Lesson plan tp 3
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This 3-lesson plan introduces students to unusual jobs. In lesson 1, students will brainstorm typical jobs and try to guess the functions of unusual jobs assigned by the teacher in small groups. For lesson 2, students will research their assigned unusual job online and complete a questionnaire, survey, and article about an invented unusual job. In lesson 3, students will present their projects and complete a peer review activity evaluating other groups' presentations. The goal is for students to learn new vocabulary about unusual jobs while practicing simple present tenses and conversation skills.
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Lesson plan tp 3
The lesson plan outlines a 3 lesson project for students to research unusual jobs, with the goals of improving English vocabulary and skills like using simple present tense and conversational phrases. In the first lesson students brainstorm usual jobs and are assigned unusual jobs to research. The second lesson has students use online resources like a web quest to research and create a questionnaire and article about their assigned unusual job. In the third lesson students present their projects and provide peer feedback on other groups' work.
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Lesson plan tp 3
The lesson plan outlines a 3 lesson project for students to research unusual jobs, with the goals of improving English vocabulary and skills like using simple present tense and conversational phrases. In the first lesson students brainstorm usual jobs and are assigned unusual jobs to research. The second lesson has students use online resources like a web quest to research and create a questionnaire and article about their assigned unusual job. In the third lesson students present their projects and provide peer feedback on other groups' work.
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- Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework.
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Flipped classroom [autosaved]2
This document outlines a flipped classroom lesson plan for a Year 4 mathematics class on fractions. The plan involves students watching online instructional videos at home to learn about equivalent fractions. In class, the teacher leads hands-on activities like using fraction walls and group worksheets to reinforce the concept. The goal is for 90% of students to understand equivalent fractions by expressing them in simplest form. The plan draws on educational theories like Bloom's Taxonomy and the ADDIE model of instructional design.
Connections between addie and assure and 21st century
This document discusses several active learning techniques: Think-Pair-Share, The Pause Procedure, Fact Rounding, Network Phasing, Learning Cell, Active Writing, and Team Quizzes. It provides details on how each technique works, such as having students discuss topics in pairs and groups, engaging in question-asking between students, and generating questions about course material as a review. The overall purpose of these techniques is to make students responsible for their own learning through collaborative and hands-on activities rather than passive listening.
Project work
Project work in ELT classrooms involves students collaborating to decide on and complete a project, with the teacher in a supporting role. Some benefits are that it increases student motivation by allowing them to be personally involved, integrates all language skills, and promotes autonomous learning. Potential drawbacks are that students may rely too heavily on their native language, some students may not participate fully, and groups may progress at different speeds. Successful project planning includes setting clear parameters around topics, responsibilities, timelines and presentations.
Reading sequences- EXAMPLES
This document provides examples of reading sequences for different levels of English language learners. Example 1 is for pre-intermediate students and involves looking at a picture from a magazine and discussing the text. Example 2 is for intermediate students and has them quickly preview a web page about a council changing its mind on an important issue. Example 3 is for intermediate to advanced students and involves a webquest where students visit websites to gather information for a class project on a debate topic. Activities for each example include discussion questions, vocabulary exercises, role-plays, and group work.
Lcwu unit 2 unit plan
The document outlines an 18-day unit plan for teaching students to write informational texts. Each day focuses on a different skill: collecting topics of expertise, choosing topics and proving expertise, learning chapter structures, drafting chapters, crafting introductions and conclusions, and creating tables of contents. The lessons incorporate modeling, close reading mentor texts, drafting practice, and providing feedback to help students learn to write effective informational chapters on a self-selected topic.
Universal Design for Learning
This document outlines an agenda for a workshop on Universal Design for Learning (UDL). The workshop will include introductions and learning goals, an activity on the "faux flipped classroom" model, a jigsaw activity where participants research UDL tips and resources, an activity identifying barriers to learning and solutions, an activity designing a lesson incorporating UDL principles and standards, and time for implementation planning. Participants will learn about UDL principles, analyze how to apply UDL to support different learners, and plan for promoting UDL in their districts.
BUE2015FlippedClassroomDesign.pdf
This document provides an overview of flipped classrooms, including definitions, benefits, teacher responsibilities, lesson planning steps, and examples of in-class activities. A flipped classroom model moves lectures outside of class, typically in the form of videos for students to watch at home. This frees up class time for active learning activities like discussions and projects. The teacher is responsible for ensuring students understand the material before class and monitoring participation during interactive activities. Effective lesson planning involves determining learning objectives and sorting content into material for home versus in-class work. Sample in-class activities described are discussions, applications, problem-solving, and using student responses to tailor instruction. Tips for implementing flipped teaching and addressing potential obstacles are also outlined.
