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 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.
*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.
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.
*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.
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 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.
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.
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.
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.
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.
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.
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.
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.
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.
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 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.
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.
"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 a 60-hour English conversation course divided into 3 terms of 20 hours each. The course uses a variety of engaging speaking activities to develop students' fluency, listening skills, and ability to communicate effectively in English. Each lesson includes warmers, skills practice activities, role plays, discussions, and student presentations. Lessons cover topics such as personal information, relationships, technology, cinema, shopping, geography, jobs, and asking questions. Detailed instructions help less experienced teachers provide a successful and enjoyable course for students at intermediate level.
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.
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 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.
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.
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.
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.
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.
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.
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.
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.
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.
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 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.
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.
"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 a 60-hour English conversation course divided into 3 terms of 20 hours each. The course uses a variety of engaging speaking activities to develop students' fluency, listening skills, and ability to communicate effectively in English. Each lesson includes warmers, skills practice activities, role plays, discussions, and student presentations. Lessons cover topics such as personal information, relationships, technology, cinema, shopping, geography, jobs, and asking questions. Detailed instructions help less experienced teachers provide a successful and enjoyable course for students at intermediate level.
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.
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.
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 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.
This document outlines the syllabus for an English 1 course worth 2 credit points. The 16-session course is designed to develop students' writing, reading, and speaking skills in academic English, with a focus on grammar structures, tenses, and sentence construction. Key topics include the present perfect and present perfect continuous tenses, future tenses, positive and negative agreement, and email and letter writing. Students will be assessed through quizzes, assignments, a midterm exam, and a final exam.
This document provides the syllabus for an Introduction to Beginning Chinese hybrid course taught at Irvine Valley College in Fall 2017. The syllabus outlines the course details, including objectives, materials, schedule, assignments, exams and policies. The course aims to develop students' communicative competence in Chinese through both in-class and online learning activities focusing on listening, speaking, reading and writing skills. Key assessments include homework, quizzes, tests and a final exam evaluating students' mastery of vocabulary, characters, comprehension and presentation skills in Chinese. The syllabus also reviews expectations around participation, attendance, academic honesty and use of technology.
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 syllabus outlines a Business English course that aims to improve students' English communication skills, including speaking, listening, reading and writing. The 16-session course covers topics such as giving advice, question tags, making appointments and reporting. Students will develop their vocabulary, grammar, and ability to discuss topics relevant to business. Assessment includes quizzes, assignments, a midterm exam and final exam. The goal is for students to gain confidence in using English for professional purposes.
The document provides an overview of the AP Chinese language and culture course and exam. It discusses the development and promotion of the AP Chinese exam from 2004-2009. It also analyzes student performance data from 2007, 2008 and 2009 and discusses the most challenging areas for students. Specifically, it notes that story narration and email responses were the most difficult tasks for standard group students. The document concludes by outlining best practices for teaching challenging topics like stories, conversations and cultural presentations.
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.
Modern Languages in the Primary School transitionScottish CILT
This document outlines the aims and activities of a transition project between primary and secondary schools to improve skills in French language learning. The project established topics, vocabulary, and assessment criteria to ensure progression from P7 to S1. It involved collaboration between primary and secondary teachers on curriculum development, online resources, and an inter-school cultural event called "Belleville" where pupils experienced aspects of French culture through interactive stations. The event aimed to bring learning to life and help a smooth transition to secondary school. Benefits included enjoyment, challenge, and developing skills relevant for lifelong language learning.
This document summarizes the curriculum, assessments, challenges, and communication for a Chinese 4/AP class. The curriculum follows the AP guidelines and uses thematic units with performance-based assessments. Students are assessed weekly with quizzes and monthly with integrated performance assessments. Challenges for the AP exam include a variety of topics, time pressure, and spontaneous conversation. The teacher communicates using a class wiki and encourages support from home for students to develop skills for college.
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.
This document discusses assessing language learners' needs. It involves systematically gathering information about learners' needs and preferences through various methods like questionnaires, interviews, and discussions. This information is then interpreted and used to make decisions about course content and methodology to best meet learners' needs and help them achieve their goals. Key areas of information include learners' current language abilities, learning preferences, desired goals, and factors like their age, background, and learning styles.
This document provides details for a Peace Corps training session on teaching English as an additional language. The session aims to teach participants methods for effectively teaching English through discussion, scenarios, and surveys. It will be facilitated by Scout and Tim and last 1 hour. The session will begin with an interactive activity to motivate participants by having them experience learning in a unfamiliar language. Participants will then learn about effective language teaching techniques through true/false statements. They will divide into groups to scaffold English lessons for different student scenarios and share their ideas. The session will conclude with questions and reminders about using practice to make students think.
