This document discusses the Presentation-Practice-Production (PPP) model for teaching language. It begins by outlining the general and specific objectives of learning about this model. It then introduces the three phases - Presentation, Practice, and Production - and provides examples of activities that can be used in each phase. Some advantages of the PPP model are that it provides a clear structure for lessons, allows the teacher to monitor student progress, and builds confidence as students move from controlled practice to freer production. The document concludes by having teachers apply what they've learned by creating their own PPP language lesson plan.
This document discusses how to teach grammar. It covers defining grammar and its components like texts, sentences, words and sounds. It discusses two approaches to teaching grammar - deductive and inductive learning. Inductive learning involves students deriving grammar rules from examples without being directly taught the rules. The document also discusses using different types of texts and contexts as a way to teach grammar in a more meaningful way for students. Sources of texts that can be used include course books, authentic materials, and materials generated by teachers or students.
The document discusses various methods for testing writing skills, including composition writing, grading compositions, and objective tests of mechanics and punctuation. It covers testing at basic, intermediate, and advanced levels. It also addresses considerations in designing writing tests, such as providing realistic topics, setting the composition, and treating written errors in scoring. Different types of controlled writing are proposed, including using notes, completing sentences, rewriting paragraphs, and forming paragraphs from sentences.
TEACHING WRITING LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
This lesson plan is for a 3rd grade class on toys and games. The 40 minute lesson will teach students to describe toys and games through writing advertisements. Students will bring toys to class, discuss their favorites, and write simple sentences about their peers' toys. They will then work individually and in groups to create advertisements by drawing and writing catchphrases for their favorite toy. Finally, students will provide feedback on each other's advertisements and vote on the best one. The goal is for students to practice daily conversation and writing skills while learning about advertising language.
This lesson plan outlines a lesson on business letters for an intermediate English class. The objectives are for students to be able to identify and create a basic business letter, specifically an application letter. The teacher will explain what an application letter is through examples and vocabulary. Students will then work in groups to analyze sample letters and individually write an application letter based on a job advertisement. Assessment will be through a written test evaluating vocabulary, grammar, comprehension, content, and the application letter.
This lesson plan outlines a lesson for a 10th grade English class on writing descriptive texts about folktales. The objectives are for students to practice writing while entertaining readers, introducing moral values, and appreciating cultural values. Students will focus on grammar like simple present tense and adverb of time. The teaching aids include pictures, examples of emails/letters, worksheets, and a projector. Students will do warmup activities reading folktales, learn the text structure, complete writing exercises filling in blanks and writing diary entries, edit a passage, and discuss possible complications for story development.
The document provides suggestions for teachers to help develop students' oral proficiency and ability to speak English fluently. It recommends maximizing opportunities for student speaking practice through collaborative work, authentic tasks, and reducing teacher speaking time. A variety of speaking activities are described, including discussions, role-plays, interviews, and picture narration. Teachers should create a low-anxiety environment, provide feedback, and involve speaking practice both in and out of class to help students improve their speaking skills.
The document outlines how to teach the four main language skills - speaking, writing, reading and listening. For each skill, it describes the pre-teaching, while-teaching and post-teaching stages. The pre-teaching stage involves introducing vocabulary, concepts and models. The while-teaching stage focuses on practicing exercises and receiving feedback. The post-teaching stage includes assessing understanding, providing feedback and introducing new topics.
This document discusses the Presentation-Practice-Production (PPP) model for teaching language. It begins by outlining the general and specific objectives of learning about this model. It then introduces the three phases - Presentation, Practice, and Production - and provides examples of activities that can be used in each phase. Some advantages of the PPP model are that it provides a clear structure for lessons, allows the teacher to monitor student progress, and builds confidence as students move from controlled practice to freer production. The document concludes by having teachers apply what they've learned by creating their own PPP language lesson plan.
