Lesson 6
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This lesson plan is for a 1.5 hour English class for 12 university students studying law with an average age of 17. The lesson aims to have students write about their own country and refine their writing skills. It begins with a warm-up activity where students identify mistakes in an email to practice editing. Students then edit their own writing based on teacher feedback and do peer reviews. They refine their writing based on peer feedback before taking a mock exam to review the unit content and prepare for their final test. The teacher aims to master technology use and reduce talking time.
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This lesson plan is for a 1.5 hour English class for 12 university students aged 17 studying their first semester of law. The lesson aims to help students recognize the main idea and find specific information in a text. It includes activities to introduce vocabulary, identify the main idea, true and false cognates, synonyms in context, and comprehension questions. Students will also create a 1 minute podcast expressing if they want to live in "ResidenSea", a home described in the reading text, and comment on each other's posts. The teacher anticipates students may overuse dictionaries in the initial reading and will remind them the focus is the overall meaning when scanning for the main idea.
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This document contains summaries of three English lessons for Class 11S on the topic of speech writing. The lessons cover objectives like understanding tone, register and audience for speech writing. Learning activities include watching speech videos, group work on speech types, and writing practice of speeches based on given scenarios. Formative assessments like 3-2-1, muddiest moment and peer feedback are used. Homework includes vocabulary lists and mind maps related to speech writing. Differentiation and assistance is provided to lower performing students.
11S-English-ReemWEEK16 - Copy - Copy.docx
This document contains summaries of three English lessons for Class 11S on the topic of speech writing. The lessons cover objectives like understanding tone, register and audience for speech writing. Learning activities include watching speech videos, group work on speech types, and writing practice of speeches based on given scenarios. Formative assessments like 3-2-1, muddiest moment and peer feedback are used. Homework includes vocabulary lists and mind maps related to speech writing. Differentiation and scaffolding is provided for lower performing students.
Lesson 1
This lesson plan is for a 1.5 hour English class for 12 university students aged 17 studying their first semester of law. The lesson aims to teach students to identify home rooms like bathroom and bedroom, as well as landscapes like beach and forest. Students will complete a crossword puzzle in pairs to learn the vocabulary, then match pictures to rooms and discuss activities. They will make a wiki describing Colombian landscapes by region. Finally, students will create voice recordings describing their homes and comment on each other's recordings, and take a short quiz to assess learning. The teacher anticipates students may confuse bathroom and bedroom, and some may not know landscape words, for which flashcards and mobile devices will provide solutions.
Rubrics
This document outlines the assessment of a speaking task for first year university students. In the task, students work in pairs to describe two pictures of sports to one another, providing details on one sport each. They then have to agree on which sport they would most like to practice. The test specifications provide information on test purpose, examinees, construct, skills tested, tasks, rubrics and samples. Criteria include organization, vocabulary, pronunciation, grammar, and collaboration. Students are assessed individually on a 28 point scale across these areas as they complete the speaking task.
10T-Reem-English- Week 16 - Copy - Copy.docx
The document outlines the daily lesson plan for an English class focusing on reading comprehension. Over three class periods, students will read a passage on gold and practice summarizing paragraphs, identifying main ideas and new vocabulary. On the second day, students will complete reading the passage and work on answering explicit and implicit questions. The final class will have students identify the gist of the passage, rephrase content points using their own words, and complete a written assignment assessing their understanding.
Resources folder
The document describes 10 activities for an English language classroom. Each activity aims to practice a certain language skill (speaking, listening, writing, etc.) and includes the objective, level, description, and sometimes an adaptation or scoring rubric. The activities focus on eliciting prior knowledge, asking about personal information, preferences and opinions, describing pictures, debating topics, role playing invitations, and practicing grammatical structures like comparatives. Scoring is done through checklists, rubrics, or answer keys depending on the activity.
Academic language for Secondary
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of how a student's writing improved after receiving instruction in academic language and discusses strategies for teaching vocabulary, grammar structures, and other components of academic language.
Academic language
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of lessons and activities teachers can use to explicitly teach academic vocabulary, grammar structures, and other features of formal academic language to help English learners access content material and develop proficiency over time.
Sanders info liter
This document outlines an information literacy unit plan for a 3rd grade class to develop reading comprehension and writing skills through blogging. The unit is designed to address Georgia Performance Standards in English Language Arts and technology standards. Students will create blogs to respond to and discuss books they read in guided reading groups. They will practice skills like making inferences, identifying main ideas, and writing with proper grammar. The teacher and media specialist will introduce blogging, monitor the blogs, and provide resources and lessons to support comprehension development and responsible online participation throughout the unit. Assessment will include blog content analysis and reading benchmark tests to check progress.
Writing in the 1-1 ELA Classroom- Trends & Trials
Writing in the 1-1 ELA Classroom- Trends & TrialsNorth Carolina Association for Middle Level Education
This document discusses a study on teaching writing in one-to-one classrooms. It finds that distractions are an ongoing challenge for teachers and students. Teachers vary their use of online writing versus traditional scripting based on the writing activity. Teacher values also influence the types of writing activities even when teachers collaborate. Effective writing instruction in one-to-one settings requires flexibility as there is no single right approach.English3 7sep20
The document provides details of an English lesson for a 3rd grade class. The lesson focuses on rules for public places and having students create a poster of class rules. Key points:
- The lesson introduces new vocabulary and has students read rules for public places and match them to the correct locations.
- Students then listen and number pictures according to rules and fill in blanks with phrases.
- Most importantly, students make their own poster of class rules to present to the class. Assessment will evaluate students' mastery of the main skill of creating the poster and complementary skill of correct spelling.
