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Autonomous learning
This document discusses cognitive and metacognitive learning strategies. It defines cognitive strategies as tools used to understand and process received information for later use, such as paying attention, understanding concepts, and memorization techniques. Metacognitive strategies are described as facilitating the amount and quality of knowledge by planning tasks, monitoring comprehension, evaluating performance, and managing one's own learning. Specific cognitive strategies mentioned are attention, understanding, elaboration, and memorization, while metacognitive strategies include planning, monitoring, evaluating, and managing learning.
5 Lesson Plans
This lesson plan outlines a lesson on the four seasons, focusing on autumn/fall. The objectives are for students to communicate in English about seasonal changes and understand how seasons impact plants and animals. Materials include leaves, a laptop, worksheets, a poem, and vocabulary flashcards. Procedures include a warm-up where students review past work, watching a video on autumn, and completing worksheets. Students will be assessed by sharing what they learned. Differentiation strategies support students at different levels, such as modeling, interaction, and relating concepts to personal experiences. The teacher reflects on student performance and lesson design.
Lesson plan 3
The document provides background information on the teacher, Dan Levy, and the context of the lesson. It will take place at the British Study Centres in Hove, where Dan teaches general English courses. The aims of the lesson are to teach students the present perfect tense using time words like "just, yet, and already." The lesson plan includes a video introduction, presentation, drilling exercises, listening practice, and a role play activity for students to practice the target grammar. The document also outlines contingencies and anticipated challenges, such as the multilingual class and varying student levels.
Weather Lesson Plans
This document provides a week-long lesson plan about weather for kindergarten students. Each day focuses on a different type of weather (favorite weather, snow, rain, wind, sun) through books, activities, songs and discussions. Activities engage multiple intelligences and involve observing, predicting, counting, measuring, drawing and movement. Assessments include student drawings with descriptions and a worksheet tracing and writing about weather. The plan aligns with science, language arts, math, music and other state standards.
English language example lesson plans india 2013.
The document provides an overview of 20 English language lesson plans submitted for a competition held in conjunction with a teacher educator conference in India. The lesson plans cover a range of skills including integrated skills, speaking, listening, reading, vocabulary and grammar. They provide ideas and activities for teachers to use to develop students' English proficiency in the classroom.
4 seasons teaching plan lesson 1
This document provides a 35-minute lesson plan for a Year 2 class on the four seasons. The objectives are to learn the names of the four seasons and four temperature adjectives in English, and match them correctly. The lesson consists of five sections: 1) introducing the seasons, 2) learning more from an online textbook, 3) introducing temperature adjectives using an online thermometer, 4) matching adjectives to temperatures, and 5) matching adjectives to the correct seasons. Picture cards, word cards, and online resources are used along with class activities and questions to meet the objectives.
(RPMS) My Individual Performance Commitment and Review Form for SY 2015-2016
This document contains an Individual Performance Commitment and Review Form (IPCRF) for Elmer R. Llames, who holds the position of SST-I at Perez National High School Division of Quezon. The form outlines Llames' key responsibilities, performance indicators, and ratings for the review period of April 2015 to March 2016. It evaluates his performance in areas such as applying the K-12 curriculum, monitoring students, conducting tutorials, organizing extracurricular activities, participating in community involvement programs, ongoing professional development, and involvement in school activities. His overall performance is then rated by both himself and his rater, the school principal.
Detailed Lesson Plan in English 2 - (VERBS)
Today is September 23, 2015. Lord please give me the necessary guts to deliver it very well tomorow.
Recommended
Autonomous learning
This document discusses cognitive and metacognitive learning strategies. It defines cognitive strategies as tools used to understand and process received information for later use, such as paying attention, understanding concepts, and memorization techniques. Metacognitive strategies are described as facilitating the amount and quality of knowledge by planning tasks, monitoring comprehension, evaluating performance, and managing one's own learning. Specific cognitive strategies mentioned are attention, understanding, elaboration, and memorization, while metacognitive strategies include planning, monitoring, evaluating, and managing learning.
5 Lesson Plans
This lesson plan outlines a lesson on the four seasons, focusing on autumn/fall. The objectives are for students to communicate in English about seasonal changes and understand how seasons impact plants and animals. Materials include leaves, a laptop, worksheets, a poem, and vocabulary flashcards. Procedures include a warm-up where students review past work, watching a video on autumn, and completing worksheets. Students will be assessed by sharing what they learned. Differentiation strategies support students at different levels, such as modeling, interaction, and relating concepts to personal experiences. The teacher reflects on student performance and lesson design.