This document discusses how to teach grammar. It covers defining grammar and its components like texts, sentences, words and sounds. It discusses two approaches to teaching grammar - deductive and inductive learning. Inductive learning involves students deriving grammar rules from examples without being directly taught the rules. The document also discusses using different types of texts and contexts as a way to teach grammar in a more meaningful way for students. Sources of texts that can be used include course books, authentic materials, and materials generated by teachers or students.
The document discusses various methods for testing writing skills, including composition writing, grading compositions, and objective tests of mechanics and punctuation. It covers testing at basic, intermediate, and advanced levels. It also addresses considerations in designing writing tests, such as providing realistic topics, setting the composition, and treating written errors in scoring. Different types of controlled writing are proposed, including using notes, completing sentences, rewriting paragraphs, and forming paragraphs from sentences.
TEACHING WRITING LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
This lesson plan is for a 3rd grade class on toys and games. The 40 minute lesson will teach students to describe toys and games through writing advertisements. Students will bring toys to class, discuss their favorites, and write simple sentences about their peers' toys. They will then work individually and in groups to create advertisements by drawing and writing catchphrases for their favorite toy. Finally, students will provide feedback on each other's advertisements and vote on the best one. The goal is for students to practice daily conversation and writing skills while learning about advertising language.
This lesson plan outlines a lesson on business letters for an intermediate English class. The objectives are for students to be able to identify and create a basic business letter, specifically an application letter. The teacher will explain what an application letter is through examples and vocabulary. Students will then work in groups to analyze sample letters and individually write an application letter based on a job advertisement. Assessment will be through a written test evaluating vocabulary, grammar, comprehension, content, and the application letter.
This lesson plan outlines a lesson for a 10th grade English class on writing descriptive texts about folktales. The objectives are for students to practice writing while entertaining readers, introducing moral values, and appreciating cultural values. Students will focus on grammar like simple present tense and adverb of time. The teaching aids include pictures, examples of emails/letters, worksheets, and a projector. Students will do warmup activities reading folktales, learn the text structure, complete writing exercises filling in blanks and writing diary entries, edit a passage, and discuss possible complications for story development.
The document provides suggestions for teachers to help develop students' oral proficiency and ability to speak English fluently. It recommends maximizing opportunities for student speaking practice through collaborative work, authentic tasks, and reducing teacher speaking time. A variety of speaking activities are described, including discussions, role-plays, interviews, and picture narration. Teachers should create a low-anxiety environment, provide feedback, and involve speaking practice both in and out of class to help students improve their speaking skills.
The document outlines how to teach the four main language skills - speaking, writing, reading and listening. For each skill, it describes the pre-teaching, while-teaching and post-teaching stages. The pre-teaching stage involves introducing vocabulary, concepts and models. The while-teaching stage focuses on practicing exercises and receiving feedback. The post-teaching stage includes assessing understanding, providing feedback and introducing new topics.
The document discusses the functional-notional approach to language teaching. It describes the historical background and basic claims of the approach. The functional-notional approach focuses on the communicative purposes and functions of language use. It emphasizes learning language through real-world functions like greetings, requests, apologies rather than through grammar rules. The approach is based on the idea that language learning should involve understanding functions, notions (vocabulary related to functions), and exponents (language forms used to express functions). It aims to help learners communicate effectively for different purposes.
Research Reflection Topic: Listening Difficulties of Studentsvxiiayah
The document discusses a study on listening difficulties faced by students. It analyzes data from a questionnaire given to 50 English major students. The main findings were:
1) Students spend little time practicing listening on their own, hindering improvement.
2) When encountering unknown words, most students try guessing the meaning instead of ignoring it and continuing to listen.
3) Students listen word-for-word instead of focusing on key ideas, making comprehension difficult. The study provides recommendations to help students strengthen their listening skills.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/58413470
Presentation Description
The word assessment comes from the Latin assidere, meaning to sit beside. This notion evokes the image of learner and teacher working together to improve learning and teaching. Involving learners in assessment helps them reflect on their learning, set goals, monitor progress, and regularly evaluate their goals. In the case of listening, learners become aware of the cognitive processes and develop greater metacognitive awareness of listening to help them better regulate their comprehension processes. This leads to greater learner investment and motivation and, ultimately, autonomous language learners.
