The document outlines a lesson plan for teaching English to secondary students in Argentina. The lesson focuses on teaching the past continuous tense through a video about a blackout in a city. Students will watch the video and discuss what different people were doing when the power went out. They will then practice forming sentences in the past continuous by asking their partners what they were doing during a hypothetical blackout. The teacher provides vocabulary, models sentence structure, and facilitates partner activities to help students comprehend and use the new grammar structure.
This document contains a lesson plan for a secondary school English class in Argentina. The lesson plan aims to teach students vocabulary related to places in towns. It includes a warm up activity where students identify places from images and flashcards. Students then listen to a song and fill in blanks with place names. They practice asking and answering questions about places. Finally, students work in groups to create collages labeling a character's walk through different places in town. The teacher aims to develop students' reading, writing, listening and speaking skills through engaging activities using images, songs and group work.
- The document provides details about an English language lesson plan for a 1st year secondary school class in Argentina, including the teaching aims, language focus, materials, procedures, and assessment.
- The 80-minute lesson focuses on developing students' listening, reading, speaking and writing skills through activities related to going to the cinema, including listening to a dialogue about choosing a movie and filling in gaps, role playing the dialogue, and creating a short dialogue.
- The teacher aims to keep students engaged through visual aids, clear instructions in Spanish and English, interaction, and writing on the board to reinforce vocabulary and structures.
The document contains a lesson plan for a class on making questions in the simple past tense. The lesson plan outlines the aims of the class, which are for students to recognize and develop questions in the simple past, improve communicative skills through conversation, and develop speaking, listening and writing skills. The plan details the language focus, materials, teaching approach, activities and assessment of student learning. The class will include listening to a dialogue, asking each other questions in the simple past tense, and reordering parts of the dialogue script.
This document provides details about an English lesson for first year secondary students in Argentina. The 80-minute lesson aims to develop students' reading, writing, and language skills. Students will read a short text about someone admired, Samantha Larson, and practice simple sentences. Activities include predicting vocabulary, reading comprehension questions, filling out a chart with information about Samantha, and writing their own sentences about things they enjoy. The lesson is designed according to Krashen's Natural Approach and uses images, text, and group work to engage students in an interactive way.
This document provides details of a lesson plan for two English classes focused on teaching past simple regular verbs. The lessons will introduce holiday activities in the past tense through pictures and short reading passages. Students will practice vocabulary, reading comprehension, and producing sentences about their own past holidays. The lessons follow the PPP model of presentation, practice and production and include group and individual activities using pictures, texts and homework. Students will be assessed on their understanding and a homework assignment.
This lesson plan aims to revise parts of the body vocabulary with 25 5-year-old students at a primary school in Cordoba, Argentina. During the 45-minute lesson, students will watch a video song about body parts, name body parts when prompted, and complete a worksheet connecting body parts. The teacher will monitor understanding by listening to individual student responses.
The lesson plan is for a 5th grade English class at a secondary school in Zapala, Neuquén. It focuses on revising the present simple and present continuous tenses. During the 40-minute lesson, students will describe pictures using the target tenses, ask and answer questions about activities they like or dislike, and play a sentence relay game. The plan outlines learning aims, language focus, teaching approach, materials, activities and assessments to integrate listening, speaking, reading and writing skills while revising key grammatical structures.
This lesson plan is for a first grade English class focusing on family vocabulary. The teacher will lead the students in singing songs to greet each other and transition between activities. They will then watch a video that introduces vocabulary like mum, dad, brother, and sister through examples of families. Students will practice the vocabulary by counting family members and repeating the words. Finally, the teacher will show photos of her own family and have students share the names of their family members.
This document contains a lesson plan for a secondary school English class in Argentina. The lesson plan aims to teach students vocabulary related to places in towns. It includes a warm up activity where students identify places from images and flashcards. Students then listen to a song and fill in blanks with place names. They practice asking and answering questions about places. Finally, students work in groups to create collages labeling a character's walk through different places in town. The teacher aims to develop students' reading, writing, listening and speaking skills through engaging activities using images, songs and group work.
- The document provides details about an English language lesson plan for a 1st year secondary school class in Argentina, including the teaching aims, language focus, materials, procedures, and assessment.
- The 80-minute lesson focuses on developing students' listening, reading, speaking and writing skills through activities related to going to the cinema, including listening to a dialogue about choosing a movie and filling in gaps, role playing the dialogue, and creating a short dialogue.
- The teacher aims to keep students engaged through visual aids, clear instructions in Spanish and English, interaction, and writing on the board to reinforce vocabulary and structures.
The document contains a lesson plan for a class on making questions in the simple past tense. The lesson plan outlines the aims of the class, which are for students to recognize and develop questions in the simple past, improve communicative skills through conversation, and develop speaking, listening and writing skills. The plan details the language focus, materials, teaching approach, activities and assessment of student learning. The class will include listening to a dialogue, asking each other questions in the simple past tense, and reordering parts of the dialogue script.
This document provides details about an English lesson for first year secondary students in Argentina. The 80-minute lesson aims to develop students' reading, writing, and language skills. Students will read a short text about someone admired, Samantha Larson, and practice simple sentences. Activities include predicting vocabulary, reading comprehension questions, filling out a chart with information about Samantha, and writing their own sentences about things they enjoy. The lesson is designed according to Krashen's Natural Approach and uses images, text, and group work to engage students in an interactive way.
This document provides details of a lesson plan for two English classes focused on teaching past simple regular verbs. The lessons will introduce holiday activities in the past tense through pictures and short reading passages. Students will practice vocabulary, reading comprehension, and producing sentences about their own past holidays. The lessons follow the PPP model of presentation, practice and production and include group and individual activities using pictures, texts and homework. Students will be assessed on their understanding and a homework assignment.
This lesson plan aims to revise parts of the body vocabulary with 25 5-year-old students at a primary school in Cordoba, Argentina. During the 45-minute lesson, students will watch a video song about body parts, name body parts when prompted, and complete a worksheet connecting body parts. The teacher will monitor understanding by listening to individual student responses.
The lesson plan is for a 5th grade English class at a secondary school in Zapala, Neuquén. It focuses on revising the present simple and present continuous tenses. During the 40-minute lesson, students will describe pictures using the target tenses, ask and answer questions about activities they like or dislike, and play a sentence relay game. The plan outlines learning aims, language focus, teaching approach, materials, activities and assessments to integrate listening, speaking, reading and writing skills while revising key grammatical structures.
This lesson plan is for a first grade English class focusing on family vocabulary. The teacher will lead the students in singing songs to greet each other and transition between activities. They will then watch a video that introduces vocabulary like mum, dad, brother, and sister through examples of families. Students will practice the vocabulary by counting family members and repeating the words. Finally, the teacher will show photos of her own family and have students share the names of their family members.
Nadya Rutherford is a student teacher completing her teaching practice at EPJA n° 15 secondary school. She has planned an 80 minute English lesson for an elementary level 3rd year class of 8 students. The lesson aims to teach the past tense verb "to be" through a reading comprehension about The Beatles and listening to one of their songs. The lesson follows the PPP approach and integrates the four skills. It includes a warm-up activity to introduce the teacher, a presentation on The Beatles using a text and song, practice activities using "was" and "were", and a closure getting students to talk about past events in their own lives. Homework is assigned through the classroom blog.
The teacher presents a lesson plan for a class on holidays. The lesson aims to develop students' communicative competence by having them discuss past holidays. It focuses on using regular and irregular past simple verbs to talk about holidays in the affirmative. The plan includes introducing new vocabulary, having students watch a video about a past trip, and assessing students based on their participation and collaboration.
The lesson plan aims to teach students new vocabulary related to goals, hobbies, and activities. Students will identify new words, develop reading skills, and use new language structures. Activities include matching pictures to vocabulary words, ordering personal goals, reading about a student's resolutions, and completing sentences with the new vocabulary. The lesson incorporates a communicative approach and integrates reading and speaking skills.
