Lesson Plan N°10 Assad - Ramirez
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This lesson plan outlines a road safety project for 5th grade students. The students will work in pairs to create cardboard signs with sentences and drawings about rules for pedestrians, such as things they can and cannot do in the street. During the lesson, the students will finish and polish their signs. In the next class, they will present their signs orally to their classmates and display them around the school. The goal is to develop vocabulary and language structures around traffic safety.
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Laura enjoyed her first teaching lesson despite initial nerves. The lesson plan she prepared with her partner engaged the students. However, she wants to work on getting quiet students to speak up more and moving around the classroom. Two students disrupted the class by screaming, but Laura was able to get them back on task by challenging them to solve the activity after they claimed it was too easy. Laura says her partner Besim's lesson went well overall, though he could improve his explanations. They helped each other with classroom discipline and their teamwork was positive.
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The student teacher observed a workshop on road safety that lasted over an hour. The student teacher only had 5 minutes to explain the activity and was unable to provide examples or vocabulary practice. While the activity was appropriate, using "must" and "mustn't" may have been better than "can" and "can't" when discussing traffic laws. The mentor teacher took on too large a role during the workshop and did not give the student teacher enough opportunities to lead. For future observations, the student teacher needs to take a more active role in teaching and not let the mentor teacher dominate the classroom interactions.
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- While the intercultural project was interesting for students and they were engaged, the mentor teacher did most of the guiding and explaining during the lesson. The feedback suggests that the trainees need to take a more active role in guiding lessons during their practicum.
- The trainees showed proper teacher stance when intervening, but should seek to participate more. Besim made some minor mistakes in language use and pronunciation that the feedback
Lesson plan n2 assad - ramirez
The weekly lesson plan outlines a 45-minute class for 5th grade students focusing on the third person singular form of the verb "like". The lesson will begin with a warm-up activity where students act out likes and dislikes. They will then complete sentences about characters' preferences based on pictures. Finally, students will listen to a song and complete a chart indicating what each speaker says they like or dislike. The goal is to develop vocabulary and structures around present simple verbs in third person as well as speaking, listening and writing skills.
Jasmine Kendall Presentation
Jasmine Kendall lives in Ingleton, a small town of 2000 people located in North England. She studies at Durham University in the North of England. She enjoys rowing, fish and chips, and Scotland, but does not like cricket or London.
Lesson plan N°3 Assad - Ramirez
This lesson plan outlines an intercultural exchange activity between 5th grade English and Argentinian students about their respective cultures. Students will listen to a presentation by a student from England, Jasmine, about her home, family, likes and dislikes regarding British culture, geography, food, landmarks and sports. Selected students will then interview Jasmine, asking if she likes various Argentinian cultural elements, and write down her answers. Finally, all students will produce sentences using what they learned and third person singular verbs to practice their English skills.
Lesson plan n°1 Assad - Ramirez
This lesson plan is for a 5th grade class and focuses on teaching the third person singular form of the verb "like". The plan outlines introducing vocabulary like actions, objects, and foods using examples with "he" and "she". Flashcards will be used to review vocabulary and students will play a matching game. Finally, students will be split into groups to interview each other using the flashcards to practice asking if someone likes or doesn't like an item in third person singular form. The goal is for students to learn and practice using this grammar structure orally.
Preparing materials for esp teaching
English for Specific Purposes (ESP) focuses on meeting learners' specific language needs for their careers or fields of study. ESP emerged because general English was not always helpful in real-life professional contexts. ESP materials can be tailored textbooks or teacher-created materials that are relevant to learners' subject areas and needs. Tailor-made ESP materials provide purposeful learning opportunities and stimulate learners' curiosity about topics related to their lives and careers. ESP teachers evaluate and improve materials through pre-use, in-use, and post-use evaluation to ensure the materials best suit learners' needs.
Lesson Plan N°4 Assad - Ramirez
This lesson plan is for a 5th grade Spanish class and focuses on teaching students to express what activities they can and cannot do using the present simple tense. The 45-minute lesson will begin with an introduction of the vocabulary words "can" and "can't" through examples on the whiteboard. Students will then play a flashcard game asking each other questions about sports to practice the vocabulary. They will complete a worksheet filling in sentences about their own abilities. The lesson will conclude with a charades-style game where students mimic actions for their peers to identify using "can" and "can't".
Practical nº 11 Ramirez - Assad
Este documento describe los Núcleos de Aprendizaje Prioritarios (NAP) para lenguas extranjeras en Argentina. Explica que los NAP tuvieron como objetivo establecer estándares nacionales para cinco idiomas (alemán, francés, inglés, italiano y portugués) con un enfoque intercultural y plurilingüe. Describe la organización de los NAP en cuatro recorridos de aprendizaje y seis ejes principales. También presenta situaciones de enseñanza esperadas que promueven el apre
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Final reflection about my practicum
Besim Assad completed their teaching practicum and reflects on the experience. They found teaching challenging at first but learned with hard work and responsibility anything is possible. Besim worked with a pedagogical partner and mentor teacher to design engaging activities covering key skills, though some activities worked better than others. Developing new activities without textbooks was difficult and required research. Besim connected well with students but struggled with behavior issues, realizing how to better handle such situations in the future. Overall, the positive relationships and feedback led Besim to feel they did great work and hope to teach again soon.
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The document contains 3 sections with the header "Name: CAN/CAN'T Match:" followed by 4 sentences in each section comparing what a "she" or "he" can or can't do. The first sentence in each section states that "She can't walk." The second sentence states that "He can cook." The third sentence states that "She can play football." And the fourth sentence states that "He can't skate."
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Vanesa's feedback on Road Safety Education class at the library
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Lesson plan n°9 assad - ramirez
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Lesson plan n7 assad - ramirez
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This lesson plan is for a 5th grade English class focusing on the verb "to be" in present tense. The unit has 3 lessons planned. Lesson 1 introduces the verb and has students write sentences using objects in the classroom. Lesson 2 practices the verb in affirmative, negative, and interrogative forms through a concentration game and worksheet. Lesson 3 reviews vocabulary from the year by having students draw pictures and write sentences using the pictured items. Each lesson includes a greeting, game, introduction, development activity, and closing assessment.
Planeador de clases quinto
This lesson plan is for a 5th grade English class focusing on the verb "to be" in present tense over 3 lessons. Lesson 1 introduces the verb and has students write sentences using objects in the classroom. Lesson 2 practices the verb in affirmative, negative, and interrogative forms through a worksheet. Lesson 3 reviews vocabulary from the year by having students draw pictures and write sentences. Each lesson includes an opening game, main activity practicing the target grammar point, and closing assessment or feedback.
Lesson Plan N°7 Assad - Ramirez
The weekly lesson plan is for grade 5 classes C and D on Wednesday. The topic is things that can or cannot do certain actions. Vocabulary, structures, skills, and functions will be developed including present simple third person singular. A worksheet activity will match sentences to pictures and order questions and answers to check student progress. The class will conclude by listening and moving to the song "From Head to Toe" to review all vocabulary taught.
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Lesson Plan 30/08/21 - Muller Lilia - PDIII - Queries - Pass
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Lesson Plan 20/08/21 - Muller Lilia - PDIII - Queries - Pass
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The lesson plan is for a 40-minute class on clothes for a group of 21 5th year elementary students. The main aims are for students to be able to name and describe pieces of clothing. Students will work in groups to dress images for different seasons and then write simple sentences individually describing the clothes.
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Lesson Plan N°10 Assad - Ramirez
- 1. Lesson Plan Assad, Besim Emiliano – Ramirez, Laura School N°4, 5th Grade C & D. Late shift. Lesson Plan 10° Date ofthe class: October, 4th. Timetable: 15.50 to 16.35 & 16.35 to 17.20. Teachers: Besim Assad & Laura Ramirez >Friday Class: Things I can and can’t do as a pedestrian Project< Topic: Road safety education. Aim: To develop and practice: Vocabulary: Can/can’t actions (cross, drive, walk, etc.), traffic terms (pedestrian, street, traffic lights, stop sign, etc.). Structures: present simple first person singular. Skills: speaking, reading and writing. Function: expressing ability. Positive and negative statements. Age: primary 9-10 Time: 45 minutes. Materials: Markers Whiteboard Cardboards Colours Rules Introduction: In this class we will continue and finish working with a Road Safety project in which students will have to design cardboards. Itwill consist of producing sentences and drawings in groups including rules they can/can’t do in the street as kids. Later on, in the next class, they will make an oral exposition of their work in front of their classmates and they will hang the cardboards along the walls of the school.
- 2. Procedure: 1- Starting the class (5 min): At the beginning of the class we will take both courses to the library and ask a student of each class to deliver the badges with the pupils’ names to his/her classmates and we will take down note of the absent students. 2- RoadSafetyProject(40min): We will devote the whole class to continue and finish working with this project which started last class but students could only start it. Instead of groups of 3/4 students, the mentor teacher advised us to do it in pairs, which perfectly worked so far. Students will have to write one sentence each on a cardboard related to the rules about what they can/can’t do on the street. They will use both affirmative and negative forms (using sentences we worked before or creating new ones) together with an illustrating drawing. This class will be used for polishing everything and for preparing students for the oral expositions next class in which they will, in the end, stick the projects on the walls of the school.