Lesson plan for EFL waiters in indonesisa 1
•Download as DOCX, PDF•
0 likes•194 views
This course syllabus outlines a class to teach expressions for greeting customers in English. The class will cover making good first impressions, formal and informal greetings, introductions, and farewells. Students will learn through background sharing, listening to examples, filling in conversations, and practicing dialogues. The goal is for students to be able to greet and welcome customers in English. The syllabus lists 4 activities including modeling conversations, joint role plays, and independent demonstrations of the new expressions.
Report
Share
Report
Share
Recommended
Lesson Plan for Writing Skill (descriptive)
Lesson Plan for Writing Skill. It is targeted for 7 grade of Junior High School students. The genre of the text is descriptive text. The theme is pet animals.
Tpr cut ajrina
Total Physical Response (TPR) is a language teaching method that uses physical movement to react to verbal commands. It was developed in the 1960s in response to high dropout rates in second language classes. TPR is based on principles that understanding of a target language should come before speaking, through actions responding to spoken words. The teacher uses imperative commands for students to act out, aiming to produce learners capable of basic communication without forcing early speech. TPR lessons focus on high frequency vocabulary through physical drills and role plays, developing understanding before speaking skills.
Task based language teaching
Task-based language teaching (TBLT) focuses classroom activities around tasks that require students to use language for a specific purpose. It emphasizes using language communicatively to complete tasks that simulate real-world activities. There are two types of tasks: target tasks that simulate language use outside the classroom, and pedagogical tasks used in classroom activities and exercises to prepare students for target tasks. TBLT aims to move students beyond abstract language learning to applying language in authentic contexts. While it can make classes more engaging, some argue it may lack guidance on language forms and not promote accuracy.
Designing an Esp Syllabus
A syllabus breaks down language learning objectives and expectations into a sequenced series of teaching points. It provides a meeting point between perspectives on language, its use, and contemporary teaching approaches. An effective syllabus outlines student profiles, communication tasks, language skills, resources, expectations, goals, topics, activities, strategies, and requirements.
Competency based language teaching
Competency-based language teaching focuses on explicitly defining learning outcomes and assessing students based on their ability to demonstrate mastery of specific competencies. It was developed in the 1970s for vocational education and breaks language learning down into functional topics and subparts that are systematically taught and assessed. Key aspects include using real-world tasks, modularized instruction, continuous assessment, and an emphasis on students successfully functioning in society. While it aims to make outcomes clear and instruction student-centered, critics argue it reduces language learning and can make learners too passive.
A.content based instruction (cbi)
Content-based instruction (CBI) uses content area subjects to teach language skills. Students can acquire content knowledge through comprehensible input which also increases their language abilities. CBI has advantages like making language learning more interesting and motivating while also teaching valuable study skills. However, disadvantages include potentially confusing learners about language learning and difficulties finding leveled texts.
The silent way
The silent way is a language teaching method developed by Caleb Cattegno that focuses on speaking, listening, reading and writing the target language. It is student-centered and uses physical objects to facilitate learning through student exploration of skills and knowledge, with errors seen as part of the learning process. The teacher remains silent and controls the lesson flow, while students stay independent and focused. Key techniques include the sound color chart, peer correction, Cuisenaire rods, words charts, self-correction gestures, and Fidel charts. Advantages include students feeling comfortable, actively participating, improving vocabulary and confidence, while disadvantages are not fully understanding materials due to lack of explanation and repetition from the silent teacher.
TESL methodology- Direct Method
The Direct Method summarized in 3 sentences:
The Direct Method teaches language through demonstration and action without translation, using the target language exclusively in the classroom. It focuses on oral communication skills and inductive grammar learning, emphasizing correct pronunciation and spontaneous use of the language. While motivating for oral skills, it may lack development of reading and writing abilities.
Recommended
Lesson Plan for Writing Skill (descriptive)
Lesson Plan for Writing Skill. It is targeted for 7 grade of Junior High School students. The genre of the text is descriptive text. The theme is pet animals.
Tpr cut ajrina
Total Physical Response (TPR) is a language teaching method that uses physical movement to react to verbal commands. It was developed in the 1960s in response to high dropout rates in second language classes. TPR is based on principles that understanding of a target language should come before speaking, through actions responding to spoken words. The teacher uses imperative commands for students to act out, aiming to produce learners capable of basic communication without forcing early speech. TPR lessons focus on high frequency vocabulary through physical drills and role plays, developing understanding before speaking skills.
