This lesson plan aims to teach 5 students Mandarin Chinese. It includes sections on pinyin (phonetic alphabet), characters, grammar, conversation and culture. For pinyin, students will review the table and practice pronunciation. They will also learn to recognize, write and read 6 new characters. For grammar, students will learn greetings. The conversation section reviews sentences and the culture part explains the Mid-Autumn Festival. Activities include individual work, group discussions and presentations. The lesson evaluates students and provides feedback to improve their Chinese skills.
The lesson plan summarizes a Mandarin Chinese learning class that will cover Chinese pinyin, characters, words, grammar, conversions, and culture. It includes reviewing past lessons, learning new characters and words, practicing greetings, asking questions about time, and discussing Chinese tea culture. The class aims to improve students' reading, writing, speaking and cultural understanding of Mandarin Chinese.
The Meaning of 'Standard English' in Japan's English Education and its Role i...Richard Pinner
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
This lesson plan outlines teaching writing a descriptive essay using the OREO method. The objective is for students to write a 50-80 word essay on Malaysian food using the OREO structure of giving an Opinion, describing details about the food, providing more details about its appearance and taste, and closing with a related Opinion. The teacher will introduce the OREO method through a presentation and example, guide students using the method, and have them write their own short essays to practice the technique.
The document outlines the goals of an e-portfolio for improving Mandarin language skills. The initial goals were to become fluent in Mandarin and learn about Chinese culture. However, the goal was adjusted to focus on proper pronunciation due to fewer opportunities to speak Mandarin. The e-portfolio aims to track progress in writing skills, extensive reading, language fluency, and cultural enrichment. A plan of regular exposure to Mandarin through media, reviewing essay corrections, and thinking in Mandarin is laid out to achieve the goals.
Communicative english language skills i (fl en 1011) final versionAsnake Dechasa
The reading discusses the importance of reading for university study as it is the primary way to gather information about one's discipline and develop an understanding of the academic field. It emphasizes that a large volume of reading is required to pass courses, so students must develop effective reading strategies like scanning, skimming, and assimilating ideas to get through all the required material. The goal of reading for study is to gather and integrate information into one's own perspective to be able to express views in assessments and seminars.
The document discusses developing good writing skills in English. It outlines several stages of the writing process: prewriting, drafting, revising, editing, and publishing. Some tips for improving writing include reading books, keeping a journal, getting feedback, and not giving up. The document also describes different types of classroom writing instruction: shared writing where the teacher writes for students, interactive writing where students help write, guided writing where the teacher provides lessons, and independent writing.
The lesson plan summarizes a Mandarin Chinese learning class that will cover Chinese pinyin, characters, words, grammar, conversions, and culture. It includes reviewing past lessons, learning new characters and words, practicing greetings, asking questions about time, and discussing Chinese tea culture. The class aims to improve students' reading, writing, speaking and cultural understanding of Mandarin Chinese.
The Meaning of 'Standard English' in Japan's English Education and its Role i...Richard Pinner
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
This lesson plan outlines teaching writing a descriptive essay using the OREO method. The objective is for students to write a 50-80 word essay on Malaysian food using the OREO structure of giving an Opinion, describing details about the food, providing more details about its appearance and taste, and closing with a related Opinion. The teacher will introduce the OREO method through a presentation and example, guide students using the method, and have them write their own short essays to practice the technique.
The document outlines the goals of an e-portfolio for improving Mandarin language skills. The initial goals were to become fluent in Mandarin and learn about Chinese culture. However, the goal was adjusted to focus on proper pronunciation due to fewer opportunities to speak Mandarin. The e-portfolio aims to track progress in writing skills, extensive reading, language fluency, and cultural enrichment. A plan of regular exposure to Mandarin through media, reviewing essay corrections, and thinking in Mandarin is laid out to achieve the goals.
Communicative english language skills i (fl en 1011) final versionAsnake Dechasa
The reading discusses the importance of reading for university study as it is the primary way to gather information about one's discipline and develop an understanding of the academic field. It emphasizes that a large volume of reading is required to pass courses, so students must develop effective reading strategies like scanning, skimming, and assimilating ideas to get through all the required material. The goal of reading for study is to gather and integrate information into one's own perspective to be able to express views in assessments and seminars.
The document discusses developing good writing skills in English. It outlines several stages of the writing process: prewriting, drafting, revising, editing, and publishing. Some tips for improving writing include reading books, keeping a journal, getting feedback, and not giving up. The document also describes different types of classroom writing instruction: shared writing where the teacher writes for students, interactive writing where students help write, guided writing where the teacher provides lessons, and independent writing.
*Book 1 focuses on sentences. It teaches students to write sentences within the context of a paragraph and paragraph structure.
*Book 2 focuses on simple paragraphs. It teaches students to write a paragraph with the help of an outline.
*Book 3 focuses on advanced paragraphs. It teaches students to write topic sentences, concluding sentences, and more advanced writing.
1) English was historically a second language in Bangladesh but became a foreign language after independence in 1971. It has since regained unofficial status and importance.
2) Traditional teaching methods focused on rote learning and memorization, leaving students unable to communicate effectively in English despite high exam scores.
3) There is a recognized need to shift emphasis to teaching communicative abilities like conversational skills to meet the demands of opportunities requiring English proficiency.
The document provides guidance on writing an introduction for an argumentative essay. It recommends that introductions include:
1) Background information about the topic to interest the reader.
2) A clear statement of the issue or question that will be addressed.
3) A concluding statement presenting the writer's opinion on the topic.
Introductions should be concise and avoid unnecessary details.
Teaching English as a Second Language - Problems and Possibilitiesm nagaRAJU
a presentation for english lecturers about the typical problems of teaching graduate students english as a second language and some possible methodological solutions.
This document discusses a study on improving the writing fluency of first year students at SMAN 12 Pekanbaru High School in Indonesia through free writing activities. It found that 60% of second year students struggled with writing ability based on a paragraph writing exercise. Free writing, which allows students to write freely without worrying about structure or grammar, was identified as a potential method to address this issue. The study aims to evaluate how free writing can increase students' ability to write well-structured paragraphs and to understand their own writing.
