Lesson Plan 011517
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This English lesson plan outlines instruction for 5th grade boys over 3 lessons during the week of January 15th, 2017. The lessons focus on speaking, reading, and writing skills and include daily routines like silent reading, reading groups, and a read aloud of the story "Fatima and the Three Camels". Each lesson includes centers for reading, vocabulary, listening, and writing, as well as assessments and differentiation strategies.
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Every Monday, students in a Spanish class will bring in a news article in Spanish to share with their group. They must write a summary of the article including: a) title and source details, b) why they chose it, c) a brief synopsis, and d) their thoughts and opinions with examples. In class, each student will present their article as the "expert" to their group. Groups will discuss the articles in Spanish for 10-15 minutes. Students will then write a summary of what they learned from the other group members' articles. Grading will be based on meaningful writing in Spanish, with points deducted for direct translations from English.
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Every Monday, students in a Spanish class will bring in a news article in Spanish to share with their group. They must write a summary of the article including: a) title and source details, b) why they chose it, c) a brief synopsis, and d) their thoughts and opinions with examples. In class, each student will present their article as the "expert" to their group. Groups will discuss the articles in Spanish for 10-15 minutes. Students will then write a summary of what they learned from the other group members' articles. Grading will be based on meaningful writing in Spanish, with points deducted for direct translations from English.
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The document discusses developing listening skills in language learners. It suggests that listening is often the most neglected skill by both teachers and students, who fear listening tests. There are no quick fixes, but listening can be improved over several years. Suggestions include drilling isolated sounds and linking them to spelling, using diagrams to explain articulation, using tongue twisters, and modeling correct stress and intonation. Developing bottom-up listening involves teaching vocabulary in context, transcription tasks, and exploiting "narrow listening" with similar vocabulary across texts. Teachers should devote class time to listening practice and build students' confidence in their listening abilities.
DIFFERENT KINDS OF SENTENCE (Punctuation marks)
LESSON PLAN IN ENGLISH 6
DIFFERENT KINDS OF SENTENCE (Punctuation marks)
Revise writing for clarity -punctuation marks
EN6WC-IIIc-1.8.2
EN6WC-IIIc-1.8.1
Fluency vs. accuracy
This document discusses strategies for balancing fluency and accuracy in language teaching. It emphasizes that fluency activities should allow students to use what they know without introducing new grammar or vocabulary, in order to build confidence and practice. Accuracy activities should focus on language, and can include controlled activities and error correction. The document provides examples of fluency activities like discussions, problem-solving tasks, and role-plays, as well as accuracy activities like dictation and peer correction. It stresses the importance of being clear about the objective of each activity and allowing students to work at their own level.
Learning outcomes 2015 time for english 1st term
This document provides an overview of learning outcomes and lesson plans for primary English classes in 6 grades (1st through 6th). For each grade, it lists the units of study, learning outcomes, teaching strategies, activities and assessments. The units cover topics like family, numbers, shapes, colors. Learning outcomes focus on listening, speaking, reading, writing and phonics skills like letter recognition, sight words, and sentence building. Teaching strategies emphasize group work, songs, games and role-playing. Assessments include oral questions, observations, tasks and student performance. The goal is to help students communicate in English through age-appropriate content and skills practice.
Gifu ALT Workshop 2015
This document summarizes problems with English education in Japan and provides suggestions for improvement. It identifies key issues such as an overemphasis on grammar and vocabulary at the expense of other skills, as well as a focus on entrance exams. It then offers recommendations in areas like sounds, conversations, and discussions. Suggestions involve using movie clips to practice pronunciation, implementing conversation frames to facilitate dialogue, and incorporating activities like "See Think Wonder" to develop higher-order thinking. The document aims to address imbalances and propose hands-on techniques.
Strand4 writing k 2
The document outlines best practices for writing instruction in grades K-2. It discusses developing key writing skills like understanding the purpose of writing, mastering conventions of print, and fluency. It also describes developmental stages of writing and strategies like explicit instruction in handwriting, spelling, and self-regulated approaches to teaching writing.
Strand4 writing k 2
The document outlines best practices for writing instruction in grades K-2. It discusses developing key writing skills like understanding the purpose of writing, mastering conventions of print, and fluency. It also describes developmental stages of writing and strategies like explicit instruction in handwriting, spelling, and self-regulated approaches to teaching writing.
CELTA Lesson Plan
The lesson plan aims to develop students' use of the modal verb "should" and contraction "shouldn't" in the context of giving advice. Students will read emails seeking advice, discuss in groups what advice to give, write responses using "should" and "shouldn't", and present their responses. The teacher will provide language feedback, correcting errors involving the target language on the board.
