ict warda pancasakti
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The lesson plan is for an English writing class about tourism places. Students will view and discuss a cartoon picture of a study tour group visiting Borobudur temple in Yogyakarta, Indonesia. They will build their writing skills by creating short stories based on the picture. The lesson aims to interest students in tourism places and expand their vocabularies for writing about travel.
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Lesson 9 citing benefits and beneficiaries of research study
This study on the effects of task-based language teaching on second language acquisition in college freshman students has several potential benefits and beneficiaries. The study could make language teachers more aware of task-based language teaching and how tasks can be used as pedagogical tools. It may also help students recognize the usefulness of English for communication and understanding course content. Additionally, the administration may be encouraged to include faculty development on improving teaching competence. Textbook writers and curriculum developers could also benefit by incorporating task-based approaches.
Activities And Lessons
The document discusses planning activities and lessons for an English language teaching course. It covers choosing materials from coursebooks, planning lessons with clear objectives or more flexible structures, and effectively setting up, running, and closing classroom activities. Key aspects of planning include anticipating challenges, timing, and student needs. When using activities, the teacher should consider the language practice, purpose, organization, and required materials and preparations.
Esol capstone project lesson plan templateoverview lesson tit
This document provides a template for an ESOL capstone project lesson plan. The template includes sections for planning desired results such as content and language objectives, essential questions, and prior knowledge needed. It also includes sections for evidence of learning, a 3 day learning plan with opportunities for language practice, vocabulary building, and student interaction. The template requires inclusion of reflections on how the lesson addressed different learning styles and standards of effective pedagogy for ELL students. It also requires an assessment, results, and reflections on teacher and student responses to the lesson.
Lesson Planning
The document discusses lesson planning for teachers. It defines a lesson plan as a teacher's roadmap for what students need to learn and how it will be taught effectively. Lesson plans are created for the teacher to stay organized and avoid wasting class time. When planning a lesson, teachers should identify learning objectives, design activities, and develop assessment strategies. Lesson plans can vary in detail but should include key components like objectives, materials, procedures, evaluation, and assignment. Thorough lesson planning helps teachers visualize the teaching process and improve instruction.
Thematic Instruction for ELL's
The document discusses thematic instruction for teaching English language learners. Thematic instruction involves organizing learning activities around a central topic or theme. It makes education more interesting and relevant by bringing the real world into the classroom. Thematic instruction also promotes students' linguistic and cognitive development. The document provides examples of thematic units, such as ones focused on seasons, pirates, or inventions. It emphasizes using thematic instruction to integrate literacy skills across subjects. Teachers can scaffold ideas by building on previous themes.
As a course designer and materials provider
As a course designer and materials provider, the ESP teacher should:
1) Motivate learners to use English for academic or professional purposes by analyzing learner needs and designing courses and materials accordingly.
2) Consider who the learners are, what they need English for, and what texts they require when designing courses.
3) Select existing textbooks when possible, and modify activities to suit learner needs, or generate original materials by working in a team and improving drafts over time while paying attention to appearance.
Planning lesson based on questions
The document lists questions a teacher should consider before planning lessons, including what students need to learn, how well the teacher understands the content and language, what activities will be included and how they connect to prior knowledge, how time will be allocated, how to check student understanding, what role the teacher will take, what management techniques will be used, and grouping arrangements. It also asks how useful these planning questions are and if the reader has considered these topics before each class.
Role of the esp teacher
ESPE Linguistics
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Deliverable activity 1.2
B.Make a PPT presentation about “THE ROLE OF THE ESP TEACHER” (no more than 10 slides)
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Lesson 9 citing benefits and beneficiaries of research study
This study on the effects of task-based language teaching on second language acquisition in college freshman students has several potential benefits and beneficiaries. The study could make language teachers more aware of task-based language teaching and how tasks can be used as pedagogical tools. It may also help students recognize the usefulness of English for communication and understanding course content. Additionally, the administration may be encouraged to include faculty development on improving teaching competence. Textbook writers and curriculum developers could also benefit by incorporating task-based approaches.
Activities And Lessons
The document discusses planning activities and lessons for an English language teaching course. It covers choosing materials from coursebooks, planning lessons with clear objectives or more flexible structures, and effectively setting up, running, and closing classroom activities. Key aspects of planning include anticipating challenges, timing, and student needs. When using activities, the teacher should consider the language practice, purpose, organization, and required materials and preparations.