Writing is one of the important skills to be learnt like readingIshwor Kadel
Writing is an important language skill that requires regular practice from an early age in order to develop proficiency. It helps students both during and after their education. While the other language skills of reading, listening and speaking may be easier to learn, writing takes more work to master grammar, sentence structure, vocabulary, and logical organization. At school, language teachers should balance instruction across all four skills and create an environment where students can practice regularly with guidance. However, in Nepal, classroom teaching is often not student-centered, relying too heavily on one-sided lectures. As a result, many students struggle with writing later in their education and careers when strong writing abilities are required for tasks like exams, thesis papers, job applications and interviews.
This brilliant presentation was made by my two friends Gorakhnath Gangane and Mahesh Babu after returning from Cambridge University Regional Training College, London, having done their CELTA from there, getting a CELTA degree that is the most prestigious one in the whole world. The presentation is about ELT, EFL and ESL and ELL and is brilliant in its accuracy. It also has some suggestion and structural inputs from me.. Gorakhnath and Mahesh are language instructors in Jazan University Saudi Arabia, and I am an Assistant Professor here.
The document is a presentation about the difficulties students face in speaking English. It introduces the topic and presenter, then discusses how English has become an important international language but students in Bangladesh have difficulties speaking it outside the classroom. It identifies problems like listening, vocabulary, pronunciation and confidence. It provides suggestions on how to overcome these problems such as practicing listening daily, learning phrases, vocabulary and pronunciation techniques. The conclusion states the classroom can be effective for learning speaking skills if it includes regular speaking activities to build confidence.
Difficulties problems in teaching of EnglishsyedBasitNaqvi
The document discusses the various difficulties faced by English teachers in Pakistan. It identifies problems like large class sizes, lack of audio-visual aids, unsuitable textbooks, and defective examination and evaluation systems. Specific issues for teachers include English being radically different from Pakistani languages, students lapsing into their mother tongue, and not having enough time or resources to adopt modern teaching methods. The teacher also has to work alone without support from parents or other teachers.
This lesson plan is for a secondary school English class. The lesson focuses on teaching students how to write a descriptive essay through pre-writing activities. Students will analyze a sample SPM essay question, create an outline for the topic "My Best Friend", and write an introductory paragraph. The goal is for students to understand the structure of a descriptive essay and practice critical and creative thinking skills in preparation for writing assessments.
This document discusses the challenges of teaching English in Indian classrooms. It outlines that English is a global, job-seeking, and educational language in India. However, teachers face barriers like mixed-ability classes, crowded classrooms, and outdated teaching methods. Students also struggle with a lack of teaching aids, anxiety, and influence from their mother tongue. The document suggests better strategies for teaching English, such as providing interactive activities, building rapport with students, and ensuring teachers have strong competency. The goal is to help students master English and save its teaching from further deterioration in India.
On English Vocabulary Teaching Methods in Chinese Senior High Schoolsinventionjournals
This paper discussed the problems of vocabulary teaching in Chinese senior high schools based on the present situation of English teaching in China. By surveying and analyzing the main factors that affect English vocabulary teaching in Chinese senior high schools, the author proposed possible vocabulary teaching methods, and finally brought up some solutions so as to improve the relevant English teaching.
The document discusses the importance of speaking practice in English language classrooms. It states that speaking skills are important for motivation and success, but teachers often focus more on reading and writing. It provides tips for teachers to create a classroom environment where students feel comfortable speaking, such as rearranging furniture, using English for instructions, giving positive feedback, and ensuring students have the language skills for tasks. The document stresses the benefits of practice, monitoring participation, and individual assistance to improve students' oral proficiency.
This lesson is about writing agony letter , it appears in the productive tasks of the New Slimming of the syllabus.
Teachers can use the letters or Reading and Writing as brainstorming without referring to the Second Conditional ( since it is omitted according to the New Slimming )
This document discusses the use of Randall's ESL Listening Lab website for teaching English listening skills. It describes the various sections on the website, including general listening quizzes with conversations at different difficulty levels, basic listening quizzes, academic listening exercises, vocabulary lessons, and lessons with video. The author analyzes the strengths of the website, such as the large number of interactive exercises and immediate feedback, and the weaknesses, such as needing an internet connection and audio/visual aids. The advantages for students are practicing pronunciation and accessing materials again, while teachers can facilitate exercises in class. However, the answers are visible, limiting its use for tests.
The document summarizes a research paper on the influence of using role-play on students' speaking ability. It includes an introduction that discusses problems with students' low English speaking skills and lack of opportunities to practice speaking. It also notes that role-play could help address these issues. The paper then reviews theories on speaking skills and the purpose and types of speaking. It discusses variables to be studied and the research methods that will be used, including instruments and data analysis. The goal is to determine if role-play improves students' speaking ability.
The Use Of Grammar Translation Method(GTM) In The Subject Of English At The P...Pakistan
This document outlines the research methodology for a study on the use of the Grammar Translation Method (GTM) in teaching English at the primary level in Pakistan. The study aims to evaluate the effectiveness and learning concepts of GTM. The methodology includes collecting data through observation, questionnaires, worksheets and a teacher workshop. The sample includes 5 students and 1 teacher from a primary school in Hyderabad. Data will be analyzed using Microsoft Excel and interpreted through bar charts. The conclusions will assess if GTM helps students understand concepts and communicate more easily in their first language.
July 2016 AEI - English as a Second Language Assessmentnbteacher
This presentation discusses the English Second Language Assessment (ESLA) used in New Brunswick. The ESLA evaluates students' English proficiency through four components: listening, reading, writing, and oral proficiency interviews. It assesses what students can do with English in real-life situations. The presentation reviews the standards and test specifications for each component, providing examples of question types for reading and details about scoring rubrics for writing and oral interviews. Scores on the four components are weighted equally and combined to calculate an overall ESLA result.
The document outlines activities and instructions for a lesson focusing on teaching pronunciation and phonetic symbols to students. It includes showing a video example, having students work in groups to identify phonetic symbols and their sounds, and competitive games where students must pronounce words using phonetic symbols. The goal is to help students improve their ability to recognize and articulate words based on phonetic symbols through peer learning and interactive activities.
