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PPP Lesson Plan Methodology Luis Sanhueza-Lina Pamela Añazco
The pre-service teacher conducted a lesson to teach students about the typical foods of different countries and how to talk about where foods originate. The teacher began by eliciting students' prior knowledge of foreign foods. The lesson aims were presented, followed by a video example and comprehension questions. Students then practiced sample sentences in active and passive voice about food origins. In groups, students took turns describing where pictures foods were made, then presented to the class. The teacher concluded by reviewing what was learned.
Peer observation
This document provides forms and instructions for observing a teacher's use of the HyperStudio software in their classroom. The forms include a pre-observation, observation, and post-observation section. The pre-observation form collects lesson plan details from the teacher. The observation form focuses on evaluating the software's ease of use, navigation, and interactivity features. It also rates the teacher's instructional roles. The post-observation form gathers feedback from the lesson and ways it could be improved in the future. The overall purpose is to evaluate both the technical and pedagogical aspects of using HyperStudio for instructional purposes.
Skill Lesson Plan Methodology Luis Sanhueza-Lina Pamela Añazco
This document outlines a lesson plan about the famous actor Brad Pitt for English language learners. The plan has three main stages: pre-lesson, while lesson, and post-lesson. In the pre-lesson, the teacher will elicit students' favorite actors and movies, and introduce Brad Pitt. During the lesson, students will read about Brad Pitt, discuss vocabulary, and do activities like concept mapping and a guessing game. As homework, students must research their own favorite actor. The lesson went well - students were engaged by the topic and presenting difficult words helped reading comprehension.
PBL Lesson Plan B
This lesson plan outlines a 4-day unit on teen health and safety. On day 1, students will discuss sex education and research questions around abstinence-only education. They will create survey questions. On day 2, students will research whether lack of information leads to higher STD rates and critique each other's blogs. Day 3 has students brainstorm ways to promote safer behaviors and build websites. On day 4, students debate having health clinics in schools by creating pros and cons charts on their blogs and websites. The goal is for students to gain knowledge on preventing risks.
Lesson plan
The lesson plan aims to teach Kindergarten students to identify different shapes, colors, and count numbers from 1 to 5. Students will match shapes to their designated colors and practice identifying objects, shapes, colors, and counting through an activity using yarn and a dancing floor game. The lesson concludes with an evaluation where students write the number of objects that match given shapes.
Siop unit lesson plan template sei model
The document provides a SIOP lesson plan template for a 7th grade lesson on caring for the environment. The content objective is for students to list ways to care for the environment using conditional tenses and modal verbs. Students will work in groups to research the topic and present their findings, creating a dialogue and summary using target grammar and vocabulary. The teacher will provide background through a PowerPoint before students research online and present their work to the class.
The PPP & ESA teaching methods
The document describes two language teaching methods: PPP and ESA. PPP consists of three stages - presentation, practice, and production. It has a high level of teacher talking time and encourages accuracy over fluency. ESA provides more flexibility by allowing movement between stages and emphasizes student-led grammar discovery. It aims to engage students emotionally and get them using language communicatively through study and activation stages. According to the source, ESA lessons can follow three procedures: straight arrow, boomerang, or patchwork.
Teaching English by using PPP Model ^^
The document discusses ways for a man to get in better physical shape by joining his company's basketball team. His wife expresses some concerns about his health and fitness level after so many years. She suggests he get a physical exam before starting, watch his diet by cutting back on fatty foods, and engage in regular exercise to strengthen his muscles and cardiovascular system like cycling or weight training. She wants him to be healthy and around for a long time. The document also contains some vocabulary related to fitness and health.
Recommended
PPP Lesson Plan Methodology Luis Sanhueza-Lina Pamela Añazco
The pre-service teacher conducted a lesson to teach students about the typical foods of different countries and how to talk about where foods originate. The teacher began by eliciting students' prior knowledge of foreign foods. The lesson aims were presented, followed by a video example and comprehension questions. Students then practiced sample sentences in active and passive voice about food origins. In groups, students took turns describing where pictures foods were made, then presented to the class. The teacher concluded by reviewing what was learned.
Peer observation
This document provides forms and instructions for observing a teacher's use of the HyperStudio software in their classroom. The forms include a pre-observation, observation, and post-observation section. The pre-observation form collects lesson plan details from the teacher. The observation form focuses on evaluating the software's ease of use, navigation, and interactivity features. It also rates the teacher's instructional roles. The post-observation form gathers feedback from the lesson and ways it could be improved in the future. The overall purpose is to evaluate both the technical and pedagogical aspects of using HyperStudio for instructional purposes.
Skill Lesson Plan Methodology Luis Sanhueza-Lina Pamela Añazco
This document outlines a lesson plan about the famous actor Brad Pitt for English language learners. The plan has three main stages: pre-lesson, while lesson, and post-lesson. In the pre-lesson, the teacher will elicit students' favorite actors and movies, and introduce Brad Pitt. During the lesson, students will read about Brad Pitt, discuss vocabulary, and do activities like concept mapping and a guessing game. As homework, students must research their own favorite actor. The lesson went well - students were engaged by the topic and presenting difficult words helped reading comprehension.