Comprehension, the product of listening, can be assessed by a variety of informal and formal methods. In this webinar, we will examine and discuss a number of examples of formative assessment of listening. We will then discuss some issues related to these examples, as well as some well-known examples of summative assessment, in light of five important criteria: 1) validity; 2) reliability; 3) authenticity; 4) washback; and 5) practicality.
Webinar Date: 2/23/2012
This document discusses the traditional approach to teaching literature, where learners explore the social, political, literary, and historical context of texts. This represents how literature can increase understanding of different cultures and ideologies while developing perceptions of feelings and art. The pros are that it helps learners comprehend other cultures and ideologies, appreciate diversity, and gain cultural insight. However, it is largely rejected in TEFL as it tends to be teacher-centered with little language practice, keeps students detached from the text and language, and misses intertextual references. An example provided is analyzing Dr. Jekyll and Mr. Hyde based on its social context of the characters' occupations and the historical setting in the 19th century.
I. The document outlines a 30-minute lesson plan for a 5th grade class about real life heroes in Malaysia.
II. The lesson plan involves showing students pictures of famous Malaysians, teaching vocabulary words related to courage and community service, and having students complete activities like transferring information to a table and writing passages to practice spelling.
III. The goal is for students to appreciate the contributions of people in their community and to be able to complete writing assignments correctly.
Ms1 full sequence 3 me & my daily activitiesMr Bounab Samir
Salam
MS1 level - "FULL" Sequence 3: - Me & My Daily Activities
The sequence is planned with a lesson plan that takes into account the CBA principlesand the new curriculum features
The sequence reflcts the PPU , PDP and PIASP frame works and situation of integrations
Good Luck
Mr Samir Bounab ( teacher trainer at MONE)
The links
The document provides guidance for activities and techniques to promote speaking skills in English language learners. It recommends that teachers create a communicative classroom where students can engage in authentic tasks that require real-life communication, such as group discussions, role plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, class reporting, playing cards, picture sequencing/narrating, picture describing, and finding differences in pictures. The document also provides suggestions for teachers, such as providing opportunities for student speaking time, reducing corrections, involving speaking practice both in and out of class, and diagnosing individual student difficulties.
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.
Salam ,
MS1 level: Sequence 2 " ME & My Family"
This sequence is planned with PPU speaking ( grammar & pronunciation ) lessons and PDP reading frame work + PIASP teaching grammar and pronunciation items
Good Luck
by Mr.Samir Bounab ( Teacher trainer at MONE)
the links
Advantages and disadvantages in desing own l2 materialDiajeng Husada
English teachers may choose to design their own teaching materials for several reasons:
1) They can contextualize materials to their specific students and educational environment since published materials are generic.
2) They can tailor materials to individual student needs and learning styles to increase engagement.
3) Home-made materials allow for more personalization, spontaneity, and tapping into student interests.
However, teacher-made materials also risk being disorganized, lacking quality or coherence if not designed carefully while considering student needs, curriculum goals, teaching context, and resources available. Significant time is also required.
This document discusses teaching speaking skills in a language classroom. It introduces the objectives of developing students' speaking competence, fluency, accuracy and complexity. Chapter 1 discusses theories of second language acquisition like comprehensible output hypothesis. It also outlines the key areas of speaking competence - phonological skills, speech function skills, interaction management skills and extended discourse organization skills. Chapter 2 focuses on developing fluency through tasks. Chapter 3 introduces an informed pedagogical model for developing accuracy in speaking. The overall goal of language learning is to communicate in fluent and accurate language.