Lesson plan 3
The document provides background information on the teacher, Dan Levy, and the context of the lesson. It will take place at the British Study Centres in Hove, where Dan teaches general English courses. The aims of the lesson are to teach students the present perfect tense using time words like "just, yet, and already." The lesson plan includes a video introduction, presentation, drilling exercises, listening practice, and a role play activity for students to practice the target grammar. The document also outlines contingencies and anticipated challenges, such as the multilingual class and varying student levels.
Weather Lesson Plans
This document provides a week-long lesson plan about weather for kindergarten students. Each day focuses on a different type of weather (favorite weather, snow, rain, wind, sun) through books, activities, songs and discussions. Activities engage multiple intelligences and involve observing, predicting, counting, measuring, drawing and movement. Assessments include student drawings with descriptions and a worksheet tracing and writing about weather. The plan aligns with science, language arts, math, music and other state standards.
English language example lesson plans india 2013.
The document provides an overview of 20 English language lesson plans submitted for a competition held in conjunction with a teacher educator conference in India. The lesson plans cover a range of skills including integrated skills, speaking, listening, reading, vocabulary and grammar. They provide ideas and activities for teachers to use to develop students' English proficiency in the classroom.
4 seasons teaching plan lesson 1
This document provides a 35-minute lesson plan for a Year 2 class on the four seasons. The objectives are to learn the names of the four seasons and four temperature adjectives in English, and match them correctly. The lesson consists of five sections: 1) introducing the seasons, 2) learning more from an online textbook, 3) introducing temperature adjectives using an online thermometer, 4) matching adjectives to temperatures, and 5) matching adjectives to the correct seasons. Picture cards, word cards, and online resources are used along with class activities and questions to meet the objectives.
(RPMS) My Individual Performance Commitment and Review Form for SY 2015-2016
This document contains an Individual Performance Commitment and Review Form (IPCRF) for Elmer R. Llames, who holds the position of SST-I at Perez National High School Division of Quezon. The form outlines Llames' key responsibilities, performance indicators, and ratings for the review period of April 2015 to March 2016. It evaluates his performance in areas such as applying the K-12 curriculum, monitoring students, conducting tutorials, organizing extracurricular activities, participating in community involvement programs, ongoing professional development, and involvement in school activities. His overall performance is then rated by both himself and his rater, the school principal.
Detailed Lesson Plan in English 2 - (VERBS)
Today is September 23, 2015. Lord please give me the necessary guts to deliver it very well tomorow.
Pronunciation the implications of segmental and suprasegmental phonology us...
This document discusses various aspects of teaching pronunciation to English language learners. It covers the teacher's role in helping students hear and produce sounds correctly, providing feedback, and assessing progress. It also addresses why pronunciation is important for communication, challenges of teaching it, and how to plan integrated, remedial, and practice lessons focusing on segmental and suprasegmental phonology. The document provides examples of coursebook materials and discusses techniques like drills, use of phonetic symbols, and the importance of teaching pronunciation in context rather than in isolation.
Test 2
The document provides guidance for teachers on motivating students and responding to mistakes. It suggests that students are motivated by personal achievement and being part of a learning group. Teachers should show honest appreciation rather than exaggerated praise, and respond to mistakes by explaining their perspective instead of criticizing. The goal is to encourage students to take risks without fear of judgment. A teacher also needs to be fair and not show preference for any one student. While some factors are outside a teacher's control, like family issues interfering with concentration, the best approach is to give students opportunities to contribute without forcing them.
Suffix table and cards
This document lists suffixes that can be added to verbs to form nouns, including -ion, -ment, -ence, and -ice. It also provides examples of verbs that can be used as nouns by adding these suffixes, such as achieve/achievement, appreciate/appreciation, and pretend/pretense. The list demonstrates how to form nouns from verbs for purposes like expanding one's vocabulary.
Test 1
The document is a partial English language test asking students to complete sentences with noun forms of verbs. It contains 8 sentences with blanks to be filled in with words like "appreciation", "impressions", "advice", "interference", and "preference" based on verbs provided in a box. The sentences ask about showing appreciation, first impressions, best gifts received, measuring customer satisfaction, reactions to news, past encouragement, radio interference, and color preference.