PBL Lesson Plan B
This lesson plan outlines a 4-day unit on teen health and safety. On day 1, students will discuss sex education and research questions around abstinence-only education. They will create survey questions. On day 2, students will research whether lack of information leads to higher STD rates and critique each other's blogs. Day 3 has students brainstorm ways to promote safer behaviors and build websites. On day 4, students debate having health clinics in schools by creating pros and cons charts on their blogs and websites. The goal is for students to gain knowledge on preventing risks.
Lesson plan
The lesson plan aims to teach Kindergarten students to identify different shapes, colors, and count numbers from 1 to 5. Students will match shapes to their designated colors and practice identifying objects, shapes, colors, and counting through an activity using yarn and a dancing floor game. The lesson concludes with an evaluation where students write the number of objects that match given shapes.
Siop unit lesson plan template sei model
The document provides a SIOP lesson plan template for a 7th grade lesson on caring for the environment. The content objective is for students to list ways to care for the environment using conditional tenses and modal verbs. Students will work in groups to research the topic and present their findings, creating a dialogue and summary using target grammar and vocabulary. The teacher will provide background through a PowerPoint before students research online and present their work to the class.
The PPP & ESA teaching methods
The document describes two language teaching methods: PPP and ESA. PPP consists of three stages - presentation, practice, and production. It has a high level of teacher talking time and encourages accuracy over fluency. ESA provides more flexibility by allowing movement between stages and emphasizes student-led grammar discovery. It aims to engage students emotionally and get them using language communicatively through study and activation stages. According to the source, ESA lessons can follow three procedures: straight arrow, boomerang, or patchwork.
Teaching English by using PPP Model ^^
The document discusses ways for a man to get in better physical shape by joining his company's basketball team. His wife expresses some concerns about his health and fitness level after so many years. She suggests he get a physical exam before starting, watch his diet by cutting back on fatty foods, and engage in regular exercise to strengthen his muscles and cardiovascular system like cycling or weight training. She wants him to be healthy and around for a long time. The document also contains some vocabulary related to fitness and health.
Presentation, practice and production
The document discusses the stages of presentation, practice, and production in teaching a topic. The presentation stage introduces the topic to build students' understanding. It is easier to present to ESL than EFL students. Presentations should be meaningful, memorable, and realistic. The practice stage, also called "over-done," focuses on developing concepts through activities like chain pair-work, closed pair-work, and open pair-work. The production stage is most important, as it determines students' comprehension level and ability to produce personalized language through activities such as role-plays, debates, discussions, and problem-solving.
PPP Lesson Planning
This document outlines a training session on lesson planning using the PPP (Present, Practice, Produce) format. It includes an introduction, group discussion on lesson planning, a lecture covering language skills and methodology, the PPP format and its reasoning, key lesson plan elements, and a lesson planning activity where participants create and peer review lesson plans. The goal is to prepare participants to create effective lesson plans using the PPP format and consider important elements like objectives, materials, and assessments.
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.
Sample Detailed Lesson Plan
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
A detailed lesson plan in english
The document provides a detailed lesson plan for teaching English to first year secondary students about the four types of sentences: declarative, interrogative, imperative, and exclamatory. The plan outlines objectives, materials, procedures, activities, and evaluation. It includes examples of each sentence type from a song about loving children. The lesson introduces the concepts and has students practice identifying and constructing different sentence types through group work, role playing, and an assignment.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
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.
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Presentation, practice and production
The document discusses the stages of presentation, practice, and production in teaching a topic. The presentation stage introduces the topic to build students' understanding. It is easier to present to ESL than EFL students. Presentations should be meaningful, memorable, and realistic. The practice stage, also called "over-done," focuses on developing concepts through activities like chain pair-work, closed pair-work, and open pair-work. The production stage is most important, as it determines students' comprehension level and ability to produce personalized language through activities such as role-plays, debates, discussions, and problem-solving.
PPP Lesson Planning
This document outlines a training session on lesson planning using the PPP (Present, Practice, Produce) format. It includes an introduction, group discussion on lesson planning, a lecture covering language skills and methodology, the PPP format and its reasoning, key lesson plan elements, and a lesson planning activity where participants create and peer review lesson plans. The goal is to prepare participants to create effective lesson plans using the PPP format and consider important elements like objectives, materials, and assessments.
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.
Sample Detailed Lesson Plan
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
A detailed lesson plan in english
The document provides a detailed lesson plan for teaching English to first year secondary students about the four types of sentences: declarative, interrogative, imperative, and exclamatory. The plan outlines objectives, materials, procedures, activities, and evaluation. It includes examples of each sentence type from a song about loving children. The lesson introduces the concepts and has students practice identifying and constructing different sentence types through group work, role playing, and an assignment.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
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Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
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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.
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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
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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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