- The document summarizes a teaching practice session held by Natalia Klein with 20 students of elementary/basic English level at Cem 24 school.
- The 40-minute class focused on vocabulary related to furniture and places, as well as the structures "there is/there are" and prepositions of place.
- Activities included identifying furniture in flashcard images, asking and answering questions about furniture in homes using the target structures, and a reading activity identifying furniture positions in a bedroom description using prepositions of place.
This document outlines a 40-minute English lesson plan for 4th year secondary students focusing on future tense. The lesson plan includes a warm-up activity reviewing oil workers' jobs, an activity where students complete sentences in Ben's diary using the present continuous tense to express future arrangements, and homework assigning students to complete their own weekly diary. The teacher aims to review present continuous for future arrangements and develop students' speaking skills. No ICT is used and the lesson adheres to a communicative approach with individual student work and feedback from the teacher as students complete activities.
- The lesson plan is for a 3rd grade class in Comodoro Rivadavia, Argentina with 20 students learning about describing objects as old or new.
- The aims are for students to describe objects, develop reading skills, identify true/false sentences, and develop writing skills.
- Activities include introducing vocabulary with a "time machine", a word search game in pairs, a reading comprehension with true/false, and writing a paragraph about a favorite object.
- The teacher assesses understanding throughout and provides help to students as needed.
The document provides details about an English lesson for 29 elementary level students at Instituto Don Bosco. The lesson aims to develop reading skills and identify new vocabulary related to routines and school subjects. The 120 minute lesson will begin with a warm up activity reviewing resolutions from the previous year. Students will then work with flashcards, posters, and readings to learn new vocabulary and identify school subjects in English. They will read about different schools around the world and answer questions. Finally, students will analyze sentences in the present simple tense and practice the affirmative and negative forms in groups.
This lesson plan summarizes an English class for 29 second year students at a secondary school in Argentina. The goal of the 120 minute class was to assess students' understanding of the present simple tense through a review activity and test. Students first completed exercises in their textbooks to review vocabulary and grammar related to the present simple. They then received a copy of a test to complete, which asked them to write a paragraph about their mother's routine. At the end, the teacher's assistant provided feedback on components of the lesson plan.
During this lesson, students will learn about crime and violence against women. They will develop their listening skills by listening to and interpreting the song "Jealous Guy". Students will also practice talking about past events using the past simple and past continuous tenses. They will role play as detectives interrogating a suspect about a crime by completing a conversation with verbs in the past continuous form. Finally, students will summarize what the victim and suspect were doing the night of the crime and decide if the suspect is guilty based on their answers.
This lesson plan is for a 1st grade English class in Argentina. The lesson will focus on action verbs like clap, stamp, and shake. Students will review colours and body parts. They will learn new vocabulary for actions and jungle characters. The teacher will use pictures, a song, and a game with a die to reinforce the vocabulary. Students will practice asking and answering simple questions. The lesson aims to improve students' listening, speaking, and recognition of action verbs through interactive activities.
The document summarizes a lesson plan for a class on places in the city taught in Rio Colorado, Argentina. It includes the teaching points which are revising verbs like "to be" and colors, and introducing new vocabulary for places in a city. During the lesson, students practice reading, listening and speaking skills through activities like answering personal questions, describing places, and matching places with what can be found there. The class involves group work, questions, and gives homework of finding and describing a picture of a city.
The document outlines an English lesson plan for 10th grade students in Hue, Vietnam. The 45-minute lesson focuses on reading about the history of cinema. Students will develop reading skills and learn new vocabulary words related to films. The lesson involves warm-up activities, pre-reading vocabulary instruction, a reading comprehension activity with true/false and multiple choice questions, and a post-reading discussion about favorite films. The plan anticipates that some students may struggle with vocabulary and provides solutions to help elicit meanings.
Nadya Rutherford is a student teacher completing her practicum at EPJA n° 15 secondary school in Puerto San Julián, Santa Cruz. She developed a 40 minute English lesson for an elementary level 3rd year class of 8 students focused on talking about past holidays. The lesson uses the PPP approach and integrates CLIL methodology. It includes a warm up activity revising past tense verbs, a presentation of new grammar points, a paired speaking activity practicing the new structures, and a writing assignment. Students are assigned online homework practicing was/were on a blog. The tutor provides positive feedback and notes minor areas for improvement.
This document contains a detailed lesson plan for teaching the past simple tense to students at an upper secondary school in Italy. The lesson plan includes two 3-hour lessons. Lesson 1 focuses on regular verbs in the past simple, while Lesson 2 covers irregular verbs and the negative and interrogative forms. A variety of activities are outlined, including watching video clips, group work, class discussions, and homework assignments. The goal is for students to understand and accurately use the past simple tense in both writing and speaking.
This document contains a lesson plan for a 4th year English class focusing on making future plans and predictions. The lesson plan includes aims, language focus, teaching approach, materials, seating arrangement, cooperative work elements, possible problems and solutions, language challenges students may face, and assessment. A variety of activities are outlined, including a warm-up on future intentions, presentation of target grammar, reading and comprehension exercises, a listening activity, pair work to ask and answer questions using the future tense, and a writing assignment where students draft an email about future travel plans.
This lesson plan is for a 3rd grade Spanish class in Comodoro Rivadavia, Argentina. The lesson focuses on teaching students prepositions of place like "on", "under", and "behind" through a story about a boy named Tom losing his teddy bear. The plan includes a warm-up activity introducing the story, presenting the story, and two practice activities where students draw objects in places and work in groups to form sentences using preposition cards. The teacher assesses students throughout and the lesson aims to develop listening, speaking and use of the new prepositions.
During this lesson, the teacher will:
1) Revise past simple verbs by having students listen to and analyze the lyrics of Michael Jackson's "Black or White".
2) Introduce asking and answering questions in the past tense by having students ask each other questions about their childhoods.
3) Assess students' understanding of past tense questions and verbs through a group activity where they ask each other about what activities a person did the previous day.
This lesson plan outlines an English language class for secondary students focusing on routines and frequency adverbs. The plan includes 5 activities to introduce, practice, and assess the target language. Students will identify routines using adverbs of frequency, greet their teacher, develop listening skills through group work, write sentences about routines, and demonstrate their understanding through a sentence formation activity. The plan aims to develop students' speaking, listening, reading and writing abilities in English.
This lesson plan is for a first grade class with 19 students learning beginner English. The goals are to identify and name new colors and develop listening and speaking skills. The teacher will review shapes and numbers through songs and posters, introduce new colors, have students practice identifying colors and shapes through another song, and do an activity where students count objects and write numbers. Assessment will check understanding of the new structure. The lesson follows the stages of greeting, warm-up, presentation, practice, production, and ending.
The document is a lesson plan for an English class at Instituto Don Bosco. It outlines the following:
- The class has 29 students at an elementary English level. The lesson will focus on everyday activities and routines.
- Students will develop reading and listening skills by matching phrases to pictures and completing a text. They will also practice the present simple by writing about their own and a friend's routines.
- The lesson incorporates communicative activities like asking and answering questions about schedules. It includes reading comprehension exercises and teaches question formation using auxiliary verbs.
This lesson plan aims to teach elementary students about environmental protection. It includes 6 activities: 1) a 5-minute brainstorm, 2) a 5-minute pair work activity, 3) a 10-minute creative activity, 4) a 5-minute vocabulary introduction, 5) a 10-minute class work activity involving a song, and 6) a 10-minute assessment. The lesson plan seeks to explain the phrase "It's a small world" and discuss specific ways to protect the Earth.