This document outlines the lesson plan and assessment schedule for a Year 9 Chinese class for 2015. It is divided into 4 terms with units of study and associated assessments listed for each term. The key assessments include writing, speaking, conversation tests as well as listening and reading tests at the end of each term. The document also provides the term dates and holidays for Westlake Girls High School in 2015.
The lesson plan aims to teach 5 students Mandarin Chinese listening, reading, writing and speaking. It includes reviewing the pinyin system, learning 5 new characters, learning greetings in Chinese, asking directions phrases, and learning about traditional Chinese weddings. The plan outlines introducing topics, actively involving students through activities like character practice and group discussions, evaluating learning, and reviewing material. Areas for improvement include better character retention, simplifying conversation materials, adding interactive cultural activities, and using PowerPoint for grammar lessons.
The document outlines a lesson plan for a 4th grade class about a garden. It includes the purpose of the lesson, phonetic exercises using words like "swing" and "slide", tools used like books and pictures, grammar concepts like "this" and "that", practice exercises from the book, homework of learning new words and exercises, and an active class activity with marks to be seen.
*Book 1 focuses on sentences. It teaches students to write sentences within the context of a paragraph and paragraph structure.
*Book 2 focuses on simple paragraphs. It teaches students to write a paragraph with the help of an outline.
*Book 3 focuses on advanced paragraphs. It teaches students to write topic sentences, concluding sentences, and more advanced writing.
1) English was historically a second language in Bangladesh but became a foreign language after independence in 1971. It has since regained unofficial status and importance.
2) Traditional teaching methods focused on rote learning and memorization, leaving students unable to communicate effectively in English despite high exam scores.
3) There is a recognized need to shift emphasis to teaching communicative abilities like conversational skills to meet the demands of opportunities requiring English proficiency.
The document provides guidance on writing an introduction for an argumentative essay. It recommends that introductions include:
1) Background information about the topic to interest the reader.
2) A clear statement of the issue or question that will be addressed.
3) A concluding statement presenting the writer's opinion on the topic.
Introductions should be concise and avoid unnecessary details.
Teaching English as a Second Language - Problems and Possibilitiesm nagaRAJU
a presentation for english lecturers about the typical problems of teaching graduate students english as a second language and some possible methodological solutions.
This document discusses a study on improving the writing fluency of first year students at SMAN 12 Pekanbaru High School in Indonesia through free writing activities. It found that 60% of second year students struggled with writing ability based on a paragraph writing exercise. Free writing, which allows students to write freely without worrying about structure or grammar, was identified as a potential method to address this issue. The study aims to evaluate how free writing can increase students' ability to write well-structured paragraphs and to understand their own writing.
Writing is one of the important skills to be learnt like readingIshwor Kadel
Writing is an important language skill that requires regular practice from an early age in order to develop proficiency. It helps students both during and after their education. While the other language skills of reading, listening and speaking may be easier to learn, writing takes more work to master grammar, sentence structure, vocabulary, and logical organization. At school, language teachers should balance instruction across all four skills and create an environment where students can practice regularly with guidance. However, in Nepal, classroom teaching is often not student-centered, relying too heavily on one-sided lectures. As a result, many students struggle with writing later in their education and careers when strong writing abilities are required for tasks like exams, thesis papers, job applications and interviews.
This brilliant presentation was made by my two friends Gorakhnath Gangane and Mahesh Babu after returning from Cambridge University Regional Training College, London, having done their CELTA from there, getting a CELTA degree that is the most prestigious one in the whole world. The presentation is about ELT, EFL and ESL and ELL and is brilliant in its accuracy. It also has some suggestion and structural inputs from me.. Gorakhnath and Mahesh are language instructors in Jazan University Saudi Arabia, and I am an Assistant Professor here.
The document is a presentation about the difficulties students face in speaking English. It introduces the topic and presenter, then discusses how English has become an important international language but students in Bangladesh have difficulties speaking it outside the classroom. It identifies problems like listening, vocabulary, pronunciation and confidence. It provides suggestions on how to overcome these problems such as practicing listening daily, learning phrases, vocabulary and pronunciation techniques. The conclusion states the classroom can be effective for learning speaking skills if it includes regular speaking activities to build confidence.
Difficulties problems in teaching of EnglishsyedBasitNaqvi
The document discusses the various difficulties faced by English teachers in Pakistan. It identifies problems like large class sizes, lack of audio-visual aids, unsuitable textbooks, and defective examination and evaluation systems. Specific issues for teachers include English being radically different from Pakistani languages, students lapsing into their mother tongue, and not having enough time or resources to adopt modern teaching methods. The teacher also has to work alone without support from parents or other teachers.
This lesson plan is for a secondary school English class. The lesson focuses on teaching students how to write a descriptive essay through pre-writing activities. Students will analyze a sample SPM essay question, create an outline for the topic "My Best Friend", and write an introductory paragraph. The goal is for students to understand the structure of a descriptive essay and practice critical and creative thinking skills in preparation for writing assessments.
This document discusses the challenges of teaching English in Indian classrooms. It outlines that English is a global, job-seeking, and educational language in India. However, teachers face barriers like mixed-ability classes, crowded classrooms, and outdated teaching methods. Students also struggle with a lack of teaching aids, anxiety, and influence from their mother tongue. The document suggests better strategies for teaching English, such as providing interactive activities, building rapport with students, and ensuring teachers have strong competency. The goal is to help students master English and save its teaching from further deterioration in India.
On English Vocabulary Teaching Methods in Chinese Senior High Schoolsinventionjournals
This paper discussed the problems of vocabulary teaching in Chinese senior high schools based on the present situation of English teaching in China. By surveying and analyzing the main factors that affect English vocabulary teaching in Chinese senior high schools, the author proposed possible vocabulary teaching methods, and finally brought up some solutions so as to improve the relevant English teaching.