1. Lesson Plan
Facilitator(s): Donald Tang Programme: Chinese language teaching
Element/Topic Title: Mandarin Chinese Learning Class (09/10/2015)
Day/Time(s): 09/10/2015 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: 5 new characters in “Chinese” text book Lesson 5 learning (recognitions and writing and reading)
Chinese Grammar Section: “One Minute Mandarin” lesson 2 (Huān yíng nĭ lái zhōng guó ) (welcome to China)
Chinese Conversion Section: “Chinese dairy conversion 150 sentences” (Unit: Asking the Directions)
Chinese Culture Section: “Traditional Chinese Weddings “
Outcomes:
The Chinese Pinyin Phonetic Alphabet Table is demonstrated
5 new characters in “Chinese” text book Lesson 5 learning are explained
How to express welcome and thanks in Chinese is explained
Unit of “Asking the Directions” in “Chinese dairy conversion 150 sentences” is demonstrated
The Chinese culture of “Traditional Chinese Weddings” 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 welcome manners are delivered
Relevant interactivities of Chinese dairy conversion upon “Asking the Directions” are delivered
Relevant interactivities of Chinese culture of the “Traditional Chinese Weddings” are delivered
Links to previous lesson: Mandarin Chinese Learning Class 02/10/2015
Links to next lesson: Mandarin Chinese Learning Class 16/10/2015
2. 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 welcome expressions’ methods in Chinese,
the attractions of “Asking the Directions”and the
Traditional Chinese Weddings
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Power point
slides
Topic: Mandarin Chinese Learning Class (09/10/2015) Question /Answer relevant
topics
Questioning Lector’s
speeches &
Power point
slides
Process: Lector’s speeches with Power point slides
demonstrations
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Power point
slides
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: 5 new
characters in “Chinese” text book Lesson 5 learning
(recognitions and writing and reading
Chinese Grammar Section: “One Minute Mandarin”
lesson 2 (Huān yíng nĭ lái zhōng guó ) (welcome to
China)
Chinese Conversion Section: “Chinese dairy
conversion 150 sentences” (Unit: Asking the
Directions)
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Power point
slides
3. Chinese Culture Section: Traditional Chinese
Weddings
Outcomes:
The Pinyin Chinese Phonetic Alphabet Table is
demonstrated
5 new characters in “Chinese” text book Lesson 5
learning are explained
How to express welcome in Chinese is explained
Unit of “Asking the Directions” in “Chinese dairy
conversion 150 sentences” are demonstrated
The Chinese culture of the “Traditional Chinese
Weddings” are explained
Relevant Chinese Pinyin pronunciation practices are
delivered
Relevant interactivities of Chinese characters’
recognitions and writing and reading are delivered
Relevant interactivities of expressing welcome in
Chinese are delivered
Relevant interactivities of “Asking the Directions” in
Chinese are delivered
Relevant interactivities of “Traditional Chinese
Weddings “are delivered
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Power point
slides
Need (the usefulness of the lesson):
Participators can demonstrate the 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 express
welcome in Chinese.
Participators can demonstrate the conversations of
“Asking the Directions” in Chinese.
Participators can explain the culture elements of
Traditional Chinese Weddings.
Question /Answer relevant
topics
Questioning Lector’s
speeches &
Printed materials
4. Subject & student knowledge: Nil Nil
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: 5 new
characters in “Chinese” text book Lesson 5 learning
(recognitions and writing and reading
Chinese Grammar Section: “One Minute Mandarin”
lesson 2 (Huān yíng nĭ lái zhōng guó ) (welcome to
China)
Chinese Conversion Section: “Chinese dairy
conversion 150 sentences” (Unit: Asking the
Directions)
Chinese Culture Section: Traditional Chinese
Weddings
Students will
participate to practice
reading the Pinyin
table by individuals.
After that, they will
follow the relevant
video and songs to tell
the difference with
their pronunciations
from the original songs
to amend their
pronunciations.
Students will
participate to practice
in recognizing, writing
and reading of Chinese
characters by
individuals.
Students will
participate to practice
to express welcome in
Chinese and develop
them in similar
environments in groups.
Students will
participate to practice
“Asking the
Directions”in Chinese
with groups.
Students will
participate to practice
Questioning/
Presentation
/Analysis/
Discussion
Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
/printed
materials
handing out to
students
5. in discussion of culture
issues and customs
whin the Traditional
Chinese Weddings
Actively: Involve students to do questioning /answering
relevant topics, reading the Pinyin table by individuals,
recognizing, writing, speaking and reading of Chinese
characters, speaking Chinese dairy conversions and
discussing on the topic about Traditional Chinese
Weddings.
Questioning /answering
Reading by individuals
Recognizing, writing,
speaking and reading
of Chinese characters
by individuals
Speaking and listening
Chinese welcome
sentences by groups
Practicing expressing
welcome in Chinese in
groups
Discussing in groups
upon the topic about
Traditional Chinese
Weddings
Questioni
ng/Presen
tation/An
alysis/
Discussio
n
Lector’s
speeches &
Word/Adobe
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 5 new characters in “Chinese”
text book Lesson 5
To identify key factors and easily leading to
confusing issues in welcome expressions in Chinese.