The document discusses using real-life objects or "realia" in English language teaching. It defines realia and explains why teachers should use it, such as making lessons more engaging and memorable for students. Some ways realia can be incorporated include using objects to teach vocabulary, grammar points, reading comprehension, and role plays. The document provides many activity ideas involving realia, such as using menus for a restaurant role play or family photos for describing relatives. It emphasizes that realia brings the real world into the classroom in an interactive way.
This document provides strategies for activating prior knowledge and building background information for students. It discusses brainstorming, photography studies, previews and predictions, literary maps, and word squares as techniques. The strategies aim to stimulate students' thinking about topics and help them make connections and inferences about characters and events. Activating background knowledge helps students better understand and engage with new information.
The document discusses the professional experience of an individual with over 10 years of experience working as an English teacher and coordinator. They hold a degree in Education with a major in English as well as a Master's degree in Human Resources and Knowledge Management. Additionally, they have experience and certifications in translation, interpretation, and teaching English. Currently, they work at several educational institutions.
This document provides an overview of the 6 Traits writing model for instruction and assessment. The 6 Traits include Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions. Each trait is defined and sample teaching strategies are outlined. Using the 6 Traits approach provides students and teachers with a common language for writing, consistency in assessment, and a framework to focus instruction and revision. It links assessment to teaching writing skills and develops the areas evaluated in standardized writing assessments.
This lesson is about how to write and speak to introduce oneself by using Present Simple Tense correctly, because that is important for everyday life.
By
Miss Weerapattha Phosri
Miss Nattacha Chongvarin
TEACHING SPEAKING LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
This lesson plan is for a 4th grade speaking activity to teach describing people and objects using adjectives like beautiful, ugly, fast, slow, poor, and rich. The 40-minute lesson involves 3 stages: 1) Presenting vocabulary through a PPT and having students practice using the words; 2) Having students complete exercises matching pictures and sentences, then writing and presenting stories using the adjectives; 3) Dividing students into groups to perform role-plays using sample dialogues and playing a game using "happy" and "sad" face signs to encourage emotion sharing. The goal is for students to communicate, use everyday speech, have conversations, and describe people and objects while overcoming stage fright.
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.
This lesson plan summarizes a teaching lesson on reading comprehension that will be delivered to a 6th grade class of 31 students. The plan outlines the objectives to be covered, including identifying new vocabulary, finding article types in the story, and answering questions. Potential problems like extra time or student behavior are addressed with solutions. The lesson schedule breaks the class into engagement, exploration, explanation, elaboration, and evaluation stages using teacher-student and student-student interaction. Groups will discuss and present answers to level-appropriate questions on the story.
The document provides details of an English lesson plan for a primary school in Vietnam, including objectives, teaching aids, procedures, and evaluation. The lesson plan is for Unit 1 of the English textbook and focuses on addresses. It includes warm-up activities to review vocabulary, presenting new vocabulary through songs and games, practice asking and answering questions about addresses in pairs and groups, and a consolidation portion for students to summarize what they learned.
The document discusses the functional-notional approach to language teaching. It describes the historical background and basic claims of the approach. The functional-notional approach focuses on the communicative purposes and functions of language use. It emphasizes learning language through real-world functions like greetings, requests, apologies rather than through grammar rules. The approach is based on the idea that language learning should involve understanding functions, notions (vocabulary related to functions), and exponents (language forms used to express functions). It aims to help learners communicate effectively for different purposes.
Research Reflection Topic: Listening Difficulties of Studentsvxiiayah
The document discusses a study on listening difficulties faced by students. It analyzes data from a questionnaire given to 50 English major students. The main findings were:
1) Students spend little time practicing listening on their own, hindering improvement.
2) When encountering unknown words, most students try guessing the meaning instead of ignoring it and continuing to listen.
3) Students listen word-for-word instead of focusing on key ideas, making comprehension difficult. The study provides recommendations to help students strengthen their listening skills.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/58413470
Presentation Description
The word assessment comes from the Latin assidere, meaning to sit beside. This notion evokes the image of learner and teacher working together to improve learning and teaching. Involving learners in assessment helps them reflect on their learning, set goals, monitor progress, and regularly evaluate their goals. In the case of listening, learners become aware of the cognitive processes and develop greater metacognitive awareness of listening to help them better regulate their comprehension processes. This leads to greater learner investment and motivation and, ultimately, autonomous language learners.