The document discusses the importance of speaking practice in English language classrooms. It states that speaking skills are important for motivation and success, but teachers often focus more on reading and writing. It provides tips for teachers to create a classroom environment where students feel comfortable speaking, such as rearranging furniture, using English for instructions, giving positive feedback, and ensuring students have the language skills for tasks. The document stresses the benefits of practice, monitoring participation, and individual assistance to improve students' oral proficiency.
This lesson is about writing agony letter , it appears in the productive tasks of the New Slimming of the syllabus.
Teachers can use the letters or Reading and Writing as brainstorming without referring to the Second Conditional ( since it is omitted according to the New Slimming )
This document discusses the use of Randall's ESL Listening Lab website for teaching English listening skills. It describes the various sections on the website, including general listening quizzes with conversations at different difficulty levels, basic listening quizzes, academic listening exercises, vocabulary lessons, and lessons with video. The author analyzes the strengths of the website, such as the large number of interactive exercises and immediate feedback, and the weaknesses, such as needing an internet connection and audio/visual aids. The advantages for students are practicing pronunciation and accessing materials again, while teachers can facilitate exercises in class. However, the answers are visible, limiting its use for tests.
The document summarizes a research paper on the influence of using role-play on students' speaking ability. It includes an introduction that discusses problems with students' low English speaking skills and lack of opportunities to practice speaking. It also notes that role-play could help address these issues. The paper then reviews theories on speaking skills and the purpose and types of speaking. It discusses variables to be studied and the research methods that will be used, including instruments and data analysis. The goal is to determine if role-play improves students' speaking ability.
The Use Of Grammar Translation Method(GTM) In The Subject Of English At The P...Pakistan
This document outlines the research methodology for a study on the use of the Grammar Translation Method (GTM) in teaching English at the primary level in Pakistan. The study aims to evaluate the effectiveness and learning concepts of GTM. The methodology includes collecting data through observation, questionnaires, worksheets and a teacher workshop. The sample includes 5 students and 1 teacher from a primary school in Hyderabad. Data will be analyzed using Microsoft Excel and interpreted through bar charts. The conclusions will assess if GTM helps students understand concepts and communicate more easily in their first language.
July 2016 AEI - English as a Second Language Assessmentnbteacher
This presentation discusses the English Second Language Assessment (ESLA) used in New Brunswick. The ESLA evaluates students' English proficiency through four components: listening, reading, writing, and oral proficiency interviews. It assesses what students can do with English in real-life situations. The presentation reviews the standards and test specifications for each component, providing examples of question types for reading and details about scoring rubrics for writing and oral interviews. Scores on the four components are weighted equally and combined to calculate an overall ESLA result.
The document outlines activities and instructions for a lesson focusing on teaching pronunciation and phonetic symbols to students. It includes showing a video example, having students work in groups to identify phonetic symbols and their sounds, and competitive games where students must pronounce words using phonetic symbols. The goal is to help students improve their ability to recognize and articulate words based on phonetic symbols through peer learning and interactive activities.
This document outlines the lesson plan and assessment schedule for a Year 9 Chinese class for 2015. It is divided into 4 terms with units of study and associated assessments listed for each term. The key assessments include writing, speaking, conversation tests as well as listening and reading tests at the end of each term. The document also provides the term dates and holidays for Westlake Girls High School in 2015.
The lesson plan aims to teach 5 students Mandarin Chinese listening, reading, writing and speaking. It includes reviewing the pinyin system, learning 5 new characters, learning greetings in Chinese, asking directions phrases, and learning about traditional Chinese weddings. The plan outlines introducing topics, actively involving students through activities like character practice and group discussions, evaluating learning, and reviewing material. Areas for improvement include better character retention, simplifying conversation materials, adding interactive cultural activities, and using PowerPoint for grammar lessons.
The document outlines a lesson plan for a 4th grade class about a garden. It includes the purpose of the lesson, phonetic exercises using words like "swing" and "slide", tools used like books and pictures, grammar concepts like "this" and "that", practice exercises from the book, homework of learning new words and exercises, and an active class activity with marks to be seen.
This document is a lesson from SkimaTalk on pronouncing the vowel sounds [a], [æ], and [ʌ] in English. It provides examples of words containing each vowel sound to help learners distinguish between them. Tables show words with the sounds [a] vs [ʌ] and [æ] vs [ʌ] to highlight the differences. The lesson concludes by thanking students for learning to properly distinguish these similar vowel sounds in English pronunciation.
The document outlines the weekly lesson plans and activities for a class. On Monday, students will review a past exam and technique. The activities include analyzing exam questions, sample responses, and revising answers. On Tuesday, students will learn about British accents and pronunciation. They will quiz on IPA and discuss accent videos. On Wednesday, students will analyze sample exam responses to understand expectations. They will discuss linguistic determinism and take an individual quiz. On Thursday, students will sit for a one hour mock exam and review after.
Matts Ipa Excellence Diploma Final Assignment Advice 100310mattsadler
A presentation given by Matt Sadler of Karmarama (President's Prize winner on the 2007-8 IPA Excellence Diploma) to the class of 2009-10 with some personal advice on how to approach writing their final assignments.
The document provides an introduction to diction for singers. It discusses the International Phonetic Alphabet (IPA) as a true phonetic alphabet where each symbol represents one sound. It notes that the English language is not a phonetic language, as sounds and spellings are often not the same. For example, the vowel sound 'ee' can be spelled seven different ways. The document also discusses dialects and exceptions to standard pronunciation when singing. It emphasizes learning IPA, listening to recordings, and working with a voice teacher to properly train diction skills.
The document provides guidance for teaching phonics to English language learners, including considering students' first languages, explicitly teaching sound-letter relationships, using vocabulary instruction strategies like pre-teaching words and teaching word learning strategies, and incorporating songs, videos and hands-on activities to develop phonics skills in a meaningful way. Teachers should learn about students' linguistic backgrounds to tailor instruction and use multimodal methods to actively engage students in practicing phonics.
This document provides information about vowel sounds and the International Phonetic Alphabet (IPA). It explains that vowel sounds are produced with an open mouth and are voiced sounds. It also discusses how vowels can be classified by tongue height and jaw position. Additionally, it presents the IPA symbols for different consonant and vowel sounds.