To identify key factors and easily leading to
confusing issues when “Asking the Directions” in
Chinese.
Questioning /answering
Reading
Questioning Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
/printed
materials
handing out to
students
materials
6. To identify the customs changes in Traditional
Chinese Weddings.
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 advices
To review and solid the 5 new characters in
“Chinese” text book Lesson 5 by picking them in
randomly to let students to recognize and read.
To review and solid welcome expressions in Chinese
by groups
To review and solid the knowledge the unit of
“Asking the Directions” by groups
To attract students to discuss on the topic upon the
Traditional Chinese Weddings.
Questioning /answering
Reading by individuals
Recognizing, writing,
speaking and reading
of Chinese characters
by individuals
Speaking and listening
Chinese welcome
expressions by groups
Practice how to
“Asking the Directions”
in Chinese in groups
Discussing in groups
upon the topic about
the Traditional Chinese
Weddings
Questioni
ng/Presen
tation/An
alysis/
Discussio
n
Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
/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: 5 new
characters in “Chinese” text book Lesson 5 learning
(recognitions and writing and reading
Chinese Grammar Section: “One Minute Mandarin”
lesson 2 (Huān yíng nĭ lái zhōng guó ) (welcome to
China)
Chinese Conversion Section: “Chinese dairy
conversion 150 sentences” (Unit: Asking the
Directions)
Questioning/
Presentation
/Analysis/
Discussion
Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
/printed
materials
handing out to
students
materials
7. Chinese Culture Section: Traditional Chinese
Weddings
Review outcomes:
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 advices
To review and solid the 5 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 welcome expressions by
groups
To review and solid Chinese how to “Asking the
Directions” in Chinese
To attract students to discuss on the topic upon
Traditional Chinese Weddings
Questioning /answering
by individuals
Recognizing, writing,
speaking and reading
of Chinese characters
by individuals
Speaking and listening
Chinese welcome by
groups
Speaking and listening
the unit of “Asking the
Directions” in Chinese
in groups
Discussing in groups
upon the topic about
“Traditional Chinese
Weddings “
Questioning/
Presentation
/Analysis/
Discussion
Lector’s
speeches &
Word/Adobe
Reader/Heading
project/Youtube
/printed
materials
handing out to
students
materials
Special points:
Home works
Pinyin review (multiple ways to practice)
The topics of next class are briefly introduced in
the end of the class.
To attract the
students to try the
home works of
“Chinese“ lesson 5 part
2.
To encourage students
to review the Chinese
Pinyin Tables according
to the relevant Chinese
Pinyin videos and songs.
Imitation
s/Analysi
s/Writing
/Reading
printed materials
handing out to
students
materials
Modelled Strategies:
Class contents taught by Power point slides/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)
8. 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 welcome expressions by groups
Speaking and listening how to “Asking the Directions” in Chinese with groups in the class
Discussions in groups upon the topic about the “Traditional Chinese Weddings “are arranged in the class
Independent home works are delivered after the class
(Continued to next page)
9. (Reflection on own teaching & evaluation of lesson)
Compared to last class, the following factors have been achieved and updated:
To encourage students to review Chinese Pinyin Tables according to the relevant Chinese Pinyin videos and songs in the class and after class. This
multiple ways not only give students stands to follow, also it supply students more chance to practice Chinese Pinyin according to their time
schedules. Obviously, it improve the learning efficiencies and increase the learning productivities.
The time frames of each session spending 20 minutes were in good management.
The topics of next class are briefly introduced in the end of the class in order to the students can understand the logical sequences of the class
contents.
Use Power point slides to introduce the topics of the class leaded to clear understanding of the class materials than the printed out papers stick
on the whiteboard.
Specify the contents of Chinese Conversations session. Edited the class contents as a unit form of “Asking the Directions”, so as to it strengthen
key contents in the class so as to avoid confusion to students. The enlarged fonts in the materials also help the elder students can see the
materials easily.
The following issues need to be improved:
The students gave feedbacks that the new learned characters are easy to forget. May need take a brief review in the beginning of next class.
Usually, the materials of Chinese dairy conversations session be taught in the forms of marking Pinyin and tones on the top of the Chinese
characters, this form normally lead to the scare of learning conversations as the students mostly be scared of the Chinese characters writing.
Presently they mainly are focusing on speaking. So it is recommended that only Pinyin contents on the materials instead of both characters plus
Pinyin. This method will help students to focusing on spelling and speaking elements.
The culture session would be introduced more interactive activities in, instead of merely reading relevant material and taking discussions. That
will attract interests of the learning Chinese culture in the future.
Presently the Chinese grammar session be taught by using the printed out materials in the class, the teacher merely demonstrates the relevant
word document on the project screen. That issue leads to too much contents are displayed on the screen when students looking the projector
screen. Power point slides which dividing the contents intounits are recommended to be used in the class.