Comprehension, the product of listening, can be assessed by a variety of informal and formal methods. In this webinar, we will examine and discuss a number of examples of formative assessment of listening. We will then discuss some issues related to these examples, as well as some well-known examples of summative assessment, in light of five important criteria: 1) validity; 2) reliability; 3) authenticity; 4) washback; and 5) practicality.
Webinar Date: 2/23/2012
This document discusses the traditional approach to teaching literature, where learners explore the social, political, literary, and historical context of texts. This represents how literature can increase understanding of different cultures and ideologies while developing perceptions of feelings and art. The pros are that it helps learners comprehend other cultures and ideologies, appreciate diversity, and gain cultural insight. However, it is largely rejected in TEFL as it tends to be teacher-centered with little language practice, keeps students detached from the text and language, and misses intertextual references. An example provided is analyzing Dr. Jekyll and Mr. Hyde based on its social context of the characters' occupations and the historical setting in the 19th century.
I. The document outlines a 30-minute lesson plan for a 5th grade class about real life heroes in Malaysia.
II. The lesson plan involves showing students pictures of famous Malaysians, teaching vocabulary words related to courage and community service, and having students complete activities like transferring information to a table and writing passages to practice spelling.
III. The goal is for students to appreciate the contributions of people in their community and to be able to complete writing assignments correctly.
Ms1 full sequence 3 me & my daily activitiesMr Bounab Samir
Salam
MS1 level - "FULL" Sequence 3: - Me & My Daily Activities
The sequence is planned with a lesson plan that takes into account the CBA principlesand the new curriculum features
The sequence reflcts the PPU , PDP and PIASP frame works and situation of integrations
Good Luck
Mr Samir Bounab ( teacher trainer at MONE)
The links
The document provides guidance for activities and techniques to promote speaking skills in English language learners. It recommends that teachers create a communicative classroom where students can engage in authentic tasks that require real-life communication, such as group discussions, role plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, class reporting, playing cards, picture sequencing/narrating, picture describing, and finding differences in pictures. The document also provides suggestions for teachers, such as providing opportunities for student speaking time, reducing corrections, involving speaking practice both in and out of class, and diagnosing individual student difficulties.
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.
Salam ,
MS1 level: Sequence 2 " ME & My Family"
This sequence is planned with PPU speaking ( grammar & pronunciation ) lessons and PDP reading frame work + PIASP teaching grammar and pronunciation items
Good Luck
by Mr.Samir Bounab ( Teacher trainer at MONE)
the links
Advantages and disadvantages in desing own l2 materialDiajeng Husada
English teachers may choose to design their own teaching materials for several reasons:
1) They can contextualize materials to their specific students and educational environment since published materials are generic.
2) They can tailor materials to individual student needs and learning styles to increase engagement.
3) Home-made materials allow for more personalization, spontaneity, and tapping into student interests.
However, teacher-made materials also risk being disorganized, lacking quality or coherence if not designed carefully while considering student needs, curriculum goals, teaching context, and resources available. Significant time is also required.
This document discusses teaching speaking skills in a language classroom. It introduces the objectives of developing students' speaking competence, fluency, accuracy and complexity. Chapter 1 discusses theories of second language acquisition like comprehensible output hypothesis. It also outlines the key areas of speaking competence - phonological skills, speech function skills, interaction management skills and extended discourse organization skills. Chapter 2 focuses on developing fluency through tasks. Chapter 3 introduces an informed pedagogical model for developing accuracy in speaking. The overall goal of language learning is to communicate in fluent and accurate language.