FP Presentation Handout
This document summarizes strategies for reducing teacher talk time (TTT) and increasing student talk time (STT) in the classroom. It suggests having students do more of the talking by eliciting their responses, having students ask follow-up questions, giving students time to summarize and formulate responses, and using group and pair work to facilitate student-to-student communication. The document provides "Do's" and "Don'ts" for teachers, recommending techniques like involving students instead of long explanations, eliciting from students rather than no elicitation, and allowing wait time for students to respond.
A1 2009
This document outlines the goals and content of an English language course for students at the B2 level. The course aims to improve students' formal communication skills in English and develop autonomous learning strategies. Key course elements include developing oral and written proficiency, expanding vocabulary, and understanding grammar and pronunciation. Topics of study include daily life, health, the environment, education, work, leisure activities, and social issues. The methodology emphasizes an integrated approach and social interaction. Students will be evaluated based on classwork, tests, and portfolio assignments.
Ielts overview presentation
The document provides information about the International English Language Testing System (IELTS) exam. IELTS is an English proficiency test that measures listening, reading, writing, and speaking skills. It is managed by three institutions and tests both academic and general English. The exam takes 2 hours and 45 minutes and includes sections on listening (30 minutes), reading (60 minutes), writing (60 minutes), and speaking (11-14 minutes). The document outlines the format, scoring, and skills assessed in each section of the IELTS exam to help candidates prepare.
Eksami Ettevalmistus Ppt
This document provides tips for preparing for the Estonian national examination. It covers four areas: writing, listening, reading, and speaking. For writing, it advises reading instructions carefully, using formal language, and including an introduction, body paragraphs, and conclusion. For listening, it suggests focusing on stressed words, the situation, and speakers' moods. For reading, it recommends dealing with difficult words through context and completing notes while reading. For speaking, it advises preparing key words and examples for a monologue and introducing oneself and asking follow-up questions in a role play. The conclusion states that following the tips may improve exam scores.
Teaching Creative Writing
The document provides guidance on teaching creative writing to students. It discusses various strategies teachers can use, including:
1) Having students engage in warm-up writing tasks like describing something they created from clay to get them thinking creatively.
2) Explaining the writing process and different stages of writing that students progress through.
3) Discussing how to develop writing skills through task-based activities that have context, purpose, and involve student thinking.
4) Describing approaches like parallel writing, modeled writing, and process writing that teachers can take.
5) Suggesting specific creative writing strategies and exercises teachers can use in the classroom, such as transformation, brainstorming,
11S-English-ReemWEEK16 - 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 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.
Spoken language study 4 2014
This document provides instructions for a lesson on analyzing spoken language transcripts. Students are asked to identify features like simultaneous speech, fillers, and colloquial language/slang in transcripts. They will then swap transcripts with a partner to check each other's work. The document also introduces the PEE (Point, Evidence, Explain) method for analyzing ideas in transcripts, including making a point, providing a quote as evidence, and explaining what it tells us. Students are given an example analysis and assigned a homework to write their own PEE paragraph analyzing a feature of their transcripts.
Lesson plan 4 Secondary Level
1. The document outlines a lesson plan for an English exam for 5th grade students.
2. It includes activities assessing reading comprehension, grammar, and writing skills.
3. The lesson plan provides details on the classroom set up, timing of activities, teaching approaches, and potential issues to address.
Webilang Oral Fluency Test Fall 2014 beginning
This document outlines instructions for an oral fluency evaluation to be completed during the Fall 2014 semester. Students are asked to make an audio recording where they read three short texts aloud. They should orient themselves with each text but not rehearse. The goal is to measure oral fluency by the total time taken. After reading, students are prompted to speak for 1-2 minutes in their own words about themselves as a language and culture learner, including their goals, comfort level in English, and favorite language learning activities.