This lesson plan aims to teach students about intonation in English through cartoons. It will have students identify intonations in sample sentences and cartoons that can lead to misunderstandings. Students will then create their own cartoon strips exploring breaking news and applying different intonations. Evaluation will assess students' use of intonation and breaking news in their created cartoons. The lesson will take place over two 90-minute classes using a board, handouts, and internet videos.
El documento describe un plan remedial para mejorar el rendimiento académico de los estudiantes de décimo año en matemáticas. Los estudiantes deben cumplir con ciertos requisitos para acceder al plan y completar actividades como grabar un video explicativo sobre funciones cuadráticas, construir polígonos con material reciclado, y presentar una exposición sobre la historia de la probabilidad. El plan ofrece a los estudiantes la oportunidad de mejorar su nota en el tercer trimestre.
DLA Distribution San Joaquin developed an Independent Public Accountant (IPA) Audit Preparation Plan to ready the organization for an audit in January 2016. The plan includes 13 actions to be taken such as conducting a 5% inventory cleanse of all occupied locations, mandatory daily floor-to-book spot-checks, and weekly command meetings to report on training status and audit results. The goals are to improve inventory accuracy, cleanliness, orderliness, and control of loose items through increased supervision, accountability, and emphasis on audit readiness.
Phonemes are the basic units of phonology that signal differences in meaning. They are the perceived speech sounds that make up words. This document discusses phonemes and pronunciation, describing phonemes, features of pronunciation including segmental features like vowels and consonants, and suprasegmental features. It also outlines the human speech apparatus and articulators involved in sound production.
This document provides guidance on lesson planning for ESL teachers. It discusses the purpose of lesson planning, which is to carefully structure lessons and allow flexibility. An example pre-lesson plan template is given to outline topics, objectives, activities and timing. The document stresses preparing grammar, vocabulary and materials before class. It gives an example lesson plan on active and passive voice, including introducing topics, grouping activities, and feedback. Lesson planning is presented as an essential skill for organizing and pacing an effective English lesson.
1. This document discusses principles of teaching English pronunciation. It emphasizes that with increased globalization, learners are exposed to various English accents, so teachers should provide examples of different variations.
2. The document outlines three approaches to pronunciation teaching: integrated lessons that combine pronunciation with other skills; remedial lessons that contrast sounds between a learner's native language and English; and practice lessons that focus on accuracy, fluency, and communication.
3. Accuracy practice aims to correctly produce new sounds after presentation, while fluency practice uses sounds in more natural communication to take attention off the language itself. The goal is for learners to recognize, pronounce, and automatically use new phonological elements.
English phonetics redouane boulguid ensa_safi_moroccoRednef68 Rednef68
This course on Phonology/Phonetics is prepared for students of engineering and conception of information systems [Professional B.A.] at National School of Applied Sciences, Safi - School-Year 2014/2015 . References wil be included in the next part [final] of the course.
1. A certain king wanted to know three things and sent messengers throughout his kingdom to find the answers.
2. The wise men he consulted answered the king's questions differently.
3. It was necessary to look into the future to answer some questions, and only magicians could do that.
Aspects of phonetics and phonology in pronunciationMaria Mu
This document discusses various aspects of teaching pronunciation to English language learners. It covers phonology, the phonemic chart, vowel and consonant sounds in American and British English, and how consonants are produced. It also addresses connected speech phenomena like assimilation, elision, linking, rhythm, word stress, sentence stress, intonation, and rhythm. The goal is to help students recognize and produce sounds accurately for comprehensible pronunciation.
"Easy Steps to Chinese for Kids" series is designed for k-4th grades Chinese students. This slide introduces the compilation idea of the books and provides sample lesson. Teachers and students speak highly of "Easy Steps to Chinese" series for its content and features.
This document provides an overview of the Chinese textbook series "Easy Steps to Chinese" for primary and middle school students. It discusses the positioning and target levels of the series, the authors and components. It also describes the teaching concepts and compilation approach, which focuses on developing communication skills through topics related to daily life. Exercises emphasize listening, speaking, reading and writing practice. The series aims to help students learn Chinese and prepare for exams like GCSE, IB, and AP Chinese tests. It uses methods like introducing new words by morphemes and integrating grammar learning.
Michael Nusbaum is interested in teaching Chinese and creating a bilingual environment for his soon-to-be-born son. He has extensive experience learning and becoming highly proficient in Chinese, scoring exceptionally well on placement exams. For his teaching approach, he plans individualized learning plans for each student and uses a communicative method, focusing on having students practice in groups and pairs to simulate real-life situations. He believes instruction should be mostly in the target language to develop students' ability to understand without English explanations.
англ. яз. 10кл. spotlight (английский в фокусе). teachers book (с ответами к ...Razon Ej
Spotlight 10 is an English course for B2 level students designed to develop all four language skills through communicative tasks. Each of its eight modules contains nine lessons covering topics of general interest. The course aims to promote active, holistic, and humanistic learning through stimulating tasks and topics. It includes a student's book, workbook, teacher's book, audio CDs, and other materials to enhance learning inside and outside the classroom. Each module follows the same structure, developing vocabulary, reading, grammar, listening, speaking, and writing skills through varied activities.
англ. яз. 10кл. spotlight (английский в фокусе). teachers book (с ответами к ...You DZ
Spotlight 10 is an English course for B2 level students based on the Common European Framework of Reference. It develops all four language skills through communicative tasks and systematically recycles key language items. The course aims to promote active, holistic, and humanistic learning. It consists of eight modules with nine lessons each, covering a variety of topics. Each module ends with exam practice and a progress check. Additional materials include vocabulary, grammar, reading, listening, speaking, and writing exercises to reinforce the material. The course components include a student's book, workbook, audio CDs, teacher's book, and student portfolios to facilitate independent learning.