Esol capstone project lesson plan templateoverview lesson tit
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Lesson Planning
The document discusses lesson planning for teachers. It defines a lesson plan as a teacher's roadmap for what students need to learn and how it will be taught effectively. Lesson plans are created for the teacher to stay organized and avoid wasting class time. When planning a lesson, teachers should identify learning objectives, design activities, and develop assessment strategies. Lesson plans can vary in detail but should include key components like objectives, materials, procedures, evaluation, and assignment. Thorough lesson planning helps teachers visualize the teaching process and improve instruction.
Thematic Instruction for ELL's
The document discusses thematic instruction for teaching English language learners. Thematic instruction involves organizing learning activities around a central topic or theme. It makes education more interesting and relevant by bringing the real world into the classroom. Thematic instruction also promotes students' linguistic and cognitive development. The document provides examples of thematic units, such as ones focused on seasons, pirates, or inventions. It emphasizes using thematic instruction to integrate literacy skills across subjects. Teachers can scaffold ideas by building on previous themes.
As a course designer and materials provider
As a course designer and materials provider, the ESP teacher should:
1) Motivate learners to use English for academic or professional purposes by analyzing learner needs and designing courses and materials accordingly.
2) Consider who the learners are, what they need English for, and what texts they require when designing courses.
3) Select existing textbooks when possible, and modify activities to suit learner needs, or generate original materials by working in a team and improving drafts over time while paying attention to appearance.
Planning lesson based on questions
The document lists questions a teacher should consider before planning lessons, including what students need to learn, how well the teacher understands the content and language, what activities will be included and how they connect to prior knowledge, how time will be allocated, how to check student understanding, what role the teacher will take, what management techniques will be used, and grouping arrangements. It also asks how useful these planning questions are and if the reader has considered these topics before each class.
Role of the esp teacher
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B.Make a PPT presentation about “THE ROLE OF THE ESP TEACHER” (no more than 10 slides)
Using Il Ps Effectively In Esol Sessions 220609
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2) An Ofsted report showed that teaching at one school improved from inadequate to good as lessons began to better address individual student needs through improved ILPs and progress monitoring.
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Pta february 2007_tr
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This document discusses and compares the teaching styles and approaches of two English teachers. It outlines the lesson plans and activities used by each teacher. While there are some similarities, such as eliciting verbs from students and forming past tense sentences, there are also differences. One teacher did not use a textbook and involved pair work and oral sharing, while the other projected textbook pages and had students remain seated. Both incorporated cognitive and affective humanistic approaches from the 1960s-1980s, but only one fully embraced the communicative language approach.
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TEACHING APROACHES method
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Course book evaluation
The document discusses the components that make up an effective course book package, including students' books, teachers' books, workbooks, cassettes for listening, and recommends that all parts are integrated and work together to support the learner's progression through the materials from beginning to intermediate level. It also addresses how the course book should be organized with clear structure, recycling of content, and both linear and flexible routes for learners.
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Lesson 30 listing references
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Textbook analysis
This document analyzes an English textbook for Indonesian senior high school students. It provides details on the textbook such as the title, publisher, intended grade level, and chapters analyzed. It then evaluates the textbook based on 9 criteria including goals of the course, student background, language skills, content, practice materials, sequencing, vocabulary, and accompanying materials. Overall, the analysis finds the textbook is appropriate for the course goals and encourages student activity and familiar contexts. However, it also notes some weaknesses such as unclear instructions and lack of integrated language skills.
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Slide thesis ku
This document summarizes a study on using Quantum Teaching in an 8th grade writing class in Kabupaten Mukomuko Bengkulu, Indonesia. 28 out of 30 students struggled with writing and had low motivation. The study aimed to see how Quantum Teaching could be implemented, how students would respond, and what activities could stimulate creativity. Quantum Teaching uses mind mapping, engages multiple intelligences, and considers brain functioning. After treatment, students' writing improved and they were more active and engaged in class. The study concluded that Quantum Teaching was effective for the class and stimulated enjoyment in writing.
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Using Il Ps Effectively In Esol Sessions 220609
1) The document discusses managing personalised learning in ESOL (English for Speakers of Other Languages) sessions by exploring individual learning plans (ILPs) and how to incorporate personalized learning into group teaching.
2) An Ofsted report showed that teaching at one school improved from inadequate to good as lessons began to better address individual student needs through improved ILPs and progress monitoring.
3) The rest of the session would involve writing new ILP templates in small groups, planning lessons to incorporate personalised learning and goals from ILPs.
Esol class presentation
This document provides guidance for differentiating instruction and assessment for English language learners (ELLs) at different proficiency levels. It recommends using visual aids, simplified language, and hands-on activities to assess beginning ELLs. For more advanced ELLs, suggestions include allowing students to role play, use graphic organizers, or answer essay questions orally. The document also offers ideas for classroom teachers, such as building vocabulary banks, using visual teaching methods, and giving ELLs additional support activities to reinforce lessons.
