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This lesson plan is for a 9th grade English class focusing on daily life vocabulary. The lesson aims to help students develop understanding and recognition of target vocabulary words, and relate frequency adverbs to percentages. The teacher will engage students with a warm-up activity identifying vocabulary words. Students will then work individually and in groups to find word meanings in dictionaries and match frequency adverbs to percentages. To evaluate learning, the teacher will play a game where students describe vocabulary words to a peer sitting in front of the class.
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This unit plan was designed for a first grade reading and writing class to help students improve their literacy skills over four 40-minute lessons. Based on pre-assessments, all students were below the first grade level. The plan included activities to help students make letter-sound connections, recognize high frequency words, practice decoding, and develop fluency. Formative assessments during lessons and summative assessments after showed that most students' reading skills improved, though one student who missed the first lesson did not progress as much. The teacher reflected that interactive activities engaged students and supported learning, and collaborating more with classroom teachers could strengthen future units.
Lesson Plan for 7th Grade Math Class
This lesson plan aims to teach 7th grade math students about the properties of similar figures using scale factors and ratios. Students will complete a warm-up activity and review key concepts from prior lessons. Then they will work through examples on a worksheet applying their understanding of similar figures. To assess learning, students will explain their worksheet answers to the class. The lesson concludes with a summary of how ratios and scale factors are used to determine proportional relationships and similar figures.
Classroom Teaching Activity Menu.pdf
Why activity is important in teaching?
It is equally important that each activity is meaningful, and ensures learners’ learning progress and advancement through the didactic unit or input sessions.
Activities should build on previous activities and avoid being repetitive, they should enable learners to engage with and develop their skills, knowledge and understandings in different ways.
Activities help learners to make and sustain the effort of learning. They provide practice in the basic language skills – listening, speaking, reading and writing. They encourage learners to interact and communicate.
File 3 third_am_level_work_and_play_ (enregistré automatiquement)
Salam , MS3 Level : File 3 " Work & Play" The file is planned with PPu & PDP listening & reading frame works and PIASP teaching grammar and pronunciation item I included many worksheets that may help remedy any weaknesses in TD sessions Good Luck By: Mr Samir Bounab ( teacher trainer at MONE) The links:
Mdd2 3.docx
The document outlines plans for two English language lessons for 8th grade students. It details the learning goals, their alignment with curriculum standards, an analysis of students' prior knowledge, and resources needed. For lesson one, the goal is for students to be able to give oral and written directions. A variety of engaging activities are described, including using pictures and a story to introduce vocabulary, completing worksheets, asking peers for directions, and creating a poster with a map and written directions. The document provides rationales for how the goals and sequence of activities are appropriate for supporting student learning.
Observation sample 2
1. Jennifer wants to focus on improving her lesson planning and creating more engaging opportunities for student learning.
2. In their first meeting, Jennifer and her coach identified priorities like writing SMART aims and incorporating culturally relevant engagement strategies.
3. Their goal for the next meeting is to review lesson plan components and have Jennifer practice writing aims for her upcoming unit on Colonial America.
capitulo 3 background to language teaching Por Karen Criollo
1. Assessment can be informal (observation and feedback) or formal (tests and exams with marks/grades). Different assessment types serve different purposes like placement, progress monitoring, or achievement evaluation.
2. Effective assessment tasks should reflect course content and teaching methods. Feedback is important to help students improve. Informal assessment is often best for young learners who learn through experience and communication.
3. The document lists and defines common assessment tasks like picture stories, drawing, role-plays, questionnaires, fill-in-the-blank, matching, and notes on student difficulties. The goal is to test various language skills and provide information to
Field Study 3 Episode 3
The student observed a grade 9 mathematics class where the teacher taught about triangle midline theorems and proportionality theorems. The teacher used traditional teaching materials like the chalkboard, math textbook, and paper-pen exercises. Some students seemed engaged while others found it boring. Overall, the class showed eagerness and understanding, though the teacher experienced difficulties ensuring the chalkboard writing was visible to all students. The student believes the materials were effectively used given student understanding, but would supplement with fact sheets, activity sheets, and clearer illustrations to make the lesson more interactive.
Reflections 1
The document provides reflections from a student teacher on their teaching experience over 3 weeks.
1. In the first week, the student teacher was introduced to the school and given two classes to teach. They observed their cooperating teacher's lessons and discussed lesson planning.
2. In the third week, the student teacher drew images to help remember students' names and noticed improvements in student participation. They also identified an action research topic.
3. Feedback from the cooperating teacher suggested writing answers on the board to engage more students and assigning homework related to reading clocks. The student teacher saw improvements through practicing feedback and felt more confident in classroom management by the end of the semester.
Dossier nivel5 vela_sarricolea_arriaga
The document provides a lesson plan for a class on the topic of "Taking care of Business around the world." The aims of the lesson are to understand phrases related to business, evaluate services/products across cultures, discuss unusual business practices in different cultures, and consider turning problems into opportunities with different cultural standards. The lesson involves an icebreaker activity matching flags to technology developments. Students will then discuss business vocabulary, cultural standards, and opinions on services/products in various countries and regions.
Eliciting in learning
This document discusses issues related to how teachers ask questions in English classes at ethnic secondary schools in Laos. It aims to understand the types of questions teachers ask, problems students face in answering questions, and ways to address these issues. A literature review covers learning theories and question types. A study was conducted surveying 50 students and 6 English teachers about question types, causes of student problems, how students respond, and techniques to motivate responses. Key findings include students being afraid of ridicule and needing time to think. The conclusion recommends teachers ask clearer questions and allow time for students to respond without embarrassment. Addressing question techniques could help improve English teaching and learning.