1 a framework for task-based learning-willis
The document provides a detailed lesson plan for an upper-intermediate English class focusing on having students complete the task of reading, discussing, and summarizing a newspaper article. It outlines the aims, procedures, timing, materials, and evaluation for each stage of the task-based lesson. The teacher analyzed what went well, such as student engagement, but also identified areas for improvement like providing clearer instructions and incorporating more specific language practice activities. The teacher expressed interest in continuing to research and implement task-based learning approaches.
Writing for Career and College Readiness
The document discusses strategies for teaching writing, including:
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2. Modeling the writing process which includes pre-writing, drafting, revising, editing, and publishing.
3. Having students engage in reflection and revision to improve their drafts.
E extreme sports
The document is a lesson plan for teaching secondary students about extreme sports. It outlines the objectives to have conversations about extreme sports and discuss safety measures. A variety of activities are planned, including watching a video, making lists of sports, reading about risks and equipment, and creating a safety checklist. Competencies around oral interaction, text comprehension, problem solving and cooperation will be evaluated. The lesson uses materials from a textbook and includes appendices with worksheets.
3. geniouz chapter i
This document provides background information and context for a study on improving students' writing skills in descriptive paragraphs through the use of the PPP (Presentation, Practice, Production) technique. It notes that students at SMPN 3 Bangli have struggled with writing skills such as grammar, vocabulary, and generating ideas. The study aims to determine if the PPP technique can help enhance students' writing abilities when applied in the classroom over the course of an academic year. It defines key terms and concepts related to writing skills, descriptive paragraphs, and the PPP technique that will be used in the research.
LESSON PLAN - A150386
1. The document outlines a lesson plan for a secondary school creative writing class. It includes objectives, activities, and a teaching methodology focused on descriptive essays.
2. Students will analyze text, develop introductory paragraphs, and share their writing with peers.
3. The lesson teaches the importance of structure in creative writing and helps students improve their descriptive writing skills.
webquest
Students will work in pairs to write and present a 2-3 minute conversation in Spanish using the present tense. They will be given one class period to write the conversation, using online resources to look up words and verbs. The next day, each pair will stand in front of the class to read their conversation aloud. This assignment is worth 50 points and will be graded on grammar, pronunciation, variety of verbs used, productivity during the writing period, and meeting the time limit. The goal is for students to practice expressing themselves orally in the present tense and to learn collaboration skills.
Unit3task1 diegoparedes rociovargas-alexandervera
The document describes a speaking assessment for students at a university in Chile. It includes 3 tasks to evaluate students' speaking skills. In task 1, students discuss pictures in pairs to choose the best workspace and agree on their choice. In task 2, each student individually chooses a technological device from the pictures and gives 3 reasons for their choice. In task 3, students discuss the same pictures to agree on a gift for a friend's birthday. Rubrics are provided to evaluate pronunciation, vocabulary, fluency, organization and other criteria. The assessment aims to evaluate students' communicative competence through collaborative and individual speaking activities.
The use of genre-based approach to 10th form students in Tuyen Quang gifted h...
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Free response email
The document provides information about the free response section of the AP Spanish Language and Culture exam. It makes up 50% of the exam and consists of 4 sections worth 12.5% each, testing all three communication modes. The email task is the first free response and takes 15 minutes, while the cultural comparison is the last task at 7 minutes. It discusses the skills tested in each task, such as maintaining the exchange, providing details, and language control. Preparing for the email can begin in level 1 Spanish classes by practicing skills like opening and closing salutations, and these skills are further developed in later levels.
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Lesson 6
- 1. ICELT LESSON PLAN FORM Electronic Version Name of teacher: Darío Alejandro Rico Candidate Number: Institution: Universidad Santo Tomás Date of Observation: DAY MONTH YEAR __28th __ 11___ ___2013 Time of observation 6-7.30 a.m. Class/grade: Room: 204A English I Length of class 1.30 hours Number of students: 12 Average age of Students: 17 Number of years of English study (students): 3 Level of students Elementary Intermediate Advanced Lesson Number 1 2 Language Item: 3 4 5 6 Writing skills Aims: By the end of the lesson students will be able to: • Students will be able to write about their own country • Students will be able to refine their writing Personal aims: • • To master the use of technology for teaching Lessen TTT Materials : Power Point, Microsoft Word, Moodle mocked exam, Online dictionaries 1
- 2. Rationale Profile of learners: • describe ages and language level They are university students who are studying their first semester of law . They are in average 17 years old. Most of them have studied English in their high school and just two have not studied English in high school. • outline linguistic and affective needs - • This group shows an average level of A1.2. Most of them a high level of proficiency for the level and just two are behind. This is their last class of the day, so they are tired, sleepy and with rush to go home early. explain how learners’ needs relate to aims of the lesson -Describing their own country will raise their awareness how beautiful it is. Anticipated problems Students will not feel motivated to provide peer feedback Planned solutions Teacher will provide a checklist which deals with common mistakes in writing. .
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- 4. Stage Aim Procedure Teacher and student activity Time and interaction Students will see a Power Point Presentation in which they have to find six mistakes in a fictional email describing Colombia.In order to make it more exciting, just the first 3 students who find the six mistakes will get a prize. The purpose of this is to raise students’ awareness how to edit their texts which they started the previous class. 5 minutes S-S Students will correct their writing based on the teacher’s feedback on their word files. 10 minutes S-S Warm-up Students will be introduced how to make editing of a text Writing edition 1 Students will check their mistakes Writing edition 2 Students will make a peer review Students will send their files edited to one peer in order to get more feedback. 10 min Writing edition 3 Students will refine their writings Students will refine their writings after their peer’s feedback and then send to the tutor. 10 min Review Students will review the content of the unit Students will take a mocked test of the unit. This mocked exam intends to be a preparation for their final test. Tutor’s comments 40 min 4
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