This document provides a yearly scheme of work for English language lessons for Year 6 students in 2016. It is organized by week and includes learning objectives and topics for listening & speaking, reading, writing, grammar, language and art activities. Some key objectives include being able to listen and respond confidently, participate in conversations, read for understanding, write neatly, use grammar structures correctly, enjoy songs/poems, and create works using different media. The plan is broken into units covering various themes like stories, self and community, and knowledge.
Nadya Rutherford is a student teacher completing her teaching practice at EPJA n° 15 secondary school. She has planned an 80 minute English lesson for an elementary level 3rd year class of 8 students. The lesson aims to teach the past tense verb "to be" through a reading comprehension about The Beatles and listening to one of their songs. The lesson follows the PPP approach and integrates the four skills. It includes a warm-up activity to introduce the teacher, a presentation on The Beatles using a text and song, practice activities using "was" and "were", and a closure getting students to talk about past events in their own lives. Homework is assigned through the classroom blog.
The teacher presents a lesson plan for a class on holidays. The lesson aims to develop students' communicative competence by having them discuss past holidays. It focuses on using regular and irregular past simple verbs to talk about holidays in the affirmative. The plan includes introducing new vocabulary, having students watch a video about a past trip, and assessing students based on their participation and collaboration.
The lesson plan aims to teach students new vocabulary related to goals, hobbies, and activities. Students will identify new words, develop reading skills, and use new language structures. Activities include matching pictures to vocabulary words, ordering personal goals, reading about a student's resolutions, and completing sentences with the new vocabulary. The lesson incorporates a communicative approach and integrates reading and speaking skills.
- The document summarizes a teaching practice session held by Natalia Klein with 20 students of elementary/basic English level at Cem 24 school.
- The 40-minute class focused on vocabulary related to furniture and places, as well as the structures "there is/there are" and prepositions of place.
- Activities included identifying furniture in flashcard images, asking and answering questions about furniture in homes using the target structures, and a reading activity identifying furniture positions in a bedroom description using prepositions of place.
This document outlines a 40-minute English lesson plan for 4th year secondary students focusing on future tense. The lesson plan includes a warm-up activity reviewing oil workers' jobs, an activity where students complete sentences in Ben's diary using the present continuous tense to express future arrangements, and homework assigning students to complete their own weekly diary. The teacher aims to review present continuous for future arrangements and develop students' speaking skills. No ICT is used and the lesson adheres to a communicative approach with individual student work and feedback from the teacher as students complete activities.
- The lesson plan is for a 3rd grade class in Comodoro Rivadavia, Argentina with 20 students learning about describing objects as old or new.
- The aims are for students to describe objects, develop reading skills, identify true/false sentences, and develop writing skills.
- Activities include introducing vocabulary with a "time machine", a word search game in pairs, a reading comprehension with true/false, and writing a paragraph about a favorite object.
- The teacher assesses understanding throughout and provides help to students as needed.
The document provides details about an English lesson for 29 elementary level students at Instituto Don Bosco. The lesson aims to develop reading skills and identify new vocabulary related to routines and school subjects. The 120 minute lesson will begin with a warm up activity reviewing resolutions from the previous year. Students will then work with flashcards, posters, and readings to learn new vocabulary and identify school subjects in English. They will read about different schools around the world and answer questions. Finally, students will analyze sentences in the present simple tense and practice the affirmative and negative forms in groups.
This lesson plan summarizes an English class for 29 second year students at a secondary school in Argentina. The goal of the 120 minute class was to assess students' understanding of the present simple tense through a review activity and test. Students first completed exercises in their textbooks to review vocabulary and grammar related to the present simple. They then received a copy of a test to complete, which asked them to write a paragraph about their mother's routine. At the end, the teacher's assistant provided feedback on components of the lesson plan.
During this lesson, students will learn about crime and violence against women. They will develop their listening skills by listening to and interpreting the song "Jealous Guy". Students will also practice talking about past events using the past simple and past continuous tenses. They will role play as detectives interrogating a suspect about a crime by completing a conversation with verbs in the past continuous form. Finally, students will summarize what the victim and suspect were doing the night of the crime and decide if the suspect is guilty based on their answers.
This lesson plan is for a 1st grade English class in Argentina. The lesson will focus on action verbs like clap, stamp, and shake. Students will review colours and body parts. They will learn new vocabulary for actions and jungle characters. The teacher will use pictures, a song, and a game with a die to reinforce the vocabulary. Students will practice asking and answering simple questions. The lesson aims to improve students' listening, speaking, and recognition of action verbs through interactive activities.
The document summarizes a lesson plan for a class on places in the city taught in Rio Colorado, Argentina. It includes the teaching points which are revising verbs like "to be" and colors, and introducing new vocabulary for places in a city. During the lesson, students practice reading, listening and speaking skills through activities like answering personal questions, describing places, and matching places with what can be found there. The class involves group work, questions, and gives homework of finding and describing a picture of a city.
The document outlines an English lesson plan for 10th grade students in Hue, Vietnam. The 45-minute lesson focuses on reading about the history of cinema. Students will develop reading skills and learn new vocabulary words related to films. The lesson involves warm-up activities, pre-reading vocabulary instruction, a reading comprehension activity with true/false and multiple choice questions, and a post-reading discussion about favorite films. The plan anticipates that some students may struggle with vocabulary and provides solutions to help elicit meanings.
Nadya Rutherford is a student teacher completing her practicum at EPJA n° 15 secondary school in Puerto San Julián, Santa Cruz. She developed a 40 minute English lesson for an elementary level 3rd year class of 8 students focused on talking about past holidays. The lesson uses the PPP approach and integrates CLIL methodology. It includes a warm up activity revising past tense verbs, a presentation of new grammar points, a paired speaking activity practicing the new structures, and a writing assignment. Students are assigned online homework practicing was/were on a blog. The tutor provides positive feedback and notes minor areas for improvement.
This document contains a detailed lesson plan for teaching the past simple tense to students at an upper secondary school in Italy. The lesson plan includes two 3-hour lessons. Lesson 1 focuses on regular verbs in the past simple, while Lesson 2 covers irregular verbs and the negative and interrogative forms. A variety of activities are outlined, including watching video clips, group work, class discussions, and homework assignments. The goal is for students to understand and accurately use the past simple tense in both writing and speaking.
This document contains a lesson plan for a 4th year English class focusing on making future plans and predictions. The lesson plan includes aims, language focus, teaching approach, materials, seating arrangement, cooperative work elements, possible problems and solutions, language challenges students may face, and assessment. A variety of activities are outlined, including a warm-up on future intentions, presentation of target grammar, reading and comprehension exercises, a listening activity, pair work to ask and answer questions using the future tense, and a writing assignment where students draft an email about future travel plans.
This lesson plan is for a 3rd grade Spanish class in Comodoro Rivadavia, Argentina. The lesson focuses on teaching students prepositions of place like "on", "under", and "behind" through a story about a boy named Tom losing his teddy bear. The plan includes a warm-up activity introducing the story, presenting the story, and two practice activities where students draw objects in places and work in groups to form sentences using preposition cards. The teacher assesses students throughout and the lesson aims to develop listening, speaking and use of the new prepositions.
During this lesson, the teacher will:
1) Revise past simple verbs by having students listen to and analyze the lyrics of Michael Jackson's "Black or White".
2) Introduce asking and answering questions in the past tense by having students ask each other questions about their childhoods.
3) Assess students' understanding of past tense questions and verbs through a group activity where they ask each other about what activities a person did the previous day.
This lesson plan outlines an English language class for secondary students focusing on routines and frequency adverbs. The plan includes 5 activities to introduce, practice, and assess the target language. Students will identify routines using adverbs of frequency, greet their teacher, develop listening skills through group work, write sentences about routines, and demonstrate their understanding through a sentence formation activity. The plan aims to develop students' speaking, listening, reading and writing abilities in English.