Pta february 2007_tr
This document summarizes a study on the influence of task-based learning (TBL) on English as a foreign language (EFL) classrooms. The study was conducted by Nazenin Ruso at Eastern Mediterranean University in Northern Cyprus. It used questionnaires, diaries, and interviews to examine 55 EFL students' opinions about traditional teacher-directed lessons and TBL lessons incorporating tasks. The findings showed that students preferred TBL lessons, as the tasks encouraged student involvement and led to improvements in language performance. Students reported that TBL lessons created more variety and enhanced their learning compared to traditional lessons with limited tasks. The researcher concluded that implementing TBL in EFL classes was effective and increased her own professional development through reflective practice.
Syllabus Designing
The document discusses syllabus design for language teaching. It defines a syllabus and outlines different types of syllabi, including product-oriented syllabi like structural, situational, and notional/functional syllabi as well as process-oriented syllabi like procedural/task-based, learner-led, and proportional syllabi. Practical guidelines are provided for choosing a syllabus type based on desired outcomes and available resources. Key factors in effective syllabus design include determining learning objectives, selecting content and materials, and outlining course requirements, policies, and evaluation methods.
Observation reflections
This document discusses and compares the teaching styles and approaches of two English teachers. It outlines the lesson plans and activities used by each teacher. While there are some similarities, such as eliciting verbs from students and forming past tense sentences, there are also differences. One teacher did not use a textbook and involved pair work and oral sharing, while the other projected textbook pages and had students remain seated. Both incorporated cognitive and affective humanistic approaches from the 1960s-1980s, but only one fully embraced the communicative language approach.
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Cooperative Language Learning (CLL) is an instructional approach that uses collaborative activities involving small groups to help students learn language. It aims to raise achievement, build relationships, and replace competition with team-based learning. CLL provides opportunities for natural language acquisition through pair and group work. It also allows teachers to help students develop successful learning strategies to enhance motivation and reduce stress.
Course book evaluation
The document discusses the components that make up an effective course book package, including students' books, teachers' books, workbooks, cassettes for listening, and recommends that all parts are integrated and work together to support the learner's progression through the materials from beginning to intermediate level. It also addresses how the course book should be organized with clear structure, recycling of content, and both linear and flexible routes for learners.
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This document discusses self-assessment as a cornerstone of learner autonomy and successful learning. It defines self-assessment and outlines different types including assessment of specific performances, general competence, goal-setting, and socioaffective assessment. The document provides guidelines for self-assessment and examples of practical classroom activities to develop learner autonomy through self-assessment techniques.
Cooperative learning
This document defines and describes cooperative learning. Cooperative learning involves organizing classroom activities into academic and social learning experiences where students work in groups to collectively complete tasks and meet academic goals. It has benefits like allowing students to capitalize on one another's resources and skills, and changing the teacher's role from information giver to facilitator. There are formal and informal types of cooperative learning. Formal cooperative learning is more structured and facilitated by the teacher, while informal involves temporary small groups. The document also lists several cooperative learning strategies like fish bowl, round robin, and think pair share.
Lesson Planning
This document provides an overview of how to plan an effective English language lesson. It discusses key components of a lesson plan including objectives, stages (warm-up, introduction, presentation, etc.), materials, procedure, timing and assessment. An effective lesson plan sets out what the teacher aims to achieve, how they will structure the lesson through its various stages, and how they will evaluate if the objectives were met.
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The document discusses whether teachers should teach students learning strategies. It argues that teaching learning strategies helps students become better, more autonomous learners who understand their own learning process. Some examples of metacognitive strategies that could be taught include organizing one's own learning, managing learning, monitoring progress, and evaluating one's learning. The document also notes challenges like students not being aware of learning strategies and teachers not suggesting tools to help students or explaining how to complete outside tasks.
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This document provides guidelines for listing references in APA style. It discusses how to cite different sources like books by single and multiple authors, books with editions, journal articles in paginated and non-paginated issues, and magazine articles. It also outlines common rules for citing references in text using parenthetical citations and attribution, including works by one, two, or multiple authors. The document aims to teach proper documentation and attribution when presenting research using the American Psychological Association style.
Remedial English Instruction (5 of 16)
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Preparation and Evaluation of Instructional Materials (14 of 16)
The document provides information about instructional materials (IMs) for teaching English. It discusses the role and types of IMs, including textbooks, workbooks, teachers' guides, and multimedia materials. It also outlines factors to consider in preparing and evaluating IMs, such as learning objectives, learners' needs and styles, and principles of instructional design. Different types of syllabi are described, like structural, notional-functional, and task-based, and considerations for writing effective IMs including understanding, structuring, sequencing, and reviewing content.