The document discusses using real-life objects or "realia" in English language teaching. It defines realia and explains why teachers should use it, such as making lessons more engaging and memorable for students. Some ways realia can be incorporated include using objects to teach vocabulary, grammar points, reading comprehension, and role plays. The document provides many activity ideas involving realia, such as using menus for a restaurant role play or family photos for describing relatives. It emphasizes that realia brings the real world into the classroom in an interactive way.
This document provides strategies for activating prior knowledge and building background information for students. It discusses brainstorming, photography studies, previews and predictions, literary maps, and word squares as techniques. The strategies aim to stimulate students' thinking about topics and help them make connections and inferences about characters and events. Activating background knowledge helps students better understand and engage with new information.
The document discusses the professional experience of an individual with over 10 years of experience working as an English teacher and coordinator. They hold a degree in Education with a major in English as well as a Master's degree in Human Resources and Knowledge Management. Additionally, they have experience and certifications in translation, interpretation, and teaching English. Currently, they work at several educational institutions.
This document provides an overview of the 6 Traits writing model for instruction and assessment. The 6 Traits include Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions. Each trait is defined and sample teaching strategies are outlined. Using the 6 Traits approach provides students and teachers with a common language for writing, consistency in assessment, and a framework to focus instruction and revision. It links assessment to teaching writing skills and develops the areas evaluated in standardized writing assessments.
This lesson is about how to write and speak to introduce oneself by using Present Simple Tense correctly, because that is important for everyday life.
By
Miss Weerapattha Phosri
Miss Nattacha Chongvarin
TEACHING SPEAKING LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
This lesson plan is for a 4th grade speaking activity to teach describing people and objects using adjectives like beautiful, ugly, fast, slow, poor, and rich. The 40-minute lesson involves 3 stages: 1) Presenting vocabulary through a PPT and having students practice using the words; 2) Having students complete exercises matching pictures and sentences, then writing and presenting stories using the adjectives; 3) Dividing students into groups to perform role-plays using sample dialogues and playing a game using "happy" and "sad" face signs to encourage emotion sharing. The goal is for students to communicate, use everyday speech, have conversations, and describe people and objects while overcoming stage fright.
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.
This lesson plan summarizes a teaching lesson on reading comprehension that will be delivered to a 6th grade class of 31 students. The plan outlines the objectives to be covered, including identifying new vocabulary, finding article types in the story, and answering questions. Potential problems like extra time or student behavior are addressed with solutions. The lesson schedule breaks the class into engagement, exploration, explanation, elaboration, and evaluation stages using teacher-student and student-student interaction. Groups will discuss and present answers to level-appropriate questions on the story.
The document provides details of an English lesson plan for a primary school in Vietnam, including objectives, teaching aids, procedures, and evaluation. The lesson plan is for Unit 1 of the English textbook and focuses on addresses. It includes warm-up activities to review vocabulary, presenting new vocabulary through songs and games, practice asking and answering questions about addresses in pairs and groups, and a consolidation portion for students to summarize what they learned.
The document provides details of an English lesson plan for a primary school in Vietnam, including objectives, teaching aids, procedures, and evaluation. The lesson plan is for Unit 1 of the English textbook and focuses on addresses. It includes warm-up activities to review vocabulary, presenting new vocabulary through songs and games, practice asking and answering questions about addresses, and a consolidation portion for students to summarize what they learned.
GIÁO ÁN MINH HỌA MÔN TIẾNG ANH - LỚP 8 - GLOBAL SUCCESS - CẢ NĂM THEO CÔNG VĂ...Nguyen Thanh Tu Collection
This document provides a lesson plan for teaching English to 8th grade students. The lesson focuses on vocabulary related to leisure time activities. It includes 5 parts: 1) A warm-up activity to review vocabulary from the previous lesson. 2) An activity to introduce and practice new vocabulary words and phrases for expressing likes and interests. 3) A pronunciation activity to practice the sounds /ʊ/ and /u:/. 4) A production activity where students ask each other questions and report to the class. 5) A consolidation section to review what was learned. The lesson aims to help students expand their vocabulary for talking about leisure activities and improve their pronunciation.