Similar to Lesson Plan 011517 (20)
Lesson Plan 011517
- 1. Al Ahad C1 English Lesson Plan Teacher: Dr. Steven Grade: 5 Boys Week 01/15/17 WeeklyOutcomes 5SLCC3 speak with appropriate expression,tone and pitch to engage the listener 5RTT3 read fluently at independent /instructional level with attention to punctuation 5RRM4 evaluate texts for author’s purpose, points of view, characterization, setting, plot 5RRM3 evaluate the use of figurative language 5WTT3write narratives to develop real or imagined experiencesor eventsusing descriptive details and figurative language to support meaning 5WWP1 generate and expand ideas through a variety of sources during prewriting
- 2. Al Ahad C1 English Lesson Plan Teacher: Dr. Steven Grade: 5 Boys Week 01/15/17 Lesson 1 5 a b c d e Lesson 2 5 a b c d e Lesson 3 5 a b c d e Notes for each class: Silent Reading – 10 minutes to start the class Centers: Center 1: Reading Center 2: Word/Prefix/Suffixes Center 3: Listening Center 4: Writing Reading Groups: Leopards Tigers Lions Daily Schedule and Routines: Silent Reading – 10 min Reading Groups/Centers (Narrative Reading Focus) 30 min Speaking Listening Poem/speech 10 min Read Aloud – 5-10 min Author’s Point of View (character, plot, setting) 10 min Narrative Writing20 min Daily Warm- Up Silent Reading – 10 minutes to start the class Silent Reading – 10 minutes to start the class Silent Reading – 10 minutes to start the class Classactivity Center 1: Reading Center 2: Word/Prefix/Suffixes Center 3: Listening Center 4: Writing Reading Groups: Leopards Tigers Lions Speaking/Listening Day 1: WILF: Speech/Reading Project Presentation(1-4) Read Aloud – Fatima and the Three Camels (author: Steven). Initial Reading and Listening. Introduce Character, Plot, and Setting Center 1: Reading Center 2: Word/Prefix/Suffixes Center 3: Listening Center 4: Writing Reading Groups: Leopards Tigers Lions Speaking/Listening Day 2: WILF: Speech/Reading Project Presentation(5-8) Read Aloud – Fatima and the Three Camels (author: Steven). Shared Reading and Listening. Review Character, Plot, and Setting Center 1: Reading Center 2: Word/Prefix/Suffixes Center 3: Listening Center 4: Writing Reading Groups: Leopards Tigers Lions Speaking/Listening Day 2: WILF: Speech/Reading Project Presentation(9-13) . Read Aloud – Fatima and the Three Camels (author: Steven). Pair Reading and Listening. Complete
- 3. Al Ahad C1 English Lesson Plan Teacher: Dr. Steven Grade: 5 Boys Week 01/15/17 Author’s Point of View Fatima and the Three Camels (author: Steven). Model forming the chart with the character, plot, and setting Narrative Writing Review Writer’s Workshop with brainstorming for similar story as Fatima and the Three Camels Read Aloud. Author’s Point of View Fatima and the Three Camels (author: Steven). Guide students with the Tic Tac Story Game (Character, plot, and setting). Checking for comprehension. Writing Shared writing with draft on Fatima from the brainstorm. Students write their own brainstorm based on the Fatima Read aloud Author’s Point of View Fatima and the Three Camels (author: Steven). Independent Practice completing their own Story organizer (character, plot, and setting Character, Plot, and Setting Plot Writing Independent writingand small group/pair/individual work with students on their Fatima draft Assessment Suggestions: ● Exit Ticket ● Thumbs up/down Quick Write ● Think/Pair/Share ● Checklist ● Observation ● Anecdotal Notes ● Other __________________________ Suggestions: ● Exit Ticket ● Thumbs up/down ● Quick Write ● Think/Pair/Share ● Checklist ● Observation ● Anecdotal Notes ● Other __________________________ Suggestions: ● Exit Ticket ● Thumbs up/down ● Quick Write ● Think/Pair/Share ● Checklist ● Observation ● Anecdotal Notes ● Other __________________________ Resourc es Flashcards Worksheets –5 simple stepsto learn spelling Games Videos(If possible) Template of a camel Brainstorming–scaffolding Template fortheirlostposter
- 4. Al Ahad C1 English Lesson Plan Teacher: Dr. Steven Grade: 5 Boys Week 01/15/17 Differentiation **ContentProcess Product** SDAIE Thinking Maps Total Physical Response Modeled Reading/Writing Share Reading/Writing Independent/PairWork Homework: Read 10 minutes and Reading log Practice Speech Poem Write two sentences for their new home story SDAIE Thinking Maps Total Physical Response Modeled Reading/Writing Share Reading/Writing Independent/PairWork Homework: Read 10 minutes and Reading log Practice Speech Poem Write two sentences for their new home story **Small group instruction **Flexiblegroups, using data** SDAIE Thinking Maps Total Physical Response Modeled Reading/Writing Share Reading/Writing Independent/PairWork Homework: Read 10 minutes and Reading log Practice Speech Poem Write two sentences for their new home story Reflections What worked well? what could be improved?Further learning Strengths Buildingon their sense of curiosityand verbal language Improvements