Class survey be used to
Students in a class survey are asked how well they are adjusting to life in Britain based on factors like the weather, food, host family, school, time difference, public transport, currency, and understanding native speakers. For each factor, students write the name and arrival date of classmates who are used to it, still getting used to it, not used to it yet, can't get used to it, or will never get used to it.
Drill cards
This document discusses ways to talk about how accustomed or accustomed one is to a new situation. It provides examples of phrases to use when a situation is new and unfamiliar, becoming more familiar over time, difficult to adapt to, or something one doesn't believe they can ever adapt to or get used to. Phrases include "I'm used to it now", "I'm getting used to it", "I can't get used to it", and "I'll never get used to it".
Being used to meter
The document appears to be a progress meter showing the completion percentage of a task. It indicates no progress has been made so far, with the meter at 0% and a label of "No progress".
Be used to
Helena is an 18-year-old Slovakian student who has never traveled abroad or met an English native speaker. She finds everything about being in England challenging from the fast talking people and constant rain to the long bus rides and expensive costs. In contrast, Alex is a 20-year-old Austrian student who has been studying at the same school for two weeks previously and has visited England before. While she still dislikes the weather, Alex is getting used to understanding native English speakers and tolerates the bus rides, and is starting to enjoy some of the local food.
Free stage situations
The document describes a variety of events that could happen to someone, including both positive events like having a baby or winning the lottery, and negative events like failing an exam, getting a computer virus, or waking up feeling unwell after drinking too much. The list touches on personal, financial, academic, technological, extraterrestrial, and national topics in a generally lighthearted tone by juxtaposing very good and very bad hypothetical scenarios.
Practice 1
Student A asks Student B why they weren't at a party, but Student B insists they were at the party. When Student A asks if Student B said they were at a barbecue instead of the party, Student B reiterates they were at the party. Again when asked about someone else being at the party, Student B simply states they were at the party.
Comprehension q's
This document is an adapted reading about the city of Brighton in England. It contains questions and answers about Brighton that have been divided into sections for three students - Student A, B, and C. The questions cover topics like what people can be seen doing on the promenade, how many language schools there are, where the schools organize visits, festivals that happen in May, places to go shopping, the names of the two piers, and more. The students are asked to find answers to targeted questions by asking the other students, without showing their own text.
59 role plays for today
This document provides role-playing scenarios for a job seeker calling a newspaper about an open office administrator position. It includes sample questions the job seeker could ask to learn more about the position and company, as well as language the hiring manager could use to provide information and schedule an interview if the candidate seems qualified. The goal is to practice effective communication skills for initial phone inquiries about employment opportunities.
Gpi unit09 guess_the_sport
This document appears to be a worksheet from a teacher's resource CD for a pre-intermediate global English textbook. The worksheet involves having students guess various sports based on clues. It includes a grid with 12 boxes that are likely meant for students to write their guesses.
Dan
The observed lesson was a general English class focused on communication skills. The teacher used a video to introduce the topic of sports and students wrote questions to get to know each other. Students then participated in a timed activity where they asked and answered each other's questions. The teacher monitored without interrupting to allow students to practice speaking fluency. Students were later put into groups of three to do an information gap activity about sports adapted from an activity designed for more students. The teacher monitored and helped with language. The lesson provided opportunities for students to speak and engaged them with personalized discussions about their interests and experiences with different sports.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdMore Related Content
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Pronunciation the implications of segmental and suprasegmental phonology us...
This document discusses various aspects of teaching pronunciation to English language learners. It covers the teacher's role in helping students hear and produce sounds correctly, providing feedback, and assessing progress. It also addresses why pronunciation is important for communication, challenges of teaching it, and how to plan integrated, remedial, and practice lessons focusing on segmental and suprasegmental phonology. The document provides examples of coursebook materials and discusses techniques like drills, use of phonetic symbols, and the importance of teaching pronunciation in context rather than in isolation.
Test 2
The document provides guidance for teachers on motivating students and responding to mistakes. It suggests that students are motivated by personal achievement and being part of a learning group. Teachers should show honest appreciation rather than exaggerated praise, and respond to mistakes by explaining their perspective instead of criticizing. The goal is to encourage students to take risks without fear of judgment. A teacher also needs to be fair and not show preference for any one student. While some factors are outside a teacher's control, like family issues interfering with concentration, the best approach is to give students opportunities to contribute without forcing them.