This lesson plan is for a first grade class with 19 students learning beginner English. The goals are to identify and name new colors and develop listening and speaking skills. The teacher will review shapes and numbers through songs and posters, introduce new colors, have students practice identifying colors and shapes through another song, and do an activity where students count objects and write numbers. Assessment will check understanding of the new structure. The lesson follows the stages of greeting, warm-up, presentation, practice, production, and ending.
The document is a lesson plan for an English class at Instituto Don Bosco. It outlines the following:
- The class has 29 students at an elementary English level. The lesson will focus on everyday activities and routines.
- Students will develop reading and listening skills by matching phrases to pictures and completing a text. They will also practice the present simple by writing about their own and a friend's routines.
- The lesson incorporates communicative activities like asking and answering questions about schedules. It includes reading comprehension exercises and teaches question formation using auxiliary verbs.
This lesson plan aims to teach elementary students about environmental protection. It includes 6 activities: 1) a 5-minute brainstorm, 2) a 5-minute pair work activity, 3) a 10-minute creative activity, 4) a 5-minute vocabulary introduction, 5) a 10-minute class work activity involving a song, and 6) a 10-minute assessment. The lesson plan seeks to explain the phrase "It's a small world" and discuss specific ways to protect the Earth.
This document provides a yearly scheme of work for English language lessons for Year 6 students in 2016. It is organized by week and includes learning objectives and topics for listening & speaking, reading, writing, grammar, language and art activities. Some key objectives include being able to listen and respond confidently, participate in conversations, read for understanding, write neatly, use grammar structures correctly, enjoy songs/poems, and create works using different media. The plan is broken into units covering various themes like stories, self and community, and knowledge.
This lesson plan is for a fifth grade English class with 23 students between ages 10-11. The 40-minute lesson will focus on sports vocabulary including present simple structures like "I'm good at...". Activities include flashcard practice, a crossword, true/false reading comprehension, and a bingo game to reinforce sports vocabulary and numbers. The lesson aims to consolidate vocabulary before an upcoming test.
The document discusses vocabulary words including wet, wind, desolate, and scorched. It also covers grammar structures such as using "must" to show certainty and obligation and "have to" to express obligation. The document ends with a poem about the months of the year that uses rhyme and describes each month.
Skype Lesson plan on "Shopping: Challenge or Perspective" Olga Morozan
This document outlines a lesson plan on the topic of shopping in the 21st century. The lesson has various stages including warm-up activities, group discussions, a video on shopping in London, and a debate on compulsive shopping. The lesson aims to develop students' communicative competence, intercultural competence, and ability to analyze situations through discussing different aspects of shopping.
Mind mapping can help organize new vocabulary related to shopping into categories. Some words that could be organized under categories for a shopping mind map include types of stores like book shops, stationers, tea shops, newsagents, boutiques, flea markets, market stalls, chain stores, department stores, shopping centres and street markets. Other words that could be included are related to purchasing items like prices, taxes, discounts, sales, refunds, returns, laybys, credit, debit, cash and online shopping.
Shopping Therapy is a new game application that lets foursquare users compete with one another and earn discounts at participating stores within a game space like a mall or shopping district.
Players earn points toward badges such as “Shopaholic”, “Fashionista”, “Discount Diva” etc. by checking in at participating stores, and buying promoted merchandise.
The document discusses different types of clothing and footwear including dresses, boots, and sneakers. It describes these items and notes that dresses can be expensive while sneakers are more comfortable. It also includes vocabulary about adjectives and their uses. There is a listening activity about items on a shelf and questions about the prices and colors of dresses and boots. A post-listening activity involves ranking horses by color.
This document provides a vocabulary test with multiple choice and fill-in-the-blank questions about shopping and daily activities. The test covers common shopping words like changing room, checkout, receipt, and size. It also includes verbs like doing, making, and putting as well as adjectives like tiring, bored, interested, and relaxing. The answer key is provided to check responses.
Amy wants to buy presents for her friends Simon and Sandy who are having their birthdays. She is making a list of gift ideas which includes yo-yos, comic books, stickers, music boxes, pencil boxes, hair clips, photo albums, and wallets. Daniel wants help choosing a gift for Simon's birthday but doesn't want to get him a football since Simon already has one. Millie suggests Daniel buy Simon a yo-yo instead. Hobo wants Eddie to go shopping with him but Eddie doesn't want to. Hobo asks Eddie to carry the shopping bags. However, Hobo realizes he doesn't have any money so Eddie gives Hobo his wallet instead.
The document describes various activities that involve going places, including going shopping, swimming, for picnics, camping, to the beach, and to the movies, with some activities done individually and some done together with others.
The document provides tips and information for smart and savvy food shopping, including additional services offered by grocery stores, basic family needs to consider when shopping, strategies for meal planning, tips for when and where to shop, understanding unit pricing, convenience foods versus whole foods, and comparing name brands versus store brands. It discusses factors like family size and makeup, food preferences, time and skills, money, and lifestyle that impact food shopping needs. It also provides guidelines for menu planning based on nutrition, variety, leftovers, and more.
This document lists various types of infrastructure, activities, and issues commonly found in urban areas. It includes transportation options like bike lanes and pedestrian areas, entertainment venues such as cinemas and nightlife, public art forms like street theaters and graffiti, environmental concerns like litter and traffic pollution, and recreational facilities for youth clubs, skateboarding, and sports.
The document is a lesson about online shopping from an English textbook. It contains a listening text about a character named Omar who bought a camera in town for his sister's birthday, but later found it was much cheaper to buy online. It also discusses how online shopping allows people to find bargains and how while online shopping has advantages, there are also risks like items being damaged during delivery. The document aims to teach English vocabulary related to shopping and online purchases.
This document provides vocabulary related to money and shopping, including terms like cash, credit card, pocket money, change, cheque/check, spend, save/save up, price, cost, waste, pay, afford, earn, lend, owe, and their Spanish translations. It covers common financial terms used when dealing with money, making purchases, and managing personal finances.
This document discusses different types of women's shoes. It defines various heel styles including stilettos, kitten heels, wedge heels, and others. It also outlines different shoe styles such as creepers, Mary Janes, court shoes, open-toe shoes, strappy shoes, flats, sandals, and flip-flops. Finally, it provides some useful phrases for shopping for shoes.
This document provides vocabulary and structures for shopping prices. It introduces common items like hot dogs, fries, soda, and drinks, as well as the word "cents" for pricing. Example dialogs show a customer asking "How much are [item]?" and the shopkeeper responding with prices like "$1.50" or "60 cents." Spelling and matching activities reinforce the new vocabulary.
This lesson plan is about teaching animals and actions to young English learners. The teacher will revise animals and actions taught in previous classes through a warm-up activity where students match pictures and words. Students will then watch videos of birds in England and identify mallards, geese, and swans. They will practice writing sentences about what each bird can and cannot do by completing a chart in small groups. The goal is for students to recognize vocabulary and develop listening, speaking, and writing skills.
The document is a lesson plan for teaching English to beginner level students. It focuses on teaching about heroes and includes activities to develop speaking, listening, reading and writing skills. Students will learn vocabulary to describe dangerous situations in the past tense, such as "caught fire" and "tripped and fell". They will also learn reactions like "shout for help" and "stay calm". Through interactive activities, students practice using the new language to retell stories of heroic acts. The lesson aims to help students improve their English skills while learning about courage in difficult situations.
This lesson plan is for an English class at the secondary level focusing on routines and frequency adverbs. The plan includes 4 activities to introduce, practice, and assess the target language. Students will match images to vocabulary words, read a short text answering yes/no questions, reorder sentences using the new structures, and write 5 sentences about their own routines. The plan incorporates group work, whole class discussion and individual writing. Feedback is provided to help strengthen time management and response to student needs.