Fs2 episode 1
- The resource teachers, Jennyvi Dela Cruz and Raymond Aboga, taught English classes at Mabini Colleges observing several principles of learning.
- They engaged students by relating lessons to their experiences, encouraging participation through group work, and ensuring students discovered personal meaning.
- Students actively participated in discussions, shared ideas, and helped each other learn, indicating the teachers successfully created a collaborative learning environment.
Rodrigues - TPD - Practicum Journal- Primary Level
The trainee observed an English lesson at a primary school to gain experience. The teacher introduced new vocabulary about days, months, dates and weather [1]. Materials like flashcards were used to help students remember [2]. Most students struggled and the teacher had to repeat instructions in Spanish. In her first lesson, the trainee used a storybook and activities to teach vocabulary about family members. Students were engaged throughout and seemed to enjoy the lesson. For future lessons, she will consider allowing more time for student work [3].
1. José_Lesson plan_I&Ddocx (1).docx
This document contains a lesson plan for a Pre-intermediate English class focusing on teaching vocabulary related to important scientific discoveries and inventions. The plan lists objectives for students to be able to discuss discoveries and inventions, provides sample vocabulary and activities, and outlines a timeline for the lesson including introducing new concepts, practicing pronunciation and vocabulary, and having students demonstrate their understanding through speaking activities.
Primary journal
This document contains a teacher's reflections on three English lessons taught to primary school students. For the first lesson, the teacher found that using real objects and miming helped motivate students to learn new vocabulary. Students responded well to the activities but some materials could be improved. The second lesson introduced possessive 's' using The Simpsons characters, which engaged students initially but activities became weak. The third lesson on social media motivated students through images and a game, though the game needed clearer rules. Overall, the teacher found that visuals like images and objects, as well as games, helped engage students and will inform future lesson planning.
Unit 10- Classroom Observation.ppt
This document outlines the aims and content of a classroom observation unit. It introduces classroom observation, discusses what constitutes effective English language teaching, and explains the reasons for observing real classrooms. Trainees are provided preliminary questions on observation topics and tools. An observation checklist is included to guide trainees in observing lessons, teaching materials, classroom management, student learning and involvement, and the teacher's English abilities. The document concludes by discussing principles for conducting observations and how to structure an observation report. The overall aim is to prepare trainees to observe classrooms and evaluate teaching effectively.
Similar to lesson plan 1 (2) (20)
File 3 third_am_level_work_and_play_ (enregistré automatiquement)
File 3 third_am_level_work_and_play_ (enregistré automatiquement)
capitulo 3 background to language teaching Por Karen Criollo
capitulo 3 background to language teaching Por Karen Criollo
Rodrigues - TPD - Practicum Journal- Primary Level
Rodrigues - TPD - Practicum Journal- Primary Level
lesson plan 1 (2)
- 1. TP1b 1 B.Ed. Teaching Practice Lesson Plan Date 18102015 Student teacher Fatima Malalla Time 9:00-9:40 School Um al-Darda’a MST Colleen Class 92 Lesson unit/page Vocabulary Daily life No of students 25 students Syllabus fit This lesson is the 9st lesson in the unit 2 (Daily life) in reading section. Main Lesson Aims Students will be able to: Developing understanding and recognition of target vocabs. Relating frequency adverbs and percentages. Focus and/or topic of the lesson In this lesson I will be focus : Understanding the vocabulary and know the meaning of words as well Assumptions about prior learning Students know some new vocabs. Anticipated problems and possible solutions Some students may face a problem with remembering words definitions. These problems will be solved according to: Use vecotsky strategy in ZPD and try to scaffold the student, and push the student from their own achievement to more than what he can to do as well. Personal focus for this lesson Linked to my PDP: Encourage students to learn more and be active students. Use classroom rules to manage the students. Using reading strategy in the classroom. Main tasks or activities Vocab relay Find it in the dictionary Frequency adverbs. Resources and teaching aids Papers Smart bored Markers PPT Dictionary Flash card Word list Grouping: Consider where the children are working:
- 2. TP1b 2 Group Individual In the tables
- 3. TP1b 3 Lesson Procedure Time & stage Interac tion (S- S/SS/S- T) Teacher activity (T will …) Student activity (eg. In groups ss will …) MST/MCT Comment (leave blank) 1 Engagment (Warmar) 5 min T-S SS Starting the class by greeting the students After that I will distribute the dictation papers which they have to write the word that I say it down I will ask students to talk about their daily life : What they do? Do they have routine day? In this activity I will concentrate on using the red words that they have in the book. Students will listen for teacher instruction and response, discuss with their find and use the red words. 2 Bulding knowledge SS T-S I will start the lesson with explain new words While I explain the words I will ask students to give me the definition in their own word to measure their understanding After that I will give the students 4 words to find out the meaning in dictionary. I will ably it in A3 papers The third activity : I will give students 6 Students will listen for teacher and response Students will search on the word in the dictionary and rewrite it in the paper
- 4. TP1b 4 sticks each stick have a word on it then I will present a percentage for them they have to link it with the adverb. Students will listen for teacher and response Evaluation T-S S-T At the last of class I will set a game for reviewing the new vocabs one of students will set on the chair in front of the class and I will show the class the word after seeing the word they have to describe it for the person who sets at the chair until she knows the word Students will follow the instruction that teacher say it then they have to describe the word for the person who sets on the chair.
- 5. TP1b 5