Task based language teaching
Task-based language teaching (TBLT) focuses classroom activities around tasks that require students to use language for a specific purpose. It emphasizes using language communicatively to complete tasks that simulate real-world activities. There are two types of tasks: target tasks that simulate language use outside the classroom, and pedagogical tasks used in classroom activities and exercises to prepare students for target tasks. TBLT aims to move students beyond abstract language learning to applying language in authentic contexts. While it can make classes more engaging, some argue it may lack guidance on language forms and not promote accuracy.
Designing an Esp Syllabus
A syllabus breaks down language learning objectives and expectations into a sequenced series of teaching points. It provides a meeting point between perspectives on language, its use, and contemporary teaching approaches. An effective syllabus outlines student profiles, communication tasks, language skills, resources, expectations, goals, topics, activities, strategies, and requirements.
Competency based language teaching
Competency-based language teaching focuses on explicitly defining learning outcomes and assessing students based on their ability to demonstrate mastery of specific competencies. It was developed in the 1970s for vocational education and breaks language learning down into functional topics and subparts that are systematically taught and assessed. Key aspects include using real-world tasks, modularized instruction, continuous assessment, and an emphasis on students successfully functioning in society. While it aims to make outcomes clear and instruction student-centered, critics argue it reduces language learning and can make learners too passive.
A.content based instruction (cbi)
Content-based instruction (CBI) uses content area subjects to teach language skills. Students can acquire content knowledge through comprehensible input which also increases their language abilities. CBI has advantages like making language learning more interesting and motivating while also teaching valuable study skills. However, disadvantages include potentially confusing learners about language learning and difficulties finding leveled texts.
The silent way
The silent way is a language teaching method developed by Caleb Cattegno that focuses on speaking, listening, reading and writing the target language. It is student-centered and uses physical objects to facilitate learning through student exploration of skills and knowledge, with errors seen as part of the learning process. The teacher remains silent and controls the lesson flow, while students stay independent and focused. Key techniques include the sound color chart, peer correction, Cuisenaire rods, words charts, self-correction gestures, and Fidel charts. Advantages include students feeling comfortable, actively participating, improving vocabulary and confidence, while disadvantages are not fully understanding materials due to lack of explanation and repetition from the silent teacher.
TESL methodology- Direct Method
The Direct Method summarized in 3 sentences:
The Direct Method teaches language through demonstration and action without translation, using the target language exclusively in the classroom. It focuses on oral communication skills and inductive grammar learning, emphasizing correct pronunciation and spontaneous use of the language. While motivating for oral skills, it may lack development of reading and writing abilities.
Authentic materials
Authentic materialsDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
Authentic materials include real-world objects, printed texts, images, and multimedia that expose students to real language use. The document discusses different types of authentic materials, reasons for using them in the classroom, and guidelines for selecting materials appropriately matched to students' ages, interests, and language proficiency levels. Examples provided include using dolls to teach vocabulary and having students bring realia from home for show-and-tell activities.Lecture 4 Materials Development and Adaptation
The document discusses the process and approaches for evaluating instructional materials. It describes the selection process as having 7 steps: 1) identifying program aims and objectives, 2) analyzing the teaching and learning situation, 3) finding or designing an evaluation checklist, 4) limiting criteria, 5) creating a shortlist, 6) in-depth evaluation using the checklist, and 7) making a selection decision. It also outlines two main evaluation approaches - impressionistic overview and in-depth evaluation, and notes that combining both forms a sound evaluation basis. Several evaluation methods are mentioned, including piloting materials, gathering teacher and student opinions, and detailed analysis.
How to teach speaking skill
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.
Lesson Plan Listening
The 40-minute lesson plan aims to teach listening skills through a worksheet about two Hong Kong tourist attractions: the Hong Kong Museum of History and the Big Buddha. Students will first read background materials and then listen to audio guides to complete information sheets. They will then discuss which attraction they prefer and why. For homework, students will design an information sheet for another Hong Kong tourist spot using online research.
On what criteria can a syllabus be organized
English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
Tp teaching vocabulary lesson plan
1. The document outlines a lesson plan for teaching vocabulary. It includes warming up activities, presenting different vocabulary techniques like using realia, word building, matching, and dictionaries.
2. Students would practice concept checking by writing questions for vocabulary words. They would also suggest which techniques to use for different words like "vote" and "medicine".
3. The document provides examples of applying the techniques, such as using real kitchen tools to teach cooking vocabulary or acting out verbs. It also lists guidelines for effective vocabulary presentations.
Lesson Plan - Reading Skill
The document outlines a lesson plan to teach reading skills to primary one school children over one hour. It includes general and language skill objectives, teaching aids like an LCD screen and alphabet songs, and a five-step procedure involving teaching alphabets, syllables, words, and reading sentences with chocolate rewards. Student performance will be evaluated through verbal responses. Reflections note that shaping reading behavior involves reinforcing initial responses and rewarding the final goal of reading sentences, and that one hour may only enable reading a few sentences so longer duration may be needed.
British Council CELTA input materials for teacher training
This is a sample of the kinds of materials you will be receiving during the input sessions on the CELTA course.
Evaluating and Adapting materials, Technology in ELT
This presentation slide is submitted by Amalia Uswatun Khasanah (18716251042), and Fithrotul Khoiriyah (18716251044) in order to fulfill the task requirement of Resource-based learning materials development class.
Communicative language teaching
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Theory of communicative language teaching
Communicative Language Teaching (CLT) focuses on meaningful communication rather than grammatical structure. It emphasizes using language communicatively through tasks and interaction between students. CLT aims for communicative competence and fluency over accuracy. While CLT improves student interest and develops language skills, it may not provide enough correction for beginners and does not ensure accuracy in pronunciation and grammar.
Language Learning Through Tasks & Activities
The document discusses using tasks and activities to support language learning for children. It describes tasks as the environment for learning and should be used to check understanding and evaluate learners. Tasks engage active learners and help make sense of activities, though teachers need to ensure real understanding. Demands on learners and support provided are important to balance. Tasks should break activities into clear language learning goals and manageable steps. Stages of preparation, core activities, and follow up help structure effective tasks. Balancing demands with appropriate support produces optimal language learning.
Communicative language teaching method(1)
Communicative language teaching is a method based on the idea that language is used for communication. The goal is for students to develop communicative competence through engaging in meaningful tasks and real-world language use. The teacher facilitates communication between students and guides them, while students actively practice communicating. Activities include role plays, games, and using authentic materials. Errors are tolerated as students focus on fluency over accuracy.
Teaching across Age Level
This document discusses teaching across different age levels, including teaching children, adults, and teens. For children, it emphasizes intellectual development, attention span, sensory input, affective factors, and using authentic language. For adults, it notes they can handle abstract concepts but may lack confidence. Teens are in between children and adults, so attention spans are lengthening but diversions exist. The main differences in teaching children versus adults are that children have shorter attention spans, benefit more from sensory input, and learn best through authentic language, while adults can grasp abstract rules and concepts.
BRIEF HISTORICAL PERSPECTIVE ON THE ORIGINS OF ENGLISH FOR SPECIFIC PURPOSES
This document provides a brief historical perspective on the origins and growth of English for Specific Purposes (ESP). It traces how English transitioned from being taught for pleasure and prestige to being demanded by professionals for international business and technology needs after World War 2. This created a new generation of learners seeking English for job purposes rather than as a general skill. Industries and governments applied pressure on language education to meet these practical needs. The document outlines how ESP has since grown to be a prominent area of English language teaching, with examples of its growth in specific disciplines and countries.
Workshop on Teaching vocabulary
This was part of our school's Teacher Development Workshop. In this particular workshop we delved into the realm of vocabulary teaching. We established some common grounds about vocabulary, then we went on to discuss common ways of teaching lexical items to students as well as testing them.
the Silent way
The Silent Way is a language teaching method developed in the 1970s by Caleb Gattegno that emphasizes students taking an active role in their own learning. It is based on the idea that students should discover the rules of the new language through their own cognition rather than habit formation. The teacher remains mostly silent, using gestures and materials like Cuisenaire rods to guide students, who are encouraged to self-correct and help their peers. The goal is for students to develop near-native fluency through an inductive process focused on pronunciation and grammar.
Content-Based Instruction (CBI)
The special contribution on CBI is that it integrates the learning of language with the learning of some content, often academic subject matter.
Communicative language teaching (clt)
The document provides an overview of Communicative Language Teaching (CLT). It discusses the origins and key aspects of CLT including its theory of language as communication, theory of learning focused on meaningful tasks, design with objectives centered around communicative competence, syllabus based on notions and functions, emphasis on interactive activities, and roles of the learner and teacher in facilitating communication. The roles of instructional materials in promoting language use are also outlined. In conclusion, while CLT aims to make communication the goal, it has limitations in fully replicating authentic use and in implementation for beginners who need more structure.
GE vs ESP
General English and English for Specific Purposes differ in their target learners and aims. General English is designed for high school students and aims to improve overall English competence, while ESP is designed for working adults and aims to meet their specific needs. ESP focuses on designing courses according to learner needs in specific fields like academics or occupations. There are traditionally two main types of ESP: English for Academic Purposes and English for Occupational Purposes. Carter later proposed three types: English as a Restricted Language for very specific environments, English for Academic and Occupational Purposes for professional uses, and English with Specific Topics which focuses on language for particular topics rather than purposes.
KSSR year 4 lesson plan listening and speaking unit 10
1. The English lesson plan is for Year 4 students on July 21, 2017. The lesson will focus on accepting and declining invitations through listening, speaking, reading and writing exercises.
2. Students will learn how to appropriately respond in formal and informal situations, understand oral texts, and use vocabulary related to accepting and declining invitations.
3. The lesson will include an induction questioning students' experience with invitations, a presentation explaining how to accept and decline invitations, and a practice activity where students make sample conversations in pairs.
Developing business dtudents' skills part 1
The document provides tips for developing students' skills in professional communication and interactions, including talking to clients, writing formal letters and emails, making phone calls, dealing with visitors, collaborating with colleagues, reporting to managers, and giving presentations. It suggests practicing these skills through role plays, discussions of cultural differences, and other hands-on activities focused on improving students' linguistic and non-linguistic abilities. The overall goal is to help students communicate effectively in various business contexts.
More Related Content
What's hot
Authentic materials
Authentic materialsDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
Authentic materials include real-world objects, printed texts, images, and multimedia that expose students to real language use. The document discusses different types of authentic materials, reasons for using them in the classroom, and guidelines for selecting materials appropriately matched to students' ages, interests, and language proficiency levels. Examples provided include using dolls to teach vocabulary and having students bring realia from home for show-and-tell activities.Lecture 4 Materials Development and Adaptation
The document discusses the process and approaches for evaluating instructional materials. It describes the selection process as having 7 steps: 1) identifying program aims and objectives, 2) analyzing the teaching and learning situation, 3) finding or designing an evaluation checklist, 4) limiting criteria, 5) creating a shortlist, 6) in-depth evaluation using the checklist, and 7) making a selection decision. It also outlines two main evaluation approaches - impressionistic overview and in-depth evaluation, and notes that combining both forms a sound evaluation basis. Several evaluation methods are mentioned, including piloting materials, gathering teacher and student opinions, and detailed analysis.
How to teach speaking skill
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.
Lesson Plan Listening
The 40-minute lesson plan aims to teach listening skills through a worksheet about two Hong Kong tourist attractions: the Hong Kong Museum of History and the Big Buddha. Students will first read background materials and then listen to audio guides to complete information sheets. They will then discuss which attraction they prefer and why. For homework, students will design an information sheet for another Hong Kong tourist spot using online research.
On what criteria can a syllabus be organized
English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
Tp teaching vocabulary lesson plan
1. The document outlines a lesson plan for teaching vocabulary. It includes warming up activities, presenting different vocabulary techniques like using realia, word building, matching, and dictionaries.
2. Students would practice concept checking by writing questions for vocabulary words. They would also suggest which techniques to use for different words like "vote" and "medicine".
3. The document provides examples of applying the techniques, such as using real kitchen tools to teach cooking vocabulary or acting out verbs. It also lists guidelines for effective vocabulary presentations.
Lesson Plan - Reading Skill
The document outlines a lesson plan to teach reading skills to primary one school children over one hour. It includes general and language skill objectives, teaching aids like an LCD screen and alphabet songs, and a five-step procedure involving teaching alphabets, syllables, words, and reading sentences with chocolate rewards. Student performance will be evaluated through verbal responses. Reflections note that shaping reading behavior involves reinforcing initial responses and rewarding the final goal of reading sentences, and that one hour may only enable reading a few sentences so longer duration may be needed.
British Council CELTA input materials for teacher training
This is a sample of the kinds of materials you will be receiving during the input sessions on the CELTA course.
Evaluating and Adapting materials, Technology in ELT
This presentation slide is submitted by Amalia Uswatun Khasanah (18716251042), and Fithrotul Khoiriyah (18716251044) in order to fulfill the task requirement of Resource-based learning materials development class.
Communicative language teaching
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Theory of communicative language teaching
Communicative Language Teaching (CLT) focuses on meaningful communication rather than grammatical structure. It emphasizes using language communicatively through tasks and interaction between students. CLT aims for communicative competence and fluency over accuracy. While CLT improves student interest and develops language skills, it may not provide enough correction for beginners and does not ensure accuracy in pronunciation and grammar.
Language Learning Through Tasks & Activities
The document discusses using tasks and activities to support language learning for children. It describes tasks as the environment for learning and should be used to check understanding and evaluate learners. Tasks engage active learners and help make sense of activities, though teachers need to ensure real understanding. Demands on learners and support provided are important to balance. Tasks should break activities into clear language learning goals and manageable steps. Stages of preparation, core activities, and follow up help structure effective tasks. Balancing demands with appropriate support produces optimal language learning.
Communicative language teaching method(1)
Communicative language teaching is a method based on the idea that language is used for communication. The goal is for students to develop communicative competence through engaging in meaningful tasks and real-world language use. The teacher facilitates communication between students and guides them, while students actively practice communicating. Activities include role plays, games, and using authentic materials. Errors are tolerated as students focus on fluency over accuracy.
Teaching across Age Level
This document discusses teaching across different age levels, including teaching children, adults, and teens. For children, it emphasizes intellectual development, attention span, sensory input, affective factors, and using authentic language. For adults, it notes they can handle abstract concepts but may lack confidence. Teens are in between children and adults, so attention spans are lengthening but diversions exist. The main differences in teaching children versus adults are that children have shorter attention spans, benefit more from sensory input, and learn best through authentic language, while adults can grasp abstract rules and concepts.
BRIEF HISTORICAL PERSPECTIVE ON THE ORIGINS OF ENGLISH FOR SPECIFIC PURPOSES
This document provides a brief historical perspective on the origins and growth of English for Specific Purposes (ESP). It traces how English transitioned from being taught for pleasure and prestige to being demanded by professionals for international business and technology needs after World War 2. This created a new generation of learners seeking English for job purposes rather than as a general skill. Industries and governments applied pressure on language education to meet these practical needs. The document outlines how ESP has since grown to be a prominent area of English language teaching, with examples of its growth in specific disciplines and countries.
Workshop on Teaching vocabulary
This was part of our school's Teacher Development Workshop. In this particular workshop we delved into the realm of vocabulary teaching. We established some common grounds about vocabulary, then we went on to discuss common ways of teaching lexical items to students as well as testing them.
the Silent way
The Silent Way is a language teaching method developed in the 1970s by Caleb Gattegno that emphasizes students taking an active role in their own learning. It is based on the idea that students should discover the rules of the new language through their own cognition rather than habit formation. The teacher remains mostly silent, using gestures and materials like Cuisenaire rods to guide students, who are encouraged to self-correct and help their peers. The goal is for students to develop near-native fluency through an inductive process focused on pronunciation and grammar.
Content-Based Instruction (CBI)
The special contribution on CBI is that it integrates the learning of language with the learning of some content, often academic subject matter.
Communicative language teaching (clt)
The document provides an overview of Communicative Language Teaching (CLT). It discusses the origins and key aspects of CLT including its theory of language as communication, theory of learning focused on meaningful tasks, design with objectives centered around communicative competence, syllabus based on notions and functions, emphasis on interactive activities, and roles of the learner and teacher in facilitating communication. The roles of instructional materials in promoting language use are also outlined. In conclusion, while CLT aims to make communication the goal, it has limitations in fully replicating authentic use and in implementation for beginners who need more structure.
GE vs ESP
General English and English for Specific Purposes differ in their target learners and aims. General English is designed for high school students and aims to improve overall English competence, while ESP is designed for working adults and aims to meet their specific needs. ESP focuses on designing courses according to learner needs in specific fields like academics or occupations. There are traditionally two main types of ESP: English for Academic Purposes and English for Occupational Purposes. Carter later proposed three types: English as a Restricted Language for very specific environments, English for Academic and Occupational Purposes for professional uses, and English with Specific Topics which focuses on language for particular topics rather than purposes.
What's hot (20)
British Council CELTA input materials for teacher training
British Council CELTA input materials for teacher training
Evaluating and Adapting materials, Technology in ELT
Evaluating and Adapting materials, Technology in ELT
BRIEF HISTORICAL PERSPECTIVE ON THE ORIGINS OF ENGLISH FOR SPECIFIC PURPOSES
BRIEF HISTORICAL PERSPECTIVE ON THE ORIGINS OF ENGLISH FOR SPECIFIC PURPOSES
Similar to Lesson plan for EFL waiters in indonesisa 1
KSSR year 4 lesson plan listening and speaking unit 10
1. The English lesson plan is for Year 4 students on July 21, 2017. The lesson will focus on accepting and declining invitations through listening, speaking, reading and writing exercises.
2. Students will learn how to appropriately respond in formal and informal situations, understand oral texts, and use vocabulary related to accepting and declining invitations.
3. The lesson will include an induction questioning students' experience with invitations, a presentation explaining how to accept and decline invitations, and a practice activity where students make sample conversations in pairs.
Developing business dtudents' skills part 1
The document provides tips for developing students' skills in professional communication and interactions, including talking to clients, writing formal letters and emails, making phone calls, dealing with visitors, collaborating with colleagues, reporting to managers, and giving presentations. It suggests practicing these skills through role plays, discussions of cultural differences, and other hands-on activities focused on improving students' linguistic and non-linguistic abilities. The overall goal is to help students communicate effectively in various business contexts.
Syllabus english 1
This document outlines the syllabus for an English 1 course worth 2 credit points. The 16-session course is designed to develop students' writing, reading, and speaking skills in academic English, with a focus on grammar structures, tenses, and sentence construction. Key topics include the present perfect and present perfect continuous tenses, future tenses, positive and negative agreement, and email and letter writing. Students will be assessed through quizzes, assignments, a midterm exam, and a final exam.
Developing students' skills
The document provides tips for developing students' professional communication skills through activities focused on skills like talking to clients, writing formal letters and emails, making phone calls, interacting with visitors and colleagues, giving presentations, and reporting to managers. It outlines strategies for practice including using authentic materials, decontextualized practice, and ongoing assessment. Suggested practical activities are proposed to help students improve specific skills like sales calls, asking questions, and giving mini lessons.
Developing students' skills 1
The document provides tips for developing students' skills in business communication, including how to talk to clients, write formal letters and emails, make phone calls, interact with visitors, collaborate with colleagues, report to managers, give presentations, and participate in question-and-answer sessions, recommending role plays and other practical activities to practice these skills.
Course syllabus lesson plan 1
This course syllabus outlines a class to teach high school students how to express opinions and thoughts. Over the course of four lessons, students will learn phrases and expressions for giving opinions, practice agreeing and disagreeing in conversations, and create a video demonstrating expressing opinions on a topic of their choice. Assessment includes a worksheet, participation in class discussions and exercises, and being evaluated on a video presentation rubric.
English
The document outlines the course structure and content for several English language certificate programs. The certificate course is 4 months long with 2 classes per week that are each 1.5 hours for a total of 3 hours per week. It covers topics like English fundamentals, public speaking, and offers 3 credits. The advanced certificate is 8 months long with the same class structure and covers additional topics like business English. The diploma program is 1 year long and covers areas such as IELTS preparation, listening, speaking, and advanced writing.
Flying Squad Presentation
- The Flying Squad service from Eckersley Oxford brings customized English language courses directly to clients, bypassing barriers like travel costs and lack of availability.
- Courses are tailored to specific needs and can be delivered anywhere, from 1 week to 3 months. Teachers are selected based on client input and provide high quality instruction.
- The service targets businesses, universities, schools, and any groups needing responsive English training. Courses are designed based on client objectives and can cover various topics from industry terminology to exam preparation.
Course Description_B Tech-1.doc
This document provides a course curriculum format for an Applied Technical Communication course. The 3-credit course aims to improve students' grammar, public speaking, self-awareness, writing skills, and personality. It includes 5 modules covering remedial grammar, vocabulary, communication fundamentals, levels of communication, and barriers to effective communication. Assessment includes theory exams, practical experiments like group discussions, and a focus on developing professional skills. The course aims to help students understand instructions, write clearly using technical vocabulary, distinguish communication levels and barriers, and develop critical thinking and writing skills.
COM 1120 Syllabus SP15
This document provides the syllabus for COM 1120: Public Speaking at Clark State Community College. The course is taught by Kevin Kryston and meets MWF from 10-10:50am in room G220. The course introduces students to public speaking processes and covers developing, organizing, delivering, and analyzing presentations. Students will complete 4 oral presentations of varying types as well as written assignments including outlines and reflection papers. Attendance, participation, quizzes, and a final exam will also contribute to the final grade. The syllabus outlines the course goals, assignments, policies, and schedule in detail.
Iste sl kalyan_2010
This document outlines a proposed oral communication skills course for EFL learners in Second Life. The course aims to help learners listen to and comprehend varied workplace content, accents, and speech styles through local and voiced chats within groups with tutors and peers. The course content includes pre-listening activities to build workplace knowledge, while-listening activities like identifying contexts and deriving meaning from recordings, and post-listening activities like joining voiced chats to express views and demonstrating understanding through writing summaries.
EDUC 482 Argumentative Unit Plan
This lesson plan introduces students to analyzing arguments in advertisements. Students will describe an advertisement they saw, discuss it in pairs, and analyze what elements made it effective or ineffective as a class. The goal is to show students that arguments are present in everyday media like ads. In future lessons, students will evaluate peer advertisements, learn about claims and evidence, and revise their own ads using the Toulmin model of argumentation. The unit aims to build students' ability to recognize, analyze, and construct arguments.
SESSION PLAN.docx
The document outlines a session plan for a module on communicating in basic English. It includes three learning outcomes related to communicating in basic English, identifying customer service vocabulary, and recognizing common phrases. The session covers introducing participants to the basics of the English language, customer service terminology, and common phrases through various learning activities that involve reading materials, demonstrations, exercises and assessments. The session aims to equip participants with fundamental English communication skills.
Personalising English language teaching in secondary schools through technology
4 March 2010 (Thursday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/21 | SZE, Paul M.M.; YEUNG, Li Wa Jenny; WONG, Sze Long Armstrong; Department of Curriculum and Instruction, The Chinese University of Hong Kong
Task 4 esp syllabus lina
This document outlines an English for Occupational Purposes (EOP) syllabus for engineers. The course aims to help engineers develop their English language skills through interactive methodologies and activities related to their field. It will integrate information and communication technologies, focus on reading, writing, speaking and listening skills, and address students' needs through practice with work-related vocabulary. The syllabus details course objectives, learning outcomes, strategies, content, and references. Key topics include the four language skills, grammar, and using songs to learn English. Teaching methods incorporate presentations, videos, online games, and materials created in Canva. The goal is for students to improve their English abilities for professional use.
Syllabus english 2
This document outlines the syllabus for an English course aimed at developing students' writing, reading, and speaking skills. The course will last 16 sessions and cover topics like grammar, vocabulary, business communication skills like making phone calls, and presentation skills. Students will be evaluated based on quizzes, assignments, midterm and final exams. The goal is for students to improve their ability to communicate effectively in English on academic and professional matters.
11S-English-ReemWEEK16 - Copy.docx
This document contains summaries of three English lessons for Class 11S on the topic of speech writing. The lessons cover objectives like understanding tone, register and audience for speech writing. Learning activities include watching speech videos, group work on speech types, and writing practice of speeches based on given scenarios. Formative assessments like 3-2-1, muddiest moment and peer feedback are used. Homework includes vocabulary lists and mind maps related to speech writing. Differentiation and assistance is provided to lower performing students.
11S-English-ReemWEEK16 - Copy - Copy.docx
This document contains summaries of three English lessons for Class 11S on the topic of speech writing. The lessons cover objectives like understanding tone, register and audience for speech writing. Learning activities include watching speech videos, group work on speech types, and writing practice of speeches based on given scenarios. Formative assessments like 3-2-1, muddiest moment and peer feedback are used. Homework includes vocabulary lists and mind maps related to speech writing. Differentiation and scaffolding is provided for lower performing students.
English Listening lesson plan on Norse Mythology
This lesson plan introduces Norse mythology and teaches students about Thor's journey to the land of giants through a video. The 50-minute lesson has four stages: 1) Students work in pairs to match pictures of characters to their names. 2) Students individually watch a video and note when 10 vocabulary words are mentioned. 3) In groups, students match vocabulary flashcards to definitions. 4) Individually, students write creative sentences using the vocabulary words. The goal is for students to learn vocabulary in context and practice listening and writing skills.
Similar to Lesson plan for EFL waiters in indonesisa 1 (20)
KSSR year 4 lesson plan listening and speaking unit 10
KSSR year 4 lesson plan listening and speaking unit 10
Oral communication and writing skills and paragraph
Oral communication and writing skills and paragraph
Personalising English language teaching in secondary schools through technology
Personalising English language teaching in secondary schools through technology
More from FakhrurRozi27
A summary of teaching english in the industry 4.0
A summary of teaching english in the industry 4.0: Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class
teaching material for primary school students EFL young learners
teaching material for primary school students EFL young learners in indonesia, its for a science class
how to analyze an Analytical exposition text
what is an Analytical exposition text, what are the functions of an Analytical exposition text, and how to analyze an Analytical exposition text
a simple course syllabus for EFL waiters in indonesisa 1
The document outlines various communicative expressions used by waiters when interacting with customers in a restaurant setting. It includes expressions for welcoming customers, dealing with requests, asking for repeats, indicating business hours, explaining menu items, giving directions, receiving orders, explaining payment methods, and responding to complaints. The document is intended to help waiters communicate effectively with customers in different service situations.
Article writing made easy
This document provides information on how to write an article. It defines what an article is - a piece of writing intended for publication in newspapers, magazines or journals to inform or influence readers. It explains that articles bring topics to light, provide information and offer advice. The document then outlines the structure of an article, including a heading, introduction, multiple body paragraphs discussing the issue, and a conclusion. It provides tips for writing articles such as targeting an audience, using proper grammar and punctuation, and including an attention-grabbing introduction and concluding recommendation. Steps for writing articles including brainstorming, organizing information, and following writing guidelines are also presented.
Edmodo vs schoology
what is a better online platform for education?? this PPT discuss the benefits of each platform Edmodo and Schoology
Need Analysis for Nursing Students on English for Specific Purposes
This document discusses research on developing an English syllabus for nursing students. It analyzes the current English abilities of nursing students through present and target situation analyses, subjective analysis of students' perspectives, and deficiency analysis. Questionnaires were given to 15 nursing students and interviews conducted with an English teacher and nurse. Findings showed students' main weaknesses were writing, listening, and speaking and they need most English in patient care. Students faced difficulties with vocabulary, pronunciation, and grammar. The teacher and nurse agreed speaking and listening skills were very important for nursing students to learn. This research aims to establish a baseline for an English syllabus focused on nursing students' needs.
More from FakhrurRozi27 (7)
teaching material for primary school students EFL young learners
teaching material for primary school students EFL young learners
a simple course syllabus for EFL waiters in indonesisa 1
a simple course syllabus for EFL waiters in indonesisa 1
Need Analysis for Nursing Students on English for Specific Purposes
Need Analysis for Nursing Students on English for Specific Purposes
Recently uploaded
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
The Diamonds of 2023-2024 in the IGRA collection
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.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
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.Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcRecently uploaded (20)
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Lesson plan for EFL waiters in indonesisa 1
- 1. Course Syllabus Teacher : Course Title : Welcoming, Greeting, and Receiving Customers Textbook : English Conversation for Cooks and Waiters by Mirka Tauschová Materials : Projector, Whiteboard, marker, and presentation file Course Description To make a good first impression. There are numerous expressions that can be used when first greeting people. Some are very formal and appropriate for greeting Customers and some are more informal and should only be used with friends or co- workers. Course Objective Students will learn various expressions for greetings, introductions, and farewells. Upon Learning, students will be able to greet and welcome customers using English No Activities Time 1 BKOF (Background knowledge of study) Students show how they usually greet customers in their job Students share experience in their job about greeting and welcoming foreign customers 15’ 2 MOT (Modeling of Text) Students listen to video and audio about greeting and welcoming customers Students fill in the blank conversation and answer question based on the audio they listened 30’ 3 JCOT (Joint Constructions of text) Student are asked to make a pair and have practice using the expressions by having similar dialogues with a partner, one partner taking the role of the customers and the other the role of the waiter. 35’ 4 ICOT (Independent Construction of text) Students re-tell expressions used in greeting and welcoming customers in English 10’