Performance task: "a defining day in my life"
The teacher is assigning students a performance task to write a personal narrative essay about a defining event in their life that took place over one day. Over several classes, students will write their essays in six paragraphs, limiting each paragraph to background information leading up to the event. The teacher will provide guidance, check student understanding, and discuss the writing process and structure of narratives to help students complete a high-quality final draft of the assignment which is due on the last day.
Let's get digital . Apac convention 2011
This document provides information about using Moodle and creating projects for language learning. It discusses several sample projects that students can complete, such as creating videos about themselves, making flashcards or chants for irregular verbs, writing spooky stories or recipes. It explains how to set up the projects in Moodle and evaluate them, including using tools like forums, workshops, and peer/self-assessment. Students' work will be compiled into an online portfolio for the teacher to provide feedback and grades.
Similar to Lesson plan tp 3 (20)
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Promoting Creativity and Collaboration in Your Classroom with Google Docs
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Connections between addie and assure and 21st century
Connections between addie and assure and 21st century
More from victoria griggio
Evaluation webquest
The document provides questions for students to evaluate their own work on tasks involving odd jobs. It asks students if they found any task difficult, if they were able to manage surfing the internet, if they found any job interesting, and if they would change anything from the tasks. It then provides similar questions for students to evaluate their classmates' work.
Lesson plan tp 3
This 3-lesson plan introduces students to unusual jobs. In lesson 1, students will brainstorm typical jobs and try to guess the functions of unusual jobs assigned by the teacher in small groups. For lesson 2, students will research their assigned unusual job online and complete a questionnaire, survey, and article about an invented unusual job. In lesson 3, students will present their projects and complete a peer review activity evaluating other groups' presentations. The goal is for students to learn new vocabulary about unusual jobs while practicing simple present tenses and conversation skills.
Evaluation webquest
The document provides questions for students to evaluate their own work on tasks involving odd jobs. It asks students if they found any task difficult, if they were able to manage surfing the internet, if they found any odd job interesting, and if they would change anything from the tasks. It then provides similar questions for students to evaluate their classmates' work.
Evaluation webquest
The document provides questions for students to evaluate their own work on tasks involving odd jobs. It asks students if they found any task difficult, if they were able to manage surfing the internet, if they found any job interesting, and if they would change anything from the tasks. It then provides similar questions for students to evaluate their classmates' work.
Lesson plan tp 3
This 3-lesson plan introduces students to unusual jobs. In lesson 1, students will brainstorm typical jobs and try to guess the functions of unusual jobs assigned by the teacher in small groups. For lesson 2, students will research their assigned unusual job online and complete a questionnaire, survey, and article about an invented unusual job. In lesson 3, students will present their projects and complete a peer review activity evaluating other groups' presentations. The goal is for students to learn new vocabulary about unusual jobs while practicing simple present tenses and conversation skills.
Ict assignment 2
The lesson plan aims to revise grammatical structures and vocabulary related to toys with students around 10 years old. There will be one computer for every 2-3 students. Activities include rearranging words to form sentences using "have/has got", completing sentences with "is" or "are", matching toy names to pictures, reading comprehension about toys in a bedroom, and guessing toys from descriptions with potential use of mimicry. The goal is for students to practice describing toys and people's possessions.
History of Educational Technology
Educational technology refers to the use of technology in educational settings to support learning. Some early educational technologies included the abacus, blackboards, radio, and television. Computers started being used for educational purposes in the 1980s and have increasingly replaced other media. Educational technology is most effective when used to support teacher explanations and engage students, rather than replacing the teacher. Theories behind educational technology include behaviorism, which focuses on individual learning through computer-assisted programs, and constructivism, which emphasizes students' active construction of knowledge with teacher guidance. Modern tools now include class websites, blogs, wikis and mobile devices.
Educational Technology
Educational technology refers to the use of technology in educational settings to support learning. Some early educational technologies included the abacus, blackboards, radio, and television. Computers started being used for educational purposes in the 1980s and have increasingly replaced other media. Educational technology is most effective when used to support explanations, provide concrete examples, and engage students, rather than replacing the teacher. Theories behind educational technology include behaviorism, which focuses on individual learning through computer-assisted programs, and constructivism, which emphasizes students' own construction of knowledge aided by teachers. Modern tools now include class websites, blogs, wikis and mobile devices.