The document outlines the lesson plans for an English class on two days - Tuesday and Thursday of Week 23. On Tuesday, the class will cover Unit 13 Lesson 3, focusing on pronunciation of letters 'ch' and 'wh'. Activities include listening exercises, dictation, and chanting. On Thursday, the class will cover Unit 14 Lesson 1, learning phrases for talking about items in a room. Students will practice asking and answering questions using the pattern "Are there any + things". Homework includes further practice with the new vocabulary and preparing for the next lesson.
This lesson plan outlines a lesson on conditional sentences and passive forms for 11th grade students. It includes objectives, teaching methods, timing for different activities, and exercises for students to practice the target grammar structures. The teacher will present examples of conditional sentences types 2 and 3 and passive forms, have students complete exercises changing sentences between active and passive voice, and ask questions to check understanding. Students will work individually, in pairs, and in groups during the lesson.
This document contains an English lesson plan for week 1. It includes schedules, objectives, teaching methods, language content, and procedures for 4 periods teaching Unit 1 on greetings and introductions. The lessons include warm up activities, presentations of new vocabulary and structures through pictures and chants, practice in pairs and groups, and homework assignments. The plan aims to help students learn to greet others, introduce themselves, ask how others are, and respond.
1) The lesson plan summarizes three English lessons on the topic of writers and writing.
2) The lessons include warm-up activities to activate prior knowledge, tasks to develop reading, listening and writing skills using the textbook and additional materials, and assessments of student learning.
3) The tasks involve identifying types of writing, reading about writers, using relative pronouns in sentences, and describing pictures with relative clauses.
1) The lesson plan summarizes three English lessons on the topic of writers and writing.
2) The lessons include warm-up activities to activate prior knowledge, tasks to develop reading, listening and writing skills using the textbook and additional materials, and assessments of student learning.
3) The tasks involve identifying types of writing, reading about writers, using relative pronouns in sentences, and describing pictures with relative clauses.
GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS 8 CẢ NĂM (WORD + POWERPOINT) NĂM HỌC 2023-20...Nguyen Thanh Tu Collection
This document provides teaching materials for an English lesson on leisure time for grade 8 students. It includes 5 stages: 1) Warm-up with a matching game to review likes and dislikes; 2) Presentation of vocabulary related to hobbies and leisure activities; 3) Practice with exercises matching activities to pictures and completing sentences; 4) Pronunciation practice distinguishing the sounds /ʊ/ and /u:/; 5) Consolidation with students summarizing what they learned. The lesson aims to develop students' communication skills through discussing their interests and practicing related vocabulary and pronunciation.
This lesson plan is for a 6th grade English class focused on teaching time. The goals are for students to identify, name, and use different times, incorporate their knowledge of numbers, and develop writing skills. The lesson will use the PPP approach with three stages - a warm up using examples to introduce the topic, a development activity where students match times to words, and a closure game to practice telling time. Potential issues like students getting overexcited are addressed.
This lesson plan is for teaching English to 11th grade students. It focuses on the topic of friendship. The plan outlines activities to guide students on how to use their textbooks, learn vocabulary related to friendship, read a passage on qualities of true friendship, speak about describing people, listen to conversations between friends, and write a passage describing a friend. The goal is for students to understand how to make and keep friends through developing their English reading, speaking, listening and writing skills.
This document provides details of an English lesson plan for a 4th year class of 10 students at an elementary level. The 60 minute lesson focuses on chapter one of Nelson Mandela's book. The aims are to develop reading comprehension, acquire reading strategies like skimming and scanning, and improve reading skills. The lesson includes a warm-up activity revising vocabulary from the previous class. Students then listen to and order paragraphs from the text before reading them. A comprehension activity assessing understanding concludes the lesson.
This lesson plan is for a class on Karnaugh Maps (K maps) which are used to simplify logic circuits. The plan outlines the learning conