Lesson Plan N° 11
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This document outlines a lesson plan for an English class for 5th grade students. The 45-minute lesson's objectives are to review vocabulary related to places in a city, describe cities using adjectives, answer questions about the presence or absence of places, and describe their own city. The lesson includes warm-up activities reviewing vocabulary and places. Students then complete reading comprehension and grammar exercises individually and as a group. The lesson aims to assess students' understanding of describing cities.
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The document provides details about an English language lesson given to secondary school students in Rio Colorado, Argentina. The 80-minute lesson focused on places in cities and used the structures "there is/there are" in sentences describing an ideal city and a real city. Students practiced reading, writing, and listening skills through activities revising vocabulary, correcting sentences, and producing their own descriptions of favorite cities. The lesson aimed to develop students' reading, writing, listening and language skills related to describing locations and existence using the new grammatical structures.
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This document contains a lesson plan for an English class focusing on places in a town. The 80-minute lesson has 6 students at an elementary language level. It includes the learning aims, language focus on vocabulary and structures, and procedures for 3 activities. The aims are for students to recognize sentences, understand texts, develop writing and oral skills, and learn vocabulary like jobs, places, and prepositions. The activities include reviewing homework maps, a quiz game to practice listening, matching sentences to places, and creating new sentences using places on their maps.
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The document summarizes a teaching practice session held by Natalia Klein. The session focused on places in cities and used the structure "there is/there are" to describe locations. Students reviewed vocabulary, practiced reading and writing descriptions of ideal cities using the new grammar, and were assigned homework to complete a chart comparing descriptions of different cities.
Lesson plan 4
Natalia Klein conducted an English class for 20 secondary students focusing on places in cities. The class reviewed vocabulary from the previous lesson and introduced the structures "there is/there are" to describe locations and existence. Students practiced reading, writing, and listening skills through descriptions of ideal and real cities. For homework, students were assigned to complete a chart comparing information about the teacher's ideal city, an interview about Rio Colorado, and their own city descriptions.
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The document discusses the importance of sustainable and accessible public transportation systems. It notes that 80% of the world's future population of 9 billion is expected to live in urban areas by 2050. Most large cities are already heavily congested and polluted due to transportation. While some cities have goals to become largely car-free, that reality has not been achieved yet. Accessible transportation has a big impact on people's quality of life. The UN's Sustainable Development Goals highlight the need for sustainable public transportation by 2030.
Lesson Plan N°10
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Caderno do Aluno Inglês 6 série vol 2 2014-2017
This document contains information about a textbook for English language learning in the 7th grade of elementary school in São Paulo, Brazil. It includes the learning targets for the volume, which are focused on leisure activities and personal preferences. It also provides sample exercises and texts about entertainment options in cities, as well as grammar focuses on topics like days, months, present tenses.
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This document outlines a lesson plan to teach 6-7 year old elementary students about the story of Pinocchio over the course of 7 sessions, with the goals of developing English language skills, learning new vocabulary, and promoting values like respect through activities like reading, singing, drawing and acting out parts of the story.
конспект уроку
This document contains a lesson plan for an English class on the topic of shopping. The lesson aims to teach students vocabulary related to shopping, practice listening, grammar, reading and speaking skills. The plan involves students traveling virtually to different cities like Paris, London, and Kyiv to learn about popular shopping destinations in each place. Activities include filling in a guidebook with vocabulary, having dialogues in shops, describing items to guess what they are, reading about a famous British store, and role playing conversations at a market. The goal is to both teach English shopping vocabulary and have fun exploring different shopping cities around the world.
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- During her observations, she noticed the students were at an elementary level of English and the classroom was cramped. She co-taught a lesson with the regular teacher that incorporated role-playing.
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The document summarizes the learner's activities for the day. They read a book and listened to an audio CD about mining. They learned about the pros and cons of mining, such as how it provides jobs but can also endanger wildlife. They had difficulty remembering new vocabulary but tried using context clues. Going forward, they want to practice listening skills through movies and find new books to read to improve comprehension.
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Lesson Plan N° 11
- 1. Prácticas Comunitarias. Prácticas Educativas. Práctica Educativa II: Didáctica Especial de la Lengua Inglesa y Residencia en Escuelas Primarias. Carrera: Profesorado en Inglés. Profesor: Profesora Adjunta Regular dedicación exclusiva, a cargo, Estela Nélida Braun. Escuela Normal N°256 Clemente J. Andrada. Course: 5th grade, B. Timetable: Mondays, Wednesdays and Thursdays: 16.50 hs. to 17.45 hs. Tuesdays and Fridays: 16.05 hs to 16.50 hs. Mentor teacher: Badillo, Juliana. Trainees: Ferreyra Valentina and Yacopini Cristian Year: 2021. Session November, 5th My ideal city or town - Assessment Lesson Plan 6 Time: 45 minutes Topic: Ideal City Objectives: - To recall vocabulary related to places in a city. - To describe cities using different adjectives. - To answer questions using “Yes, there is/are.//No, there isn’t/aren’t.” - To use adjectives to describe students’ own city. Materials needed for the lesson - Student’s book Hop into English 3. - Visual support and materials designed by the teacher-students. Routine
- 2. Timing: 5 minutes. Type of interaction: all the class, teacher-students. Makro skills: listening and speaking. We will follow the routine ‘’How do you feel today?’’ and continue with a breathing exercise before starting the lesson to help students prepare to get to work after their recess. Warm-up Timing: 10 minutes. Type of interaction: all together. Makro skills: writing and speaking. 0. Let’s make altogether a list of the places we have studied so far and the words to describe them. We will write this list on the whiteboard for everyone to see and check their spelling for the following activities. First activity Timing: 10 minutes. Type of interaction: individually. Makro skills: reading and writing. 1. Read the text carefully. Then, read the sentences and write true or false. My Ideal City My ideal city is gigantic. In this city, there are modern buildings and beautiful houses. In the city centre, there are four different cinemas and two Universities. There are many cafes and restaurants, too. I don’t like lagoons so in my ideal city there isn’t a lagoon, but there is a waterpark for children. In the streets, there aren’t any papers or rubbish, and there is a bookshop in every corner. ____ In this city, there is a waterpark ____ There are many restaurants.
- 3. ____ There is a library in every corner. ____ There is just one cinema. ____ There are many old buildings. ____ There isn’t a lagoon in this city. Second activity Timing: 10 minutes. Type of interaction: individual. Makro skills: reading and writing. 2. Pay attention to the answers in these dialogues and complete the questions with is there - are there. a. - _______ _____________ any pet shops in Santa Rosa? - Yes, there are many pet shops in Santa Rosa. b. - _______ _____________ any mountains in Santa Rosa? - No, there aren’t any mountains in Santa Rosa. c. - _______ _____________ a University in your city? - Yes, there is a University here. d. - _______ _____________ a big shopping centre in your city? - No, there isn’t a big shopping centre in my city. e. - _______ _____________ a train station in Santa Rosa? - Yes, there is a train station here. Third activity
- 4. 3. Complete the words. Fourth activity Timing: 5 minutes. Type of interaction: all together. Makro skills: listening and speaking. 4. Pay attention to your classroom and answer saying yes, there is - no, there isn’t - yes, there are - no, there aren’t. 1. Is there a TV in the classroom? 2. Are there any chairs in the classroom? 3. Is there a teacher in the classroom? 4. Are there any animals here? 5. Is there a big desk here? Close-up activity Timing: 5 minutes. Type of interaction: all the class. Makro skills: listening and speaking.
- 5. Reflect on the classes: -