272 англ. яз. 10кл. spotlight (английский в фокусе). teachers book (с ответа...psvayy
Spotlight 10 is an English course for B2 level students based on the Common European Framework of Reference. It develops all four language skills through communicative tasks and systematically recycles key language. The course aims to promote active, holistic, and humanistic learning. It consists of eight modules with nine lessons each, covering a variety of topics. Each module ends with exam practice and a progress check. Additional materials include vocabulary, grammar, reading, listening, speaking, and writing exercises to reinforce the material. The course components include a student's book, workbook, audio CDs, teacher's book, and student portfolios to facilitate independent learning.
The document discusses challenges and opportunities in choosing instructional materials for teaching Chinese. It notes that material selection is important and can determine curriculum. Issues to consider include language variety, approach to literacy, and the role of literacy. When evaluating materials, it is important to consider diversity, bias, cultural appropriateness, and how well they align with program goals and standards. Guidelines recommend materials that are well-organized, encourage communication over grammar, integrate culture, and support different learning abilities and needs.
The document outlines the Fluency First Approach to teaching English as a second language. It proposes reversing the traditional sequence of focusing on grammar and accuracy before fluency. Instead, it advocates an approach where students first focus on reading, writing, and communicating to develop oral fluency. Only after achieving fluency do students focus on clarity and accuracy. The approach is based on theories that language acquisition happens through use and meaning-focused input. It involves delaying grammar rules and emphasizing comprehension, vocabulary learning through reading, and productive writing exercises to develop fluency before clarity and accuracy.
The document summarizes a lesson plan for an English class focusing on reported speech. The lesson aims to teach students to differentiate between direct and reported speech, and to use reported statements, commands, and questions. The plan outlines teaching points, aims, materials, activities, and potential challenges. Students will practice reported speech through analyzing a letter and short excerpt, and will learn related vocabulary and grammar structures.
This document appears to be an introduction or chapter summary for a thesis on evaluating the degree of communicativeness of reading comprehension tasks in the English textbook "Go for English 4th grade" (GFE 4è) from a communicative perspective. The summary is divided into three parts.
Part 1 introduces the topic and specifies the research problem. It discusses the background and justification for studying the communicativeness of reading tasks in GFE 4è. It also presents the research objectives and hypotheses.
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Part 3 will present findings, results, and research perspectives.
The Introduction of Easy Step to Chinese (English Edition)北语社美国中小学精品教材《轻松学中文》...Shiqi Yuan
1)It is suitable for non-Chinese speakers, ranging from primary school students in Grade one to high school students in Grade 12.
2)Students can study this series from Book 1 for total beginners or choose any volume corresponding to their own level of Chinese proficiency.
3)The primary school stage focuses on cultivating students’ interest, helping them lay a solid foundation and giving them extensive exposure to the Chinese language and culture
4)The middle school stage, directed at the IB and AP Chinese tests, helps to intensify students’ integrated language skills in listening, speaking, reading and writing.
This document outlines a lesson plan for a 7th grade English class on descriptive texts. The plan covers two class meetings, each with pre, whilst, and post activities. In the first meeting, students will read a descriptive text, identify its main idea and language features. They will then play a question game in groups. The second meeting reviews homework on another text and has students play a yes/no question game using flashcards to practice speaking skills. Assessment includes tests on reading comprehension and a rubric for an oral presentation.
This document appears to be an excerpt from an English language textbook. It includes an introductory section, four main sections, and three intersections. Each section and intersection covers a specific language function or area and is divided into parts. The parts include language presentations with model conversations and charts, controlled practice exercises like drills, and situational practice activities. The goal is for students to learn how to vary their language appropriately depending on factors like the social situation.
The document summarizes key revisions to the AP French Language and Culture exam, including introducing a greater variety of authentic materials from the French-speaking world, assessing cultural knowledge throughout the exam, and revising the exam format and question types. The exam will now include advance organizers to provide context for tasks. Audio sources will be played twice and accompanied by preview time. Multiple choice questions will include new interpretive question types. Free response questions will assess interpersonal and presentational skills through writing, speaking, and integrated tasks.
"Easy Steps to Chinese" series is designed for 5-12th grades Chinese students. This slide introduces the compilation idea of the books and provides sample lesson. Teachers and students speak highly of "Easy Steps to Chinese" series for its content and features.
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The document summarizes key revisions being made to the Advanced Placement (AP) French Language and Culture exam.
The revisions include using a greater variety of authentic materials from the French-speaking world in both print and audio formats. Students will be provided contexts and advance organizers for exam tasks and materials. Cultural knowledge will be assessed throughout the exam rather than in a separate section.
The exam format will have two major sections - one focusing on interpretive communication through multiple choice questions assessing print and audio sources, and one focusing on interpersonal and presentational communication through free response questions involving writing, speaking, listening, and reading skills.
This document discusses building an effective Chinese language program with vertical articulation between K-12 and university levels. It notes that many high school students who study Chinese lack usable language skills and must relearn topics when entering university programs. The document advocates for teaching Chinese through cultural contexts and performance-based learning to develop students' communicative competence. It also stresses the importance of teaching behavioral culture and creating opportunities for students to use Chinese autonomously. The goal is to help students adapt their communication styles to interact appropriately in Chinese.
Connect is an English language course for teenagers aged 11-15 that has four levels of progression. It focuses primarily on listening and speaking skills. Each unit in the student's book contains five lessons organized around grammar, vocabulary, reading, writing, and other language skills. Special features include vocabulary and grammar that are taught across all levels, contextualized and step-by-step grammar instruction, personalized speaking tasks, and listening exercises that recycle language from lessons.
1. Lesson Plan
Facilitator(s): Donald Tang Programme: Chinese language teaching
Element/Topic Title: Mandarin Chinese Learning Class (02/10/2015)
Day/Time(s): 02/10/2015 No. of Students: 5
General Aims/Context:
To teach students Mandarin Chinese listening, reading, writing and speaking abilities.
Chinese Pinyin Section: Pinyin (Chinese Phonetic Alphabet Table) review, including 23 initials, 24 finals and 16 overall recognition
syllables reading practices.