Complete the sentences with true information about eductional technology
The document discusses the history and evolution of educational technology. It notes that the abacus was one of the earliest forms of technology used for calculation purposes. It then states that blackboards are increasingly being replaced with projectors and interactive whiteboards in classrooms. The document also mentions that in the 1920s, the U.S. began licensing educational radio stations and that television later emerged as a way to share educational videos with students. It provides a high-level overview of the introduction and uses of computers, the Internet, projectors and other technologies to support learning over time.
Cars
The document contains a collection of sentences describing various situations involving cars and driving. It describes actions like checking and adjusting car mirrors, noticing a flat tire, pulling over to rest, starting the car and driving off, hiding a gun among maps in the car, hearing glass shatter on a parked car, trying to control a sliding van, braking to avoid crashing, putting luggage in the car boot, examining a tire and changing a wheel, pulling down the sun visor, noticing high speed on the speedometer, and parallel parking in a small space.
More from victoria griggio (10)
Complete the sentences with true information about eductional technology
Complete the sentences with true information about eductional technology
Lesson plan tp 3
- 1. Griggio, Victoria – Rossino, Carolina Informática aplicada a la enseñanza de Inglés – Assignment n° 3 LESSON PLAN These lessons are aimed to teenagers from 1st year, secondary public school, more or less 25 students. They will be working on the topic “Unusual jobs”; besides learning new vocabulary, they will revise simple present and conversation strategies such as “I agree”, “I think”, etc. Students will have to surf the internet to find out about the unusual jobs we present and during the third lesson they are expected to produce and present a project on a new unusual job made up by them. Warmer (Lesson 1) • The teacher asks students what jobs they know and explain what the job is about. (regular jobs) Teacher uses flashcards to guide the discussion and suggests ideas such as whether people wear uniforms in their jobs or not, if they work with a lot of people or by themselves, etc. • Students are required to get into groups (3/4 students per group). The teacher presents a poster with different names of unusual jobs, and assigns one job for each group. Students have to guess what the job they were given is about and share their ideas with the rest of the class. While one group presents its job, the other groups are expected to provide opinions about their classmates guess. • Round up: Students write down about what a person does in the job that was assigned to them. Web (Lesson 2): Warmer: Students read aloud what they wrote about their assigned job last class. Groups discuss about other possibilities for odd jobs. This lesson is going to take place in the computer room. Students sit in the computers in the same groups that were formed during lesson 1. Students follow a Web quest. • Students are required to follow the steps presented in the web quest (http://www.zunal.com/webquest.php?w=71298) and prepare the activities by using not only the resources they will find in the internet but other tools such as word processor or PowerPoint.
- 2. • They will have to prepare a questionnaire, a survey and an article on an unusual job invented by them. In this part of the project they are expected to use (as revision) grammar structures such as present tenses and questions forms, apart from basic vocabulary related to jobs they know. • This may take more than one session, but they can do part of the task at home as homework and, if any doubt arises, they are allowed to send e- mails to the teacher in order to solve any problem, before the presentation of the project. What next (Lesson 3): This is the last part of the project • Students present the work they have done by following the steps in the web quest: they will act out a short interview, present the results of the survey and the imaginary odd job, by using either a PowerPoint presentation or the usual poster and different pictures or flashcards • This part is presented orally, and they will be evaluated • After that they are required to hand in the project in written format, either in paper or electronically, in a CD ROM or any other device • Round up: peer review – the different groups will write an opinion about the projects, highlighting the weak points and the strong point of a group they will be assigned. The opinion has to be handed in. Links to be used: • www.unusualwaystomakemoney.com/unusualjobs.html - Last Modified: October 11, 2010 5:27 pm • http://www.articlesbase.com/marketing-articles/top-5-unusual- jobs-910226.html - Last Modified: October 11, 2010 5:33 pm • http://www.telegraph.co.uk/news/newstopics/howaboutthat/2484423/Ten- of-the-most-unusual-jobs.html - Last Modified: October 11, 2010 5:38 pm • http://www.mcsweeneys.net/links/unusualjobs/ - Last Modified: October 11, 2010 5:45 pm • http://www.myunusual.com/downloads/Unusual_JobsC.html - Last Modified: October 11, 2010 5:58 pm
- 3. Unusual ways to make money Top 5 unusual jobs
- 4. Telegraph Top ten unusual jobs McSweeney’s Interviews