This lesson plan focuses on teaching WH-question words in the past tense using auxiliary verbs like "did". The plan has three main parts:
1. An introduction where students will review WH-question words in the present and be introduced to questions using "did" like "What did you do?".
2. An activity where students work in groups taking turns asking and answering WH-questions about past activities.
3. A video song that models the target questions "What did you do?", "Where did you go?", and "Who did you see?" while providing vocabulary for common past activities.
Free English Lesson
https://curious.com/jsaenz/simple-past-statements-with-be/in/intermediate-english-for-esl-students?ref=Q86D15FCP30
Hi , My name is Joe, I'm a native English teacher from the United States. Nowadays English is an enabling tool that will help you compete globally. If you would like to become fluent in this language; I can help you reach your language goals via private one on one English lessons on the internet.
I'm a respected Online English Teacher. I have been teaching English for 10 years and online since 2012
If you are interested in receiving one on one private English lessons with me ( The first class is absolutely free ) : Fill out this form with your information so that I can contact you:
Link To Form: https://docs.google.com/forms/d/1eLr-YQwPV9TAS-WuZIVJZ3ytHsHoOEHOOi2EDnnOK5g/viewform
The ms1 level "daffodil teacher's guide" by mr samir bounabMr Bounab Samir
The “daffodil MS1 teacher’s guide “is designed for the teachers dealing with Middle School level 1 ,
The guides deals with how to plan lessons accroding to the 2nd Generation Curriculum program March 2015,
The guide takes into account ; The CBA – competency based approach principles ; Introducing the project work & the principle of the “4 learning situations” ( initial problem solving situations , input situation ( PPU speaking lessons , PDP reading & listening lessons followed by “inductive teaching grammar lessons using my ow teaching method “PIASP =( presentation – isoalation – analysis- stating rule – practice ), the third leanring situation “ situation of integration “ splet into “2” sessions “ learning integration & assessing integration”
The Daffodil MS1 teacher’s guide “ contains “4” sequences lesson plans
Each sequence is planned as follows ;
Planning sequence which states all the lessons that sequence contains
Guided sheet of “lesson focus”which details all what a lesson deals with :
Learning objectives ( fucnction – grammar – vocabulary related to – teaching sounds – type of tasks )
Aim of the lesson and the needed material
The 2G principles: “teaching values & cross curricular competencies”
Hope the “ daffodil MS1 teacher’s guide will be of some help for the teachers dealing the first time with the 2G program,
Mr Samir Bounab ‘ teacher trainer”
Free English Lesson
https://curious.com/jsaenz/simple-past-statements-with-be/in/intermediate-english-for-esl-students?ref=Q86D15FCP30
Hi , My name is Joe, I'm a native English teacher from the United States. Nowadays English is an enabling tool that will help you compete globally. If you would like to become fluent in this language; I can help you reach your language goals via private one on one English lessons on the internet.
I'm a respected Online English Teacher. I have been teaching English for 10 years and online since 2012
If you are interested in receiving one on one private English lessons with me ( The first class is absolutely free ) : Fill out this form with your information so that I can contact you:
Link To Form: https://docs.google.com/forms/d/1eLr-YQwPV9TAS-WuZIVJZ3ytHsHoOEHOOi2EDnnOK5g/viewform
The ms1 level "daffodil teacher's guide" by mr samir bounabMr Bounab Samir
The “daffodil MS1 teacher’s guide “is designed for the teachers dealing with Middle School level 1 ,
The guides deals with how to plan lessons accroding to the 2nd Generation Curriculum program March 2015,
The guide takes into account ; The CBA – competency based approach principles ; Introducing the project work & the principle of the “4 learning situations” ( initial problem solving situations , input situation ( PPU speaking lessons , PDP reading & listening lessons followed by “inductive teaching grammar lessons using my ow teaching method “PIASP =( presentation – isoalation – analysis- stating rule – practice ), the third leanring situation “ situation of integration “ splet into “2” sessions “ learning integration & assessing integration”
The Daffodil MS1 teacher’s guide “ contains “4” sequences lesson plans
Each sequence is planned as follows ;
Planning sequence which states all the lessons that sequence contains
Guided sheet of “lesson focus”which details all what a lesson deals with :
Learning objectives ( fucnction – grammar – vocabulary related to – teaching sounds – type of tasks )
Aim of the lesson and the needed material
The 2G principles: “teaching values & cross curricular competencies”
Hope the “ daffodil MS1 teacher’s guide will be of some help for the teachers dealing the first time with the 2G program,
Mr Samir Bounab ‘ teacher trainer”
To secure admission in the US, you need to prove your efficiency in standardised English tests like TOEFL and IELTS. These tests assess your English comprehensively, from all possible aspects, i.e. Reading, Writing, Listening and Speaking.
You may be good at writing but you may not be able to speak. You may be a good speaker but struggle with understanding American accent. Being weak in any single aspect can impede even very good candidates.
In CareerGOD’s 4th webinar titled “How to score 100+ in TOEFL” from the 5-day webinar series ‘Experts’ Speak: Demystifying US Admissions’, ace experts from ELT (English Language Training) industry will guide you on building colloquial as well as formal English skills to score high in TOEFL and excel in your studies in the US.
Visit www.careergod.com for more info.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Thesis Statement for students diagnonsed withADHD.ppt
Lesson plan 9 octavo basico question words in the past
1. Lesson Plan 9
Date : Jun 22th th, 2012 Level : 8vo Basico
Activity: “What did you do .......?”WH question words plus auxiliary
Skills: Listening, writing, reading, speaking.
Expected outcomes: Student will be able to recognize WH-question words in the past time. They also will
be able to relate what the specific concept do they refer i.e. Time, place, date, frequency etc. They are
going to rehearse some of these questions form by working in pairs asking for activities done the previous
day.
Resources: Worksheets, markers, colour markers, laptop, data show, speaker, board, dictionary,
photocopies.
Time Comments:
Introduction : 15 min Teacher greets students, and briefly introduced the theme
Greetings, students have to work on: Question words
Introducing the topic plus Auxiliary did: What+ did? When+ did? ,
How + did? Why+did?, Homuch + did? How Long+did?
Roll calling,
While –Stage 30 min Before doing this, teacher suggests an activity in order to
Recall the previous contents studied last lesson. WH -
Question words in the present.
“ Using WH question words:
Answering to the moderator” The activity consists in setting up 10 groups of 3 students.
Each group has to designate a moderator.
Each moderator receive an envelope with 10question words
These question words have been divided in 2 , so the
Moderator has 10 WH questions such as What is..Where is
How old are.. etc
The rest of the sentences are given to the two student who
Have to answer the questions ( characterizing themselves
or another famous musician, actress, football player etc)
thus Moderator delivers 5 possible answers to each
Students. Once it has been done, moderator start showing
Them Wh question forms, then students have to find among
Their 5 possible alternatives to complete the sentence.
Once the parts have been matched , moderator have
To write down the students answer i.e . If moderator shows
The question “ How old is ..” , and the student has matched
the alternative “... your father?” The student answer
2. “My father is 40 years old”, and moderator writes down the
Entire answer in a sheet of paper where the entire interview has to
Be recorded.
Post- Stage : 30 min Once the first activity has been doing , teacher invites students to
Watch a 3 minutes ESL video song where WH questions + did are
Shown in context.
http://www.youtube.com/watch?v=ecAHyjh97xA
“ Wh question + auxiliary This video song works on the base of 3 main questions in the past:
Did : Video-0 song” What did you do?
Where did you go?
Who did you see?
The video provides plenty vocabulary to refer to activities in the
Past such as : I got up at 8 , I dressed myself , I brushed my teeth,
I arrived at school etc.
Teacher suggests to play the video song once in order to make it
Understandable and then play it again to analyse it by its parts.
Teacher can pause the video an explain how they can used the
The three questions along with the rest of the pronouns:
What did you do---------> What did he/she/ it do?
Where did you go? -------> Where did they/ we go?
Who did you see? --------> Who did I see?
Also teacher can point out the use of adverb of frequency such us
Yesterday, after that and other related vocabulary contents.
Once it has been done , students are asked to interview some
Classmates using these question sentences and creating a couple
Of them from the vocabulary and expression they already know.
When did your heart go This is song which has been adapted to read its lyrics in a very
Missing? Song attractive way.
http://www.youtube.com/watch?v=tChB2PwnibI
( optional) Meanwhile the video is played student can read and notice the
Way Wh question in the present and the past (Did), as well as
Related vocabulary and expression.
Closing: 15 min Teacher ask to some students to shade their interviews ,and
Comment on what some of their classmates were doing.