Suffix table and cards
This document lists suffixes that can be added to verbs to form nouns, including -ion, -ment, -ence, and -ice. It also provides examples of verbs that can be used as nouns by adding these suffixes, such as achieve/achievement, appreciate/appreciation, and pretend/pretense. The list demonstrates how to form nouns from verbs for purposes like expanding one's vocabulary.
Test 1
The document is a partial English language test asking students to complete sentences with noun forms of verbs. It contains 8 sentences with blanks to be filled in with words like "appreciation", "impressions", "advice", "interference", and "preference" based on verbs provided in a box. The sentences ask about showing appreciation, first impressions, best gifts received, measuring customer satisfaction, reactions to news, past encouragement, radio interference, and color preference.
Class survey be used to
Students in a class survey are asked how well they are adjusting to life in Britain based on factors like the weather, food, host family, school, time difference, public transport, currency, and understanding native speakers. For each factor, students write the name and arrival date of classmates who are used to it, still getting used to it, not used to it yet, can't get used to it, or will never get used to it.
Drill cards
This document discusses ways to talk about how accustomed or accustomed one is to a new situation. It provides examples of phrases to use when a situation is new and unfamiliar, becoming more familiar over time, difficult to adapt to, or something one doesn't believe they can ever adapt to or get used to. Phrases include "I'm used to it now", "I'm getting used to it", "I can't get used to it", and "I'll never get used to it".
Being used to meter
The document appears to be a progress meter showing the completion percentage of a task. It indicates no progress has been made so far, with the meter at 0% and a label of "No progress".
Be used to
Helena is an 18-year-old Slovakian student who has never traveled abroad or met an English native speaker. She finds everything about being in England challenging from the fast talking people and constant rain to the long bus rides and expensive costs. In contrast, Alex is a 20-year-old Austrian student who has been studying at the same school for two weeks previously and has visited England before. While she still dislikes the weather, Alex is getting used to understanding native English speakers and tolerates the bus rides, and is starting to enjoy some of the local food.
Free stage situations
The document describes a variety of events that could happen to someone, including both positive events like having a baby or winning the lottery, and negative events like failing an exam, getting a computer virus, or waking up feeling unwell after drinking too much. The list touches on personal, financial, academic, technological, extraterrestrial, and national topics in a generally lighthearted tone by juxtaposing very good and very bad hypothetical scenarios.
Practice 1
Student A asks Student B why they weren't at a party, but Student B insists they were at the party. When Student A asks if Student B said they were at a barbecue instead of the party, Student B reiterates they were at the party. Again when asked about someone else being at the party, Student B simply states they were at the party.
Comprehension q's
This document is an adapted reading about the city of Brighton in England. It contains questions and answers about Brighton that have been divided into sections for three students - Student A, B, and C. The questions cover topics like what people can be seen doing on the promenade, how many language schools there are, where the schools organize visits, festivals that happen in May, places to go shopping, the names of the two piers, and more. The students are asked to find answers to targeted questions by asking the other students, without showing their own text.
59 role plays for today
This document provides role-playing scenarios for a job seeker calling a newspaper about an open office administrator position. It includes sample questions the job seeker could ask to learn more about the position and company, as well as language the hiring manager could use to provide information and schedule an interview if the candidate seems qualified. The goal is to practice effective communication skills for initial phone inquiries about employment opportunities.
Gpi unit09 guess_the_sport
This document appears to be a worksheet from a teacher's resource CD for a pre-intermediate global English textbook. The worksheet involves having students guess various sports based on clues. It includes a grid with 12 boxes that are likely meant for students to write their guesses.
Dan
The observed lesson was a general English class focused on communication skills. The teacher used a video to introduce the topic of sports and students wrote questions to get to know each other. Students then participated in a timed activity where they asked and answered each other's questions. The teacher monitored without interrupting to allow students to practice speaking fluency. Students were later put into groups of three to do an information gap activity about sports adapted from an activity designed for more students. The teacher monitored and helped with language. The lesson provided opportunities for students to speak and engaged them with personalized discussions about their interests and experiences with different sports.
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Original materials that have been adapted (speak out b2 + new inside out b2)
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