ability to understand tone and grasp meaning from native English speakers. Students will watch the 3-minute video clip, answer true/false questions for 10 minutes, and the instructor will provide feedback and assign follow-up work. The lesson will assess students' understanding through the online exercises.
Compare and contrast
The first teacher uses a communicative approach to teaching, focusing on developing students' four language skills to prepare them for exams like TOEFL and IELTS needed to study abroad. Authentic materials from universities and videos are used to expose students to real-world language use. Role-plays and language games are also used to engage students and motivate learning through interaction and accomplishing tasks in context. The communicative approach helps students apply their language skills in future real-life situations.
Lesson plan lesson 1. module 2.-warm up activity
The lesson plan teaches students about using the verb "to be" in the present tense with personal pronouns like "I", "you", "he", "she", and "it" to make statements about greeting others. Students receive a handout and work in pairs to practice asking and answering questions using affirmative and negative forms of the verb. They ask each other questions converted from statements on the handouts and answer using the statements provided. Finally, some student pairs demonstrate their question/answer exchanges for assessment.
CELTA Course activities
This document provides guidance and suggestions for teaching a CELTA course. It discusses general advice such as scripting what you will say, grading your language to students' levels, and staging instructions. It then provides examples of classroom activities with step-by-step instructions on how to conduct them. The activities demonstrate techniques for giving clear instructions, checking for understanding, modeling, and monitoring student work. Key aspects of classroom management such as interaction patterns, boardwork, physical space, building rapport, and monitoring are also addressed.
Some writing problems
The document provides guidance for students on the writing process and proper formatting of written assignments. It discusses organizing ideas before writing, following a specific heading format with information about the university and course, and reviewing writing for clarity, organization, grammar and punctuation. Examples of incorrect headings and paragraphs are provided for students to analyze.
First Conditional - Lesson plan
this is a lesson plan where you can find some methodologies and strategies to teach first conditional in the classroom
Plan
This lesson plan aims to teach students how to give and ask for advice about applying for jobs. The teacher will present examples of appropriate and inappropriate interview attire, explain the use of the modal verb "should" for advice, and have students practice giving advice to a friend about an upcoming interview. Students will then work in pairs or groups to create and perform role plays asking for and giving job interview advice using the target language and expressions.
Listening Lesson Plan
This lesson plan is for a listening lesson on shopping. The instructor will introduce listening skill tips and have students do 3 activities to practice their listening comprehension. Activity 1 focuses on vocabulary, pre-listening, and answering comprehension questions about a conversation on shopping. Activity 2 involves another listening conversation and vocabulary practice. Activity 3 has students listen to and role play conversations about shopping for different items. The lesson will conclude with an assignment and evaluation of the students' listening skills.
Techniques in using controlled writing
Controlled writing involves supplying students with some or all of the content and form of their writing to focus on specific writing elements. It is useful at all levels as it allows students to practice getting words on paper and concentrating on one or two writing problems at a time. Common controlled writing tasks include completing an outline, manipulating a paragraph, following a model, or continuing a passage. Controlled writing provides ample practice with correct grammar forms compared to free writing and allows students to monitor their own progress within the given parameters.
Academic Speaking : How to describe teaching and learning
This document outlines a presentation on describing teaching and learning. It discusses key elements necessary for successful language learning like engagement, study, and activation. It also examines how the ESA model fits into lesson sequences and reviews teaching models like grammar translation, audiolingualism, and task-based learning. The conclusion emphasizes that teaching and learning should be integrated, consider student needs, and connect learning objectives to instruction.
gA LESSON PLAN ON LISTENING SKILLS
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It will teach basic listening strategies and identify flaws. Various activities using audio recordings, videos, and handouts will expose students to different listening situations. The procedure involves a warm-up, presentation of new concepts, and three levels of practice - controlled, guided, and free - to give students ample opportunity to develop their skills. Suggestions are provided to select appropriate texts and design effective pre, while, and post listening activities tailored to the instructional goals and students' proficiency levels.
u3 l1 p1 plan
The document outlines an English lesson plan for third grade students about conditional sentences. The objectives are for students to learn about two types of conditional sentences, write sentences using "if" clues, and give advice using "if" clues. The lesson involves the teacher explaining the grammar, showing a video example, and giving students a worksheet to practice the new skills. Students will complete exercises to demonstrate their understanding.
how to teach
The document outlines the typical structure of an English language classroom for the four skills of reading, listening, writing and speaking. It describes the pre, while and post activities for each skill. In the pre stage, the teacher introduces the topic and activates prior knowledge. During the while stage, students engage with tasks related to the skill. In the post stage, the teacher provides feedback and assessment and finishes with a concluding activity.
Presentation 6
Rachael Leupold's presentation outlines a 5-lesson plan to teach students about the letter M. Over the course of the lessons, students will learn to identify uppercase and lowercase M, the /m/ sound, and words beginning with /m/. Lesson activities include watching a video about words starting with /m/, discussing these words in pairs, and silently identifying words beginning with /m/ recited by the teacher. The goal is to help students master letters and sounds to build a foundation for reading and writing independently.
7 methods with answers
This document summarizes the principles of several common language teaching methods:
- The direct method focuses on oral communication and teaches grammar inductively through examples rather than explicit rules.
- The silent way encourages discovery learning through relating objects to language and having students help each other with minimal teacher feedback.
- Communicative language teaching facilitates real communication and uses authentic materials.
- Grammar translation focuses on reading literature and translating between languages.
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Lesson plan lesson 4. module 2.-instruct and model
Lesson plan lesson 4. module 2.-instruct and model
Lesson plan lesson 3. module 2.-objective discussion
Lesson plan lesson 3. module 2.-objective discussion
Power point presentation listening on line activity lesson plan group 3 ulaci...
Power point presentation listening on line activity lesson plan group 3 ulaci...
Academic Speaking : How to describe teaching and learning
Academic Speaking : How to describe teaching and learning
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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- 1. HOW TO TEACH
- 2. HOW TO TEACH SPEAKING PRE WHILE POST - Make sure students know why they are going to do the activity. - Motivate students. - Teach them new words by minimal pairs. - Teach some phonetics transcriptions providing disctionaries. - Let the students learn different accents. - Imitations drills. - Tongue twisters. - Role plays. - Debates - Focus and check fluency and accuracy. - Give the students the chance to initiate oral communication - Provide feedback - Show correct forms of pronunciate sounds. - Correct mistakes
- 3. HOW TO TEACH WRITING PRE WHILE POST - Teacher reads about what the students have to write about. - Encourage students to think critically about the topic. - Modeling: students show what they have done. - Pair sharing: avoid individual work. - Drafting: students write sentences to create a paragraph. - Revising: teacher check errors from the drafting - Editing: students correct mistakes made in the drafting. - Publishing: students show what they have done and share with their partners. - Correct mistakes - Check tasks and solve doubts. - Give feedback about common mistakes.
- 4. HOW TO TEACH READING PRE WHILE POST - Principal goal: motivate students, get them interested in the topic, make them participate. - Make the students predict. - Show or teach the keywords that are important for the text. - Introduce the topic of the reading. - Top and down reading: first reading alone and in silence, they scan the text, getting the general idea of it. - Second reading: specific information. - They answer the excercises,teach lexic,vocabulary , grammar, pronunciation. - Text no longer than 10 lines. Teacher: - Summarize - Check the tasks and correct mistakes. - Solve doubts. - Ask for opinions about the text. - Include ludic activity (e.g. soup letter, cross word puzzle, videos, etc.) - No new information.
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