Chinese Characters and Words Section: 6 new characters in “Chinese” text book Lesson 5 learning (recognitions and writing and
reading)
Chinese Grammar Section: “ One Minute Mandarin” lesson 1 (Wó hĕn gāo xìng jiàn dào nĭ ) (I am very happy to meet you)
Chinese Conversion Section: “Chinese dairy conversion 150 sentences (Page1-page3 review)
Chinese Culture Section: The Mid-Autumn Festival
Outcomes:
The Pinyin Chinese Phonetic Alphabet Table is demonstrated
6 new characters in “Chinese” text book Lesson 5 learning are explained
How to say greeting in Chinese and common Chinese surnames and forms of address are explained
The contents of page1-3 in “Chinese dairy conversion 150 sentences are demonstrated
The Chinese culture of the Mid-Autumn Festival are explained
Relevant Chinese Pinyin pronunciation practices are delivered
Relevant interactivities of Chinese characters’ recognitions and writing and reading are delivered
Relevant interactivities of Chinese greeting are delivered
Relevant interactivities of Chinese dairy conversion are delivered
Relevant interactivities of Chinese culture of the Mid-Autumn Festival are delivered
Links to previous lesson: Mandarin Chinese Learning Class 25/09/2015
2. Links to next lesson: Mandarin Chinese Learning Class 09/10/2015
Time/Stage Lecturer Activity Learner Activity Assessment
of
Learning/L&
N Skills
Resources
INTRODUCTION
(HITPRONS)
Interest: Introduce the important factors of
Chinese Pinyin utilizations, the greeting method in
Chinese, the attractions of Chinese dairy
conversations and the Mid-Autumn Festival in China.
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Printed materials
Topic: Mandarin Chinese Learning Class
(02/10/2015)
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Printed materials
Process: Lector’s speeches with printed materials
stick on the wall
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Printed materials
Range:
Chinese Pinyin Section: Pinyin (Chinese Phonetic
Alphabet Table) review, including 23 initials, 24
finals and 16 overall recognition syllables reading
practices.
Chinese Characters and Words Section: 6 new
characters in “Chinese” text book Lesson 5 learning
(recognitions and writing and reading
Chinese Grammar Section: “ One Minute Mandarin”
lesson 1 (Wó hĕn gāo xìng jiàn dào nĭ ) (I am very
happy to meet you)
Chinese Conversion Section: “Chinese dairy
conversion 150 sentences (Page1-page3 review)
Chinese Culture Section: The Mid-Autumn Festival
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Printed materials
3. Outcomes:
The Pinyin Chinese Phonetic Alphabet Table is
demonstrated
6 new characters in “Chinese” text book Lesson 5
learning are explained
How to say greeting in Chinese and common Chinese
surnames and forms of address are explained
The contents of Page1-page3 in “Chinese dairy
conversion 150 sentences are demonstrated
The Chinese culture of the Mid-Autumn Festival are
explained
Relevant Chinese Pinyin pronunciation practices are
delivered
Relevant interactivities of Chinese characters’
recognitions and writing and reading are delivered
Relevant interactivities of Chinese greeting are
delivered
Relevant interactivities of Chinese dairy conversion
are delivered
Relevant interactivities of Chinese culture of the
Mid-Autumn Festival are delivered
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Printed materials
Need (the usefulness of the lesson):
Participators can demonstrate understanding and
reading of Chinese Pinyin Phonetic Alphabet Table.
Participators can recognize, write and read 6 new
characters in “Chinese” text book Lesson 5.
Participators can demonstrate how to say greeting in
Chinese.
Participators can demonstrate Chinese dairy
conversions in “Chinese dairy conversion 150
sentences” (Page1-page3).
Participators can explain the culture elements of
“The Mid-Autumn Festival” in China.
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Printed materials
Subject & student knowledge: Nil Nil
4. DEVELOPMENT OF
LESSON (EASE)
Explain: (each topic of the lesson)
Chinese Pinyin Section: Pinyin (Chinese Phonetic
Alphabet Table) review, including 23 initials, 24
finals and 16 overall recognition syllables reading
practices.
Chinese Characters and Words Section: 6 new
characters in “Chinese” text book Lesson 5 learning
(recognitions and writing and reading)
Chinese Grammar Section: “ One Minute Mandarin”
lesson 1 (Wó hĕn gāo xìng jiàn dào nĭ ) (I am very
happy to meet you) (Greeting speaking)
Chinese Conversion Section: “Chinese dairy
conversion 150 sentences (Page1-page3 review)
(Conversations listening and speaking)
Chinese Culture Section: The Mid-Autumn Festival
(Culture stories and idioms explanations).
Students will
participate to practice
reading the Pinyin
table by individuals.
Students will
participate to practice
in recognizing, writing
and reading of Chinese
characters by
individuals.
Students will
participate to practice
in speaking of Chinese
greeting and develop
them in similar
environments in groups.
Students will
participate to practice
of speaking in Chinese
dairy conversions in
groups.
Students will
participate to practice
in discussion of the
Mid-Autumn Festival,
including the legends
and customs in China.
Questioning/
Presentation
/Analysis/
Discussion
Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
/printed
materials
handing out to
students
Actively: Involve students to do questioning
/answering relevant topics, reading the Pinyin table
by individuals, recognizing, writing, speaking and
Questioning /answering
Reading by individuals
Questioni
ng/Presen
tation/An
Lector’s
speeches &
Word/Adobe
5. reading of Chinese characters, speaking Chinese
dairy conversions and discussing on the topic about
the Mid-Autumn Festival, including the legends and
customs in China.
Recognizing, writing,
speaking and reading
of Chinese characters
by individuals
Speaking and listening
Chinese greeting and
addresses by groups
Speaking Chinese dairy
conversions in groups
Discussing in groups
upon the topic about
the Mid-Autumn
Festival, including the
legends and customs in
China
alysis/
Discussio
n
Reader/Headi
ng
project/Yout
ube/printed
materials
handing out
to students
materials
Summarise:
To identify key factors and easily leading to
confusing issues in Pinyin Chinese Phonetic Alphabet
Table.
To identify key factors and easily leading to
confusing issues in the 6 new characters in “Chinese”
text book Lesson 5
To identify key factors and easily leading to
confusing issues in greeting and addresses.
