The document outlines a lesson plan for a first grade English class focused on family members. The lesson aims to teach students to recognize and pronounce family terms like father, mother, brother, and sister. Activities include listening to a song, naming family members in flashcards, matching names to pictures, and repeating sentences about their own families. The class uses various techniques like repetition, visual aids, and grouping to help students practice the new vocabulary. Assessment is oral to check students' pronunciation of the new words.
Social Media Listening come primo step di ingaggio nel customer journeySmarter Engagement
Paolo Trevisan / Marco Colusso - ESTILOS - Intervento a Smarter Engagement 2016: http://2016.smarterengagement.com/session/social-listening-come-primo-step-di-ingaggio-nel-customer-journey/
Smart & Sostenibile: un unico attributo per il Service Design nella Smart CityAlessandro Pollini
Smart come la tecniche per la comprensione delle motivazioni, abilità e obiettivi del cittadino; come le modalità di coinvolgimento e di partecipazione dei cittadini e dei Comuni; come il processo di disegno dei servizi intorno alle necessità degli utenti.
Smart perchè sostenibile, a livello di città, di Pubblica Amministrazione, di associazioni, di individui, di famiglie.
Sostenibile perchè accessibile, accettabile, apprezzabile, usabile e vantaggioso nel tempo.
Tutto questo nell’esperienza di progetto SPAC3 - Servizi smart della nuova Pubblica Amministrazione per la Citizen-Centricity in cloud.
In this lesson students worked in their booklets. In order to create a meaningful context I created a story in which I included vocabulary I have taught in the two previous lessons and new items of clothes which were included in their booklets. It was the first time children were told a story in English so this activity proved to be a little disorganized but the children enjoyed it.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. KLEIN NATALIA SOLEDAD
DNI 29251267
TALLER DE LA PRACTICA DOCENTE.
I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO PRACTICANTE: KLEIN NATALIA SOLEDAD
Período de Práctica:
Institución Educativa: ESCUELA 90
Dirección: COLONIA J. ECHARREN
Sala / Grado / Año - sección: 1ER GRADO
Cantidad de alumnos: 10
Nivel lingüístico del curso: ELEMENTAL
Tipo de Planificación: DIARIA
Unidad Temática: MIEMBROS DE LA FAMILIA
Clase Nº: 1
Fecha: 5 de mayo de 2014
Hora: 9.30 hs a 10.30 hs
Duración de la clase: 60 MINUTOS.
Fecha de primera entrega: 2 de mayo de 2014
• Teaching points:
- Family members: father, mother, brother and sister.
• Aims or goals:
During this lesson, learners will be able to recognize the family´s members and learn the
pronunciation of them.
The learners will be able to pronounce the words by repetition and listening activities.
Language Focus:
LEXIS FUNCTIONS STRUCTURES Pronunciation
REV
NEW
Vocabulary related to
family members:
father, mother,
daughter and son.
REV
Listening to a song.
NEW
Recognizing the
family members and
being able to name
each of them.
REV
My name is….
NEW
Paulo is my father…
Susana is my
mother….
REV
The correct
pronunciation of “is”.
NEW
The correct
pronunciation of the
new words by
repeating after the
teacher as a model.
2. • Materials and resources: FLASHCARDS, CD PLAYER, POSTERS.
• Integration of skills: The listening and speaking skills are integrated since reading and writing
skills should be omitted in kindergarten. The students are still learning how to write and read in
Spanish.
• Seating arrangement: the students will be seated in a semicircle in order to look each other without
problems.
• Possible problems / difficulties and their possible solutions during the class: The possible problem
could be the pronunciation of the new words but the solution should be the repetition with the
teacher´s help in order to feel them more confident in speaking.
• Potential problems students may have with the language: the structures are quiet easy but perhaps
the new words may generate problems but the students will improve them with oral practice.
• Assessment: what will be assessed and how: I will assess the student´s learning progresses through
repetition of words paying attention if they take care of sounds. The assessment should be done in
pairs or individually and it will be done only orally.
PROCEDURE:
WARM-UP (5 minutes)
I will greet the students saying “Hello” to all of them and they will answer me all together. I will
ask the students to sit in a semi-circle looking at me.
I will ask them to sing the “hello song” all together.
http://www.eslkidstuff.com/blog/songs/new-songs-the-hello-song-the-goodbye-
song#sthash.RdN39X4r.F8O9uojL.dpbs
After the song, each of the students will present themselves in order to revise the structure and
personal questions from the previous class.
Each of them will say their names.
MY NAME IS …….
PRESENTATION (10 minutes)
I will stick a flashcard with a famous family called “The Simpsons”. The students will feel more
comfortable with a family they know. I will ask the children to name them with their own names.
One student says: HOMERO
3. Another says: MARGE
And the rest continues doing the same procedure.
After naming the characters, I will ask the students to name them with their family reference.
For example:
Homero is the FATHER.
The students understand the task perfectly and they start doing the same as I do.
One student says: LISA IS THE DAUGTHER.
Another one: BART IS THE SON.
The students will try to guess the meaning of the words I am using.
DEVELOPMENT
ACTIVITY 1 (10 minutes)
I will stick a picture of another famous family called “Picapiedras” and I will ask the students to sit
in groups of two or three.
After that, I will give to each group a flashcard with one name and one flashcard for each group.
Then, I will tell them that they will have to stick the name of each one below each figure.
They could repeat the names since the photo has two father and two mothers.
4. TRANSITION: (5 MINUTES)
I: Please, sit in semi-circle again.
ACTIVITY 2 (10 minutes)
Once the students have listened to the song…
I: Please choose one of the two families presented previously. Could you name the family members
in the picture?
I will give them an example:
It is the father.
It is the mother.
The students name the family members perfectly. I help them in some of the sentences.
ACTIVITY 2 (10 MINUTES)
I: Well, please … repeat the names of the family members by repeating after me.
For example:
HOMERO IS THE FATHER.
PEDRO IS THE FATHER.
VILMA IS THE MOTHER.
MARGE IS THE MOTHER.
LISA IS THE DAUTHER.
BART IS THE SON.
While I am saying the sentences, I will point the family members I am saying in order to
5. make visual impact in the students.
ACTIVITY 3 (10 MINUTES)
The students continue sitting in semi-circle. I will stop the song by chunks. I will ask the students to
repeat it chunk by chunk. The students are not able to remember the whole song, so I will play it
into chunks.
ACTIVITY 3 (10 MINUTES)
I: Well, You will do the same but with your families.
First, you will name the names of their father and mother and then, you will say sentences as in the
previous activity but that time with their own family´s members.
For example:
NESTOR IS MY FATHER. SUSANA IS MY MOTHER.
Could you give me your examples?
A student says: Victor is my father. Teresa is my mother.
I: Correct! Who else?
Another student says: Diego is my father. María is my mother.
TRANSITION (5 minutes)
I will tell the students that´s all for the day. I will repeat the new vocabulary again and that´s all.
CLOSURE (5 MINUTES)
I will ask the students to look for a family´s photograph in their homes. They will have to write the
name of each family member below them. They should write only the names of the members they
have learnt.