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This presentation will explain about Grammar translation methog. It is method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities.
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Analysis of syllabus and textbook class 8 th science
This document provides an analysis of an 8th grade science textbook published by NCERT in India. It examines details of the book such as authorship, number of pages, alignment with national curriculum frameworks. The analysis finds that the textbook covers a variety of genres, uses illustrations to support concepts, and presents local contexts. It also notes that the language is simple, tasks give scope for engagement, and themes are related to students' lived experiences. Some suggestions for improvement include adding learning outcomes, improving physical aspects like binding, and including more higher-level cognitive questions.
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This document analyzes an English textbook for Indonesian senior high school students. It provides details on the textbook such as the title, publisher, intended grade level, and chapters analyzed. It then evaluates the textbook based on 9 criteria including goals of the course, student background, language skills, content, practice materials, sequencing, vocabulary, and accompanying materials. Overall, the analysis finds the textbook is appropriate for the course goals and encourages student activity and familiar contexts. However, it also notes some weaknesses such as unclear instructions and lack of integrated language skills.
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****2 Generation Curriculum & Teaching PPU Speaking Lesson***
**Mr Samir Bounab **
===========================================
**To teach “Speaking Lesson (grammar) “ we need PPU frame work:
-->What is PPU? Or 3 PPPs ?
(P) = Presentation
(P) = Practice
(U) = Use “produce”
--> NB: "Use" has wider usage *in and outside* the class than
**Produce** which can occur just in class.
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Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.
Try to involve each student in every speaking activity; for this aim, practice different ways of student participation..........
2.During Stage : ** PRACTICE **: {engage the students in an interchange of communication using what they have been learning}
3. Post Stage : **USE** = **Produce** = feed back
For further reading please download the PFD copy
CET U5 LESSON PLANNING.pdf
This document provides information on lesson planning for nursing students, including:
- The objectives, contents, introduction, definition, functions, significance, prerequisites, characteristics, steps, and format of lesson planning.
- Key aspects of effective lesson planning include setting clear objectives, selecting appropriate content, utilizing various teaching methods and assessment strategies, and ensuring active student participation.
- The document outlines the various sections that should be included in a lesson plan such as the cover page, basic lesson plan information, time allotment and teaching-learning activities for each objective, assessment strategies, assignment, and references.
TPD II 2016 Journal Writing - Canellas
1) The document summarizes a journal entry by a student teacher, Mariana Canellas, observing classes taught by teacher Analía Perez at Colegio No 738. Mariana observed a lesson on present simple and present perfect tenses that involved students completing exercises at their desks.
2) In her next lesson, Mariana taught using visual aids and gestures to communicate as the students struggled with English instructions. The students behaved well but seemed tired from the activities.
3) Over subsequent lessons, Mariana worked to foster more communication through activities like pair work while addressing challenges like student absences and maintaining motivation over multiple classes.
TPD II 2016 Journal Writing - Canellas
Mariana Canellas observed English language classes at Colegio No 738 during her practicum period. In her journal, she summarized each lesson, noting the pedagogical principles, teaching strategies, student reactions, successful aspects and changes she would make. For some lessons, students behaved well but lacked motivation. Mariana realized she needed to better support students with cognitive problems and improve timing and activity design. Overall, it was a valuable learning experience for Mariana.
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ict warda pancasakti
- 1. Lesson Plan Template 1 Primary & Secondary LESSON OUTCOME: LESSON STRUCTURE: Time Introduction (Set): Teaching Approaches This picture is about study tour in Yogyakarta. The student are visiting Borobudur temple. They are doing many activities in there. eg DOL strategies, grouping strategies Time Main Content: Teaching Approaches 45 minutes A cartoon approach to alternative interpretations The student able to building their writing skill Unit/Topic: English Writing Date:_May, 28th 2018 Key Learning Area: Writing about tourism place Year Level: 2017/2018 Outcomes:
- 2. Time Main Content (Continued) Teaching Approaches Time Conclusion: Teaching Approaches From this lesson the students can interested about tourism place and make a short story based on this picture. They can building their vocabularies about tourism. A cartoon approach to alternative interpretations
- 3. RESOURCES (Include equipment required for class and/or for teacher preparation) SAFETY CONSIDERATIONS/MATERIALS ASSESSMENT REFLECTION as the strengthness from this approach, the students can share their imagine and write down as a short story. It match with lesson outcomes. As the weaknesses from this approach, the students have the problems with vocabularies, so their effect from this trouble can spend many times for translate. http://www.toonytool.com Cartoon Picture with number from 10 -100