This document provides details of an English lesson for 6th grade students on TV programs. The 50-minute lesson will have 3 parts: presentation, practice, and production. In the presentation, students will listen to and identify vocabulary for different TV programs. They will then match pictures of programs to their names. The practice activities will have students working in groups and pairs to reinforce the vocabulary through a game using a handkerchief and running to identify called programs. Production will assess students' comprehension through correcting activities together and checking their performance in listening tasks.
The document provides details of an English lesson for a 5th grade class in Argentina. The lesson aims to revise clothes vocabulary through listening activities and conversations. Students will listen to two conversations, one at a phone and one in a clothes shop, and answer comprehension questions. They will also practice asking and stating prices using "How much is..." and "How much are..." constructions. The lesson incorporates group work, games, and various listening and reading exercises to reinforce the target vocabulary and language structures.
Tpd 2017 secondary level - lesson plan - mestreflorenciaFlorencia Mestre
This document provides a lesson plan for an English class focusing on time and the simple present tense. The lesson will have 9 students who are beginners in English. It includes aims to identify simple present forms, describe time, and improve listening and pronunciation skills. Stages include a warm-up with greetings, a presentation on clock times and periods of the day, a development activity matching words to a word search, and a closure activity answering questions in pairs from the textbook. Homework involves creating sentences using simple present forms.
This lesson plan is for a 5th grade class in Argentina. The lesson aims to review vocabulary like demonstratives and possessives through reading a short Twitter post by a girl named Aiko from Japan. Students will develop reading skills and identify cultural elements. During the warm-up, the teacher introduces Twitter and shows sample posts to contextualize the reading. In the presentation, students read Aiko's post and relate images to the text. They then indicate things they like. Students play games to practice the vocabulary. The closure has the teacher thank the students for their work.
segundo periodo - planificacion 4 - nasencioNadia Asencio
This document provides a lesson plan for a 4th grade English class in Bariloche, Argentina on the topic of parts of the body. The 40 minute lesson has 3 main parts: 1) Introduction revising vocabulary from the previous class and introducing new vocabulary for body parts. 2) Development including activities matching pictures of people at different ages and identifying characteristics that help people grow. 3) Closure playing Simon Says to review vocabulary and saying goodbye. The lesson aims to help students identify and remember body parts, recognize how people are similar in growing and changing, and identify factors that help growth.
This document outlines two lesson plans for teaching English to secondary school students. The lessons focus on using the structure "going to" to talk about future plans and intentions. In the first lesson, students revise using the present continuous and then learn about "going to" through pictures of weekend activities. They practice writing sentences about their weekend plans. The second lesson reviews "going to" and teaches forming questions about future plans through a conversation activity. Students then practice asking and answering questions about celebrities' schedules. Both lessons conclude with students designing dialogs about their summer holiday plans.
Bizet planes secundaria class 1 completoMarina Bizet
The document provides a lesson plan for a secondary English class. The lesson aims to introduce phrasal verbs and zero and first conditional sentences. A variety of activities are used including a song, worksheet exercises, storytelling in groups, and a board game. Teaching methods include PPP and communicative approach. Students practice listening, speaking, reading and writing skills. Materials include a PowerPoint, textbook, pictures, and game boards.
Here are some suggestions to improve the lesson plan:
- Include more challenging activities that require higher-order thinking skills like applying, analyzing, evaluating in addition to recalling facts.
- Connect the workbook activities more explicitly to the topic by having students answer questions about the Simpsons family instead of just practicing grammar in isolation.
- Expose students to authentic texts, images, videos about the Simpsons to make it more engaging and provide language models.
- Allow more time for student-centered activities like role plays, projects, debates where they use the target language creatively.
- Incorporate formative assessment throughout to check understanding beyond just whole-class questioning.
With some adjustments to include more engaging,
This document provides a lesson plan for a secondary school English class. The lesson plan aims to teach students about using the simple past tense and past time expressions. It includes a warm-up activity where students order time expressions on a timeline. In the presentation, students look at pictures and sentences using the simple past. The development section includes two activities - a game using past time expressions, and a worksheet where students write sentences in the simple past. The closure has students read their sentences aloud. The lesson plan provides details on teaching strategies, materials, aims and possible challenges.
This document contains a lesson plan for an English class focused on routines and frequency adverbs. The plan outlines the teaching points, aims, language focus, approach, materials, activities and assessment. The class will introduce vocabulary like "always", "sometimes" and "never" through a memory game, reading comprehension activity and practice sentences in pairs. Students will identify routines, ask and answer questions, and write short sentences about their routines. The plan provides structure and variety to engage students through group work, individual practice, and a closing activity to assess learning.
This document provides information about a teaching practice conducted by Natalia Klein. It took place at the secondary level at Cem 24 school in Rio Colorado, Rio Negro, Argentina with 20 students at an elementary/basic English level. The class focused on the topic of professions. During the 80 minute lesson, students revised verbs like "to be" and pronouns, learned new vocabulary for jobs, and participated in activities like a game and roleplays using the target language. The lesson incorporated reading, speaking, and cooperative learning skills through a communicative approach.
This document provides information about a teaching practice conducted by Natalia Klein at Cem 24 educational institution in Rio Colorado, Rio Negro, Argentina. It took place in June 2015 with 20 elementary level students. The 80-minute class focused on the topic of professions and involved revising verbs like "to be" and introducing interrogative forms. Activities included a game to practice verbs, identifying new jobs, and a role-play interviewing an imaginary band.
This document provides information about a teaching practice session held by Natalia Klein. It took place at Cem 24 secondary school in Rio Colorado, Rio Negro, Argentina with 20 students at an elementary English level. The 80-minute class focused on revising jobs vocabulary and introducing the interrogative form of the verb "to be". Students played a game to practice this and identified new jobs. They then read an interview with the band Metro 5, answering comprehension questions and reordering mixed sentences. The class concluded with a roleplay where students pretended to be their own famous band.
This document is a lesson plan for an English class focusing on routines and frequency adverbs. The plan outlines the teaching points, aims, language focus, approach, materials, activities, assessment, and components of the lesson. The lesson includes a warm up activity to review prior vocabulary, two main activities for students to practice identifying and using target language in sentences and matching activities, and a closure to assess learning. The plan provides details on the structure and flow of the 40 minute class.
This document provides information about a teaching practice conducted by Natalia Klein. It summarizes a lesson given to a class of 20 elementary level students in Río Colorado, Río Negro, Argentina. The 80-minute lesson focused on professions vocabulary and the verb "to be" in its positive, negative, and interrogative forms. Activities included a vocabulary game, roleplays introducing new jobs, reading an interview with a band answering questions, and a closing roleplay where students created their own bands.
This document outlines a lesson plan for an English class focusing on nature, outdoor activities, and experiences. The lesson aims to have students identify lexical items related to nature, understand and use the present perfect tense to talk about past experiences, develop speaking and listening through exercises, and improve reading comprehension through news articles. Key language points covered include greetings, commands, predictions using future tense, questions and answers in simple past, present, and future tenses, as well as the first conditional. A variety of materials and resources are listed to support teaching the targeted grammar structures through listening, speaking, reading and writing activities according to the natural approach. Potential issues and solutions are discussed regarding student participation and language difficulties.
This lesson plan aims to develop students' speaking, listening, and writing skills through activities focused on describing accidents and people's reactions. Students will practice the past simple tense and asking questions. They will role play describing accidents and matching them to reactions. Later, students will ask each other questions to complete answers about what they would do in different accident situations. The teacher will provide feedback on students' pronunciation throughout the lesson.
1. The document describes the author's experience completing her third practicum period as an English teacher trainee at I.F.D. No13.
2. Over the course of 8 lessons with a fifth year class of 17 students, the author focused on improving her use of the target language, incorporating technology and audiovisual materials, and making lessons more communicative and student-centered.
3. While the experience was positive overall, it was impacted by the school's building problems which led to suspended lessons and an inability to finish the practicum period with that class. The author reflects on the challenges but also potential for improvement in state education.
The document summarizes the author's experience completing their second practicum period as an English student teacher at a primary school. Some key points:
- The author focused on using more English in the classroom and recognizing different needs of students. They planned six lessons incorporating technology, reading, writing and other skills.
- Lessons included interactive activities like games and videos to motivate students. Visual materials helped engage those learning English for the first time.
- While progress was made using a more communicative approach, planning remained challenging with students having little English. The author believes better training for current teachers could improve language instruction overall.
This document is a reflection by Emili López on her first practicum period teaching English to first year primary students in Zapala, Neuquén. Some key points:
- She taught 16 students who were having their first experience with English.
- She aimed to give students a different experience than the typical grammar-translation approach used by their regular teacher.
- Over 5 lessons she incorporated games, songs, videos and other activities to make lessons more communicative and student-centered.
- She reflected on challenges like students' lack of English skills and distance from advisors, but felt she created a relaxed learning environment.
Fernanda observed her first class with a group of 5th year secondary students. She found the students seemed indifferent to her presence and the teacher said their English level was beginner despite being in their last year of secondary school. The class involved revising vocabulary through games with students enthusiastic to compete but showing little interest in learning English. Fernanda is encouraged to continue working with this challenging group.
The teacher aims to integrate listening, speaking, reading and writing skills through class discussions and activities. Students will practice describing situations, expressing opinions, and using structures like
The document provides details of an English lesson plan for a 5th grade class in Argentina. It includes:
- Class details such as date, time, number of students, and level
- Teaching points focusing on past simple verbs and the uses of could and can
- Learning aims of developing speaking, listening, writing and reading skills
- Language focus on functions, vocabulary and structures
- A communicative teaching approach integrating different skills
- Materials, seating, group work, possible challenges and solutions
- Assessment of pronunciation, understanding and written work
- Planned warm up, presentation, reading activity and sentence writing group work
1. The document outlines a lesson plan for an English exam for 5th grade students.
2. It includes activities assessing reading comprehension, grammar, and writing skills.
3. The lesson plan provides details on the classroom set up, timing of activities, teaching approaches, and potential issues to address.
The document provides a lesson plan for a class of beginner English students. The lesson aims to develop students' speaking, reading, listening and writing skills. Students will review present tenses and vocabulary for describing interests and hobbies. They will then read about an exchange student named Mandy and answer questions about her profile. Finally, students will write their own personal profiles describing their basic information, activities, entertainment interests and sports to practice new vocabulary and structures.
This document contains journal entries from a student teacher, Fernanda Emili E. López, describing her observations of and lessons with a 4th grade English class, group 4A, in Zapala, Neuquén. In her first observation, she notes that the students are enthusiastic and motivated. She describes how the regular English teacher conducts the lesson in Spanish and has the students do activities like describing monsters. In subsequent entries, Fernanda reflects positively on teaching her first lesson to the class, in which she used visuals and a game to engage the students. She aims to encourage more English use and fun activities in her lessons.
The document outlines a lesson plan for a 4th grade English class. The lesson aims to teach students how to give directions to locations. Students will identify buildings on a map of a fictional town called Sweetie City. They will then watch a video that models conversations where people ask for and give directions between places. As they watch, the teacher will check comprehension and have students practice the target language of directions like "turn right", "go straight", and prepositions of location. The goal is for students to develop skills in both understanding and giving oral directions in English.
This document provides a lesson plan for a 4th grade English class in Zapala, Argentina. The lesson aims to teach students prepositions of place by having them describe the locations of buildings on maps. The 40-minute lesson begins with a warm-up activity identifying weather and dates. Students will then describe buildings in their hometown of Zapala. Next, they label buildings and answer questions about the locations of buildings in "Dream Town" using prepositions like behind, next to, and opposite. To conclude, students complete a dialogue practicing the new vocabulary and write sentences with prepositions.
1. The document outlines a lesson plan for a 4th grade English class in Argentina where students will describe rooms in their homes and their dream rooms.
2. During the lesson, students will read a description of Sally's bedroom and answer comprehension questions. They will also learn and practice using "there is/are" to describe rooms.
3. The main activity will have students write and draw descriptions of their own dream rooms using targeted vocabulary and structures from the lesson.
This lesson plan is for a 4th grade English class in Argentina. The goal is for students to practice describing people and animals using physical characteristics like color, size, and body parts. The teacher will show pictures and have students guess who is being described. Students will then work on writing their own descriptions of animals without saying what it is, so their classmates can guess. The lesson includes introducing vocabulary, modeling descriptions, having students practice writing and reading descriptions, and assessing comprehension through questions.
- The document outlines a lesson plan for a 4th grade English class in Argentina. The lesson focuses on developing listening and speaking skills through an interview activity.
- Students will first listen to an interview with a girl named May and answer questions about her name, age, and monsters. They will then ask questions in an interview about one of May's monsters.
- The goal is for students to practice asking questions using "have/has...got?" and develop their listening comprehension. Short assessments will check students' pronunciation and understanding of question forms.
During the lesson, the students will:
1. Learn and practice commands in English such as stand up, sit down, write, listen, and read through a game of Simon Says using pictures of the monster Mike.
2. Identify physical characteristics of Mike's monster friends by matching description cards to picture cards, describing names, number of eyes/legs/arms, and other features.
3. Write response letters to Mike describing their own monster by choosing a monster and including its physical description.
Fernanda conducted observations of an English class for kindergarten students in group 1A over two weeks. She noted that the students were enthusiastic about learning English despite having little command of the language. Fernanda felt encouraged to work with the group but also panicked about how to deal with their high energy and short attention spans. After her first lesson, she realized she needed to use visuals, repeat instructions more, and improve her voice projection. The students responded positively and Fernanda learned about strategies to keep them engaged, though she still aims to have them use English more in class.
This document provides details of an English lesson for a first grade class in Argentina on farm animals. The lesson aims to develop students' listening, speaking, and vocabulary skills related to farm animals. During the 40 minute lesson, students will watch a video about farm animal sounds, identify animals and their sounds, and participate in activities matching animal names to pictures. The teacher will use flashcards, pictures, and games to reinforce vocabulary and check student comprehension of farm animals and their sounds in English.
The document provides details of an English lesson for a first grade class in Argentina. The 40-minute lesson focuses on teaching feelings like happy and sad. Students will listen to a story about a lion and mouse, learn vocabulary about feelings, and describe how characters feel. They will practice recognizing emotions on faces, make their own happy and sad masks, and sing a song acting out different feelings. The teacher aims to develop listening and speaking skills while focusing on emotions.
This document provides a lesson plan for a beginner English class focusing on school objects. The aims are for students to identify different school objects, develop listening and speaking skills, and use the indefinite article "a". The lesson will introduce school objects, colors, and numbers using flashcards, real objects, and worksheets. Students will practice recognizing, naming, counting, and describing objects. Formative assessment will involve short questions about objects, colors, and numbers to test pronunciation and recognition. The teacher will closely monitor students and provide support through gestures, modeling, and repetition to help overcome potential difficulties with vocabulary and language structures.
1. The document outlines a 40-minute English lesson for a first grade class in Argentina focusing on domestic animals.
2. The lesson aims to develop students' listening, speaking, and vocabulary skills around domestic animals and their sizes.
3. Activities include greeting routines, introducing vocabulary for common pets and sizes through pictures and toys, a drawing activity where students draw big or small pets, and closing questions reviewing what was learned.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Lesson plan 6 Secondary Level
1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: López, Fernanda Emili E.
Período de Práctica: Nivel secundario
Institución Educativa: I.F.D. N°13
Dirección: Italia 141, Zapala, Neuquén.
Sala / Grado / Año - sección: 5° 1
Cantidad de alumnos: 17
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: Héroes
Clase Nº: 6
Fecha: 28/05/15
Hora: 09:10 a 10:30
Duración de la clase: 80 minutos
Fecha de primera entrega: 25/05/2015
Teaching points:
Revision of past simple (did you.?)
Presentation of the past continuous. (What were you doing when…?)
Referring to past situations.
Learning Aims
During this lesson, learners will be able to:
Develop reading skills by reading a text.
Develop speaking and listening skills by interacting with peers and the teacher and listening
to a video.
Develop their writing skills by writing sentences and questions.
Language Focus
Function Lexis Structure Pronunciation
Rev Describing a
picture.
Describing actions.
“I was washing the
dishes, and my wife
was giving the baby
a bath” / “I was
Are you…?
(reading, painting?)
/wɒz/
/wɜː/
2. washing my
clothes” / “My
husband and I were
watching TV and
out children were
doing their
homework” / “I
was listening to
music”
She’s
having dinner / he’s
reading a
newspaper / she’s
washing her hair /
he’s cooking / he’s
feeding the dog /
they’re doing the
shopping
New Saying what other
people were doing
at a specific time in
the past.
“There was a
blackout” / “the
lights went out” /
What were you
doing…?
Was he/she ….?
Were you…?
/blækaʊt/
Teaching approach: Communicative approach
Integration of skills: in this lesson plan, students’ listening and speaking skills are integrated
through the teacher’s talk and through students’ interaction with the teacher. Ss will first watch a
video which will introduce them to the topic of the lesson. As regards reading and writing skills, Ss
will be assessed as regards their reading comprehension skills after reading a text and completing
activities related to it. Moreover, ss will practice their speaking skills through different questions
they will ask their partners.
Pedagogical use ofICT in class: Ss will watch a video which will be displayed severaltimes for Ss
to carefully pay attention to the expressions used.
Materials: board, pieces of chalk, printed activities and video projector.
Seating arrangement: semi-circle to foster interaction among ss.
Cooperative work:
In this lesson, students will work together in different parts of the lesson. Firstly, they will
all together analyse a video and try to understand the use of the past continuous together.
Secondly, they will work with pictures and articles. They will exchange sheets with their
partners. Finally, they will work together in a role play activity.
Possible problems/difficulties and possible solutions:
3. The activities may take longer than expected. That is why it is necessary to check the time spent on
each activity so as not to run out of time to end the exam. If the video projector doesn’t work, I’ll
bring my personal computer to the lesson.
Potential problems students may have with the language:
Ss may understand the vocabulary used to refer to different actions in progress at a specific time in
the past. I think that with the help of flashcards and miming of certain actions, Ss will remember
them quite easily. Moreover, the expressions will be repeated several times in the lesson.
Assessment: pronunciation and understanding of questions will be assessed by asking questions
individually for example: “What were you doing…?” I’ll assess their ability to refer to themselves.
Short questions like: Is this right? Together with an expression of confusion will be used to helps Ss
understand that they are making a wrong statement or question.
Routine (2’): Hello everybody! How are you?
Transition: Let’s watch a video and you tell me what you think is about.
Presentation (10’)
First, the T will teach/revise some necessary vocabulary that is used in the video:
“There was a blackout” / “the lights went out” / “I was washing the dishes, and my wife was giving
the baby a bath” / “I was washing my clothes” / “My husband and I were watching TV and out
children were doing their homework” / “I was listening to music”
The T will write all the expressions on the board and she’ll focus on miming half of them
and showing ss some pictures.
It’s probable that Ss are familiarized with some of the vocabulary provided on the video. For this
reason, the T will ask Ss to choose or point to the pictures they know.
The T may ask: What do you see in this picture? Ss: a city
T: what do you notice in the picture? Ss: the light?
T: Yes! There is a blackout in this city (T writes the word on the board) and it is the same as
saying: the lights went out. Do you understand? Which verb is WENT in the present? Ss: Go (T
writes “lights went out” on the board).
4. T: Excellent, now we will talk about actions. Which ones of the following I’m going to write do you
know?
“I was washing the dishes, and my wife was giving the baby a bath” – T: What do you think about
these expressions? Who can mime “wash the dishes” and “give the baby a bath”? In this way the T
can ask Ss to activate previous knowledge.
“I was washing my clothes” T: What about this one? It is “washing” and “clothes” (T points to her
clothes)? Is their meaning clear?
“My husband and I were watching TV and out children were doing their homework” T: These
two are very easy! Tell me…from these two pictures…which one is the first one? And “doing
homework”?
T: Then the last one says “I was listening to music”. (T mimes the expression and checks ss
remember it.)
The T will encourage ss to watch the video of a TV news show. T: We are going to watch a
video. It describes different situations people went through when the light went out in a city. So pay
attention to what the people say and then we discuss about it.
Link: https://www.youtube.com/watch?v=K1GGYf2LFBg (up to 1’27)
Video description: It is a TV news show which discusses what different people in a city
were doing the day before when the lights went out.
Reason for choosing: I think it is short and it succeeds in giving ss the idea of the past
continuous use. As the reporters introduce the news of the day, I think ss will easily understand that
they are referring to past situations.
Transcript:
Bob Rogers: Good morning everybody, along with Jackie Williams, I’m Bob Rogers. Well,
as you all know by now, there was a blackout in Centerville last night. The lights went out all over
now.
Jackie Williams: Side by side Tv news reporter, Scott Mason is standing by downtown to
find out what were the people doing last night when the lights went out. Scott, are you there?
5. Scott Mason: Jackie, it seems like everybody in town is talking about the blackout last
night. Everyone has a story to tell. What were you doing last night when the lights went out?
Man: I was washing the dishes, and my wife was giving the baby a bath.
Woman: I was washing my clothes at the laundry and suddenly everything got dark.
Woman 2: My husband and I were watching TV and out children were doing their
homework.
Scott Mason: And what were you doing last night when the lights went out? Excuse me!
What were you doing last night when the lights went out?
Boy: The light went out last night?
Scott Mason: Yes, the lights went out all over town.
Boy: ha, how about that? I just didn’t know. I was listening to music all night.
Scott Mason: You were listening to music? But there was no electricity.
Boy: Batteries.
Scott Mason: So you see...everyone is talking about what they were doing last night when
the lights went out.
T: Great, what did you see? What’s the video about?
Ss: the blackout in the city.
T: Yes! But what did the people say? What did they talk about?
Ss: their actions?
T: Yes! The people talked about what they were doing when the lights went out. What do
you think about “were doing”? Remember the use of was / were? What did it refer to?
Ss: The past!
T: Yes, so in this case it refers to the past and it is about what the people were doing when
something else interrupted. For example, last night I was having a shower when my father called me
on the phone (T mimes the expression). This is called the Past continuous. When do you think we
use past continuous?
Ss: Actions!?
T: yes! Actions which refer to what we were doing in the past. Now let’s see how it is
formed.
Take a look at the sentence I said: “I was having a shower” (T writes it on the board)
How do we form it?
Ss: was having?
T: yes, what’s was?
Ss: the verb “To be” in the past
6. T: yes! So we can use was or…which is the other verb “to be” in the past?
Ss: were?
T: Excellent! So we use (and writes it on the verb) WAS /WERE and…what else do you
see in the verb?
Ss: having?
T: Yes we use: WAS / WERE + -ING.
Transition: Now, let’s see if we can work on making sentences together.
Activity 1 (20’) Speaking and writing to check Ss’ comprehension of the tense:
T: So there was a blackout in Centerville. Let’s say we all live there! I’d like you to ask
your partners about what they were doing last night during the black out. How are you going to ask
them? It starts with…What…
Ss: What were you doing last night?