To identify key factors and easily leading to
confusing issues in “Chinese dairy conversion 150
sentences (Page1-page3).
To identify key factors and story and idioms of
Chinese upon the Mid-Autumn Festival.
Questioning /answering
Reading
Questioning Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
/printed
materials
handing out to
students
materials
Evaluate:
To identify key factors and easily leading to
confusing issues in Pinyin Chinese Phonetic Alphabet
Table and attract students to practice and the
teacher evaluate them and give feedbacks
Questioning /answering
Reading by individuals
Recognizing, writing,
speaking and reading
Questioni
ng/Presen
tation/An
alysis/
Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
6. To review and solid the 6 new characters in
“Chinese” text book Lesson 5 by picking them in
randomly to let students to recognize and read.
To review and solid Chinese greeting and addresses
by groups
To review and solid Chinese the conversations in
“Chinese dairy conversion 150 sentences (Page1-
page3) by groups
To attract students to discuss on the topic upon the
Mid-Autumn Festival in China.
of Chinese characters
by individuals
Speaking and listening
Chinese greeting and
addresses by groups
Speaking Chinese dairy
conversions in groups
Discussing in groups
upon the topic about
the Mid-Autumn
Festival, including the
legends and customs in
China
Discussio
n
/printed
materials
handing out to
students
materials
CONSOLIDATION
/CONCLUSION
(CONS)
Clarify:
Review if the learners have understood the following issues
in the class:
Chinese Pinyin Section: Pinyin (Chinese Phonetic
Alphabet Table) review, including 23 initials, 24
finals and 16 overall recognition syllables reading
practices.
Chinese Characters and Words Section: 6 new
characters in “Chinese” text book Lesson 5 learning
(recognitions and writing and reading)
Chinese Grammar Section: “ One Minute Mandarin”
lesson 1 (Wó hĕn gāo xìng jiàn dào nĭ ) (I am very
happy to meet you) (Greeting speaking)
Chinese Conversion Section: “Chinese dairy
conversion 150 sentences (Page1-page3 review)
(Conversations listening and speaking)
Chinese Culture Section: The Mid-Autumn Festival
(Culture stories and idioms explanations).
Questioning/
Presentation
/Analysis/
Discussion
Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
/printed
materials
handing out to
students
materials
Review outcomes:
To identify key factors and easily leading to
confusing issues in Pinyin Chinese Phonetic Alphabet
Questioning /answering
by individuals
Questioning/
Presentation
Lector’s
speeches &
Word/Adobe
7. Table and attract students to practice and the
teacher evaluate them and give advices
To review and solid the 6 new characters in
“Chinese” text book Lesson 5 by picking them in
randomly to let students to recognize and read.
To review and solid Chinese greeting and addresses
by groups
To review and solid Chinese the conversations in
“Chinese dairy conversion 150 sentences (Page1-
page3) by groups
To attract students to discuss on the topic upon the
Mid-Autumn Festival in China.
Recognizing, writing,
speaking and reading
of Chinese characters
by individuals
Speaking and listening
Chinese greeting and
addresses by groups
Speaking Chinese dairy
conversions in groups
Discussing in groups
upon the topic about
the Mid-Autumn
Festival, including the
legends and customs in
China
/Analysis/
Discussion
Reader/Heading
project/Youtube
/printed
materials
handing out to
students
materials
Special points:
Home works
To attract the students to try
the home works of book
“Chinese“ lesson 5 part 1.
Imitation
s/Analysi
s/Writing
/Reading
printed materials
handing out to
students
materials
Modelled Strategies:
Class contents taught by Word/Pdf presentation (teaching by resources and technology)
Printed materials will give to students to practice Chinese writing, reading, speaking (students centred and participation)
Questioning/Discussion are arranged in the class and student attend in groups to review and solid the learning processing (interactive
learning’ team based learning)
Presentations by individuals and in groups are arranged in the class (giving and receiving feedbacks to reveal the learning and teaching
outcomes)
Home works are delivered to students to verify the learning outcomes.
Independent Learning Activities:
Questioning /answering by individuals in the class
Recognizing, writing, speaking and reading of Chinese characters by individuals in the class
Speaking and listening Chinese greeting and addresses by groups
8. Speaking and listening Chinese dairy conversions in groups in the class
Discussions in groups upon the topic about the Mid-Autumn Festival are arranged in the class
Independent home works are delivered after the class
(Reflection on own teaching & evaluation of lesson)
The following have been achieved:
The Chinese Grammar Section of “One Minute Mandarin” lesson 1 is impressive. Following the feedback of last class, using living dialogue or
talking in reality to teach Chinese grammar instead of boring grammar competence is delivered and applied in the class.
The printed out class materials are good ready for the class, it also help students to review the class contents after class.
The lesson contents are professional, knowledgeable, valuable, and interesting.
Class procedures control under good management.
Stress lesson contents emphasis and make the teaching mission delivery clearly and logically.
Questioning /answering leaded learners in deep interactive participations
Recognizing, writing, speaking and reading of Chinese characters by individuals help students to grasp the competences impressively.
Speaking Chinese dairy conversions in groups offered students plenty chances to do presentations.
Discussing in groups lead to students to bring background knowledge to the class and it contribute benefits of understand the culture issues
thoroughly.
Optional home works are delivered to help students’ continuous study.
The following issues need to be improved:
The time frames of each session will be 20 minutes. But the new Chinese characters sessions cost over 30 minutes, it affected the time
frames of the other units to be accomplished.
Next class’ expectations need to be explained at the end of this class, so as to students can do some preparations.
In the introductions’ part of the class, the lecture utilized printed materials stick on the whiteboard to explain the class contents and
learning outcomes, the fonts are too small to be seen in the classroom circumstance, Power point slides are recommended for future.
In the session of Chinese Pinyin Phonetic Alphabet Table learning, utilization of Multiple media learning strategies, such as relevant videos
and songs to let students to follow and practice are recommended. This method can benefit students to review the class contents in their
spare time.
In the Chinese Conversations session, the materials are printed out to students. The fonts are too small, the contents are too crowed to use
in the class. So listing the current contents by individuals and enlarging the fonts are recommended.