In spite of the nerves and pressure I felt because of being observed by Estela, this was one of my favourite classes. All the children were involved in the activities and I think they enjoyed the lesson very much.
One of the activities consisted of playing 'the hangman' with the vocabulary learned the previous classes. Children were motivated as they did not work with the student's' book.
In spite of the nerves and pressure I felt because of being observed by Estela, this was one of my favourite classes. All the children were involved in the activities and I think they enjoyed the lesson very much.
One of the activities consisted of playing 'the hangman' with the vocabulary learned the previous classes. Children were motivated as they did not work with the student's' book.
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Model Attribute Check Company Auto PropertyCeline George
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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1. PRACTICE II, DIDACTICS OF ELT.
LESSON PLAN Nº5
Teachers: Prof. Estela N. Braun, Prof. Vanesa Cabral, Prof. Luján Ramos, and ETA
Fulbright John Brakke.
Trainees: Mara Barbieri and Mariel Matta
School: School N°6 Dr. Ricardo Gutierrez
Course: 5th grade B&C
Textbook: Howdy Friends Level 1, Santillana
Date: August, 17th 2017 from 13:15 to 14:50
Topic: Bugs, Numbers and There is/are
Classes: N° 9&10
LEARNING OBJECTIVES
Revise vocabularyaboutbugsandtheirbodyparts,school subjectsanddaysof the
week
Recognize numbersuntil100
Work inpairs to solve atask collectivelycreatingafinal producttobe sharedwiththe
class
Produce a short writtendescriptionof abug
ROUTINE
Singinggreetingsong“Yellow,red,greenandblue. Helloteacher,how are you?”.The trainees
givingstudentsbudgeswiththeirnames.Writingthe date onthe board.
WARM UP
The teacherwill askstudents toopenthe bookon page 26 to solve activity9*: poemcreepy
bugs.First,she will playthe audiofile.Thenshe will explainthe activityand correctthe activity
on the board.She will copythe numbersformthe activitythatdo not appearinthe poemand
will askstudentstosaythose numbers.She will alsowrite those numbersinordinaryspelling.
Finally,she will askstudentstoreadthe poemaloudaltogether,one stanzaperrow.
TYPE OF INTERACTION:teacher– students.
MACRO-SKILLS:listening,readingandspeaking
2. TIMING: 10 minutes
MATERIALS: blackboard , textbook,CDandCD player
DEVELOPMENT:
First Activity:
The teacherwill give anenvelopecontaininganimage of half of a bug to eachstudent.Then
studentswill have tofindthe otherhalf of theirbuginone minute,withouttalking.There will
be twelve bugs.Afterfindingthe otherhalf,studentwill have togoto the board and find
anotherenvelopewiththe name of theirbag.Thisenvelope will containone triangularflag
and piecesof paperswiththe namesof the bodyparts.Studentswill have toglue the two
halvesof the bugson the flag,to formthe image,write the name of the bugat the topof the
flagand finally,stickthe namesof the bodypartsdrawinganarrow to show what itpointsat.
Once theyfinish,theycome tothe boardand “weave”the flagina string. Whenall students
have done so,we will have a bugbuntingthatwill be hangedonthe wall.
TYPE OF INTERACTION:students –students.
MACRO-SKILLS:reading
TIMING: 15 minutes
MATERIALS: envelopeswithimagesof the bugs,envelopeswithflags andname of bodyparts,
string
Secondactivity
In pairs,studentswill have towrite,intheirnotebooks, three sentences describingthe bug
that theyworkedwithusingthe structures “tobe”, “has got” and “can”. If time allowsit,
3. studentswill readaloudtheirsentencestothe restof the class. In anycase, teacherwill
correct the sentencesindividuallyineachstudents’notebook.
TYPE OF INTERACTION:students –students.
MACRO-SKILLS:writing
TIMING: 8 minutes
MATERIALS: blackboard, textbook,CDandCD player
Third activity
For those whofinishthe previousactivitiesfaster,the teacherwillhave awordsearchgame
containingthree familiesof words:school subjects,daysof the weekandbugs.(The firsttwo
are vocabularyitemsfromthe previousunit).Afterfindingthe twelve words,studentswill
have to classifythemina chart accordingto the word familytheybelongto.
Thisactivitywill be assignedashomeworkforthose whodonotfinishitinclass.
TYPE OF INTERACTION:students individually
MACRO-SKILLS:reading
TIMING: 10 minutes
MATERIALS: handoutwiththe wordsearch
CLOSING UP:
• The teacherwill collectthe budges andsaygood-bye.
*Numbersof the activitiesdonotcoincide withthe onesin the imagesaswe tookwiththe
picturesfroman olderversionof the bookthanthe one our studentsare workingwith.