T: yes, excellent. I’ll give you some options so you can choose from the pictures what you
were doing.
PICTURES (All pictures from this lesson plan were taken from the book Side by Side
2 - :
7. T: So you can choose from all these pictures or from the two others we already used. Let’s
quickly revise the vocabulary from all of them.
The T will write the verbs on the board and ss have to match the verbs with the correct
picture:
EXAMPLE:
She’s having dinner / he’s reading a newspaper / she’s washing her hair / he’s cooking /
he’s feeding the dog / they’re doing the shopping
Some Ss will be asked to match the sentences with its correct picture.
T: Now, each of you will receive a chart which you have to complete with your partners’
information. We’ll do number 1 all together as an example. Remember, you have to ask each other
about what you were doing when the lights went out.
The T will give Ss the charts to complete and will say: Ok, X choose one of your partners
and ask him/her about what he / she was doing last night during the blackout.
Ss: X, what were you doing last night?
X: I watching TV / I do homework
If Ss answer this, the T will say: Remember to look at the example from the board when
you answer the questions. It says “I was having a shower”. So what is missing in “I watching TV”
or “I do homework”?
Ss: was?? And the -ing?
T: Great! Now you can ask your partners and complete the chart. You have to ask 7 partners
and complete the chart.
Chart ss will have to complete:
What was……doing?
What was Florencia doing? She was….
What was…doing?
8. The T will ask some Ss to read their answers so as to check the correct pronunciation of
“was/were”.
Transition: So far we’ve discussed what you were doing during last night’s blackout. However,
there was a robbery in another part of the city!
Activity 2 (20’)
T: While you were doing different activities, there was a robbery in one of the apartments in
Centerville. First, let’s look at the picture of the scene and tell me what you see. Then, we’ll read
the newspaper article.
The T will give Ss the following picture (not yet the newspaper article).
T: What were the people doing when the thieves broke into the apartment? X choose one of the
pictures and describe it.
Ss possible answers: They were watching a football game / they were visiting Grandma / they were
having a picnic / he was playing tennis
The T will also encourage Ss to answer yes/no questions: Was he (points to the picture) washing the
dishes? Was she visiting her aunt in the hospital?
Once Ss have discussed the pictures with the T, they are ready to read the article together.
Newspaper article and picture extracted from Side by Side 2 – Molinsky and Bliss. (2001)
9. The following is the vocabulary Ss will have to learn from the article:
Break into: This has already been seen in one of the previous lessons; however, the T will say: A
thief breaks into a house or flat. What does that mean to you?
Tenants: They are the people who live in the flat. (T points to the people from the pictures)
Laundromat: It’s the place where you go to wash your clothes (T mimes the expression)
T: Now I’d like you to read the complete article and then we’ll focus on what each of the
people were doing. Let’s complete a True or False activity. Read carefully because exercises 6 and
7 have to be completed by you.
Read the article and then write T (True) or F (False). Write two sentences and then exchange the
sheet with your partner.
1) The robbery occurred in 157 River Street.
2) It occurred yesterday afternoon.
3) The woman in Apartment 1 was washing her clothes.
4) The woman in Apartment 2 was visiting a friend.
5) People from Apartment 3 were having a picnic.
6) The man in Apartment 4 was…
7) ………………………………………………………………
10. There is a short difference from a regular true-false activity in the last 2 exercises (6 and 7).
T: You have to complete exercises 6 and 7 and then give it to your partner to complete with True or
False.
The T will monitor the activity walking around and helping ss create new sentences on their
own.
The exercise will be checked with the whole group and ss will be asked to read aloud the
sentences created on their own.
Transition: Great! Now, in the last part of the lesson I’d like you to act out the 6 different people
from the apartment!
Activity 3 (15’):
Ss will form 2 groups of 7/8 students according the total number of students that day.
T: Form 2 groups of 7 or 8 students. One of you has to be the news reporter and the rest are the
people who weren’t in the apartment the day of the robbery!
The T will walk around helping Ss prepare their roles and deciding what each of them will say to
the TV news reporter.
T: It’s not necessary to say exactly what is on the newspaper article. You can invent your own
actions!
Closure (8’):
Ss will have time to perform the role play assigned and the T will say goodbye to everyone. The
assignment of the day will be to comment on the video uploaded about the lesson in the blog.
Taller de Práctica Docente 2015
Lessonplancriteria Peer and Self-check Yes No
1 Heading Doesthe lessonplanheadingincludeall the requiredinformation?
Has it been completed in Spanish?
2 Learning aims Are the aims for this lesson devised in terms of development of
language skills and language learning / acquisition?
Are theyclearlywrittentoexplainwhatthe learnerswilllearnand
be able to do?
3 Teaching points Are there any new teaching points?
Are the teaching points aligned with the course syllabus and the
district curriculum?
Are they presented within a meaningful context?
4 Language focus chart Are the new and revision language items specified?
Are the new and revision language items related?
Is the pronunciation focus complete?
5 Teaching Approach Is the approach you chose suitable for your teaching context?
Are its aims and fundamentals coherent with the lesson aims?
6 Materialsand
resources
Does the lesson plan include all the required materials and
resources for this lesson?
Does it include handouts, links, video scripts and sample
flashcards?
11. Are these materials and resources coherently/adequately
included in the lesson plan?
7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT?
Does it include a contingency plan in case technology does not
work?
8 Seatingarrangement Does the seating arrangement foster communication and
interaction among teacher and peers? Is it coherent with the
lesson activities?
9 Cooperative work Does the lesson include instances of cooperative work among
students?Isthere a setof guidelinesandinstructionsforthiswork
to be carried out?
Doesthe lesson plan specify what kind of pedagogical mediation
the teacher will provide?
10 Possible language
difficultiesand
possible solutions
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?
Does the lesson plan allow for differentiation (instruction and
assessment)?
11 Possible lessonor
classroom
management
problemsand their
possible solutions
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?
Lesson development
12 Lessonstages Is the lesson plan organized in stages in accordance with the
approach or the method framing the lesson? Does it include a
warm-up, a development and a round-up or closure?
13 Lessoncontext and
content
Are the lesson context and content appealing to students? Are
they engaging? Is the context culturally relevant?
14 Lessonactivities Is each activity sustained by a pedagogical purpose? Is each
activity related to a learning aim?
Do the activities allow for language exposure, exploration,
development of language awareness ?
15 Type of activities Is there a balance of activitiesthat range from controlled practice
to freer communicative practice?
Do they facilitate integration of skills?
16 Transitions Does the lesson plan show a coherent flow of activities clearly
interconnected? Are there any comments or indicators that link
each activity or stage with the next one?
17 Language of
instructions
Are instructions written in a simple manner? Is there a set of
strategies to accompany the instructions and aid learner
comprehension?
18 Teaching strategies Is instruction aided by any teaching strategies such as…
- Modeling
- Exemplifying
- Showing
- Pointing
- Explaining
12. - Paraphrasing
- Miming
- Others?
19 Direct speech Are all instructions and possible anticipated dialogues written in
direct speech?
20 Homework Does the lesson plan include any task to do at home? Is the task
engaging? Will students feel motivated to perform it? Will the
students be in direct contact with the language? Will they share
their work with the class?
21 Active learning:
Bloom’sTaxonomy
2001
Are many learning tasks addressing a higher level of Bloom’s
taxonomy?
22 Grammar,
Appearance,and
Language
Does the lesson plan effectively communicate to the intended
audience? Has it gone through proof-reading for grammar and
spelling mistakes?
Observations:
Great improvement,Emili!
Hope my commentsonthe side andthis feedbackhelpyoufurtherdevelopthislessonplan.
Have an enrichingclass!
Cecilia
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization
Coherence and
sequencing
Learning aims
Stages
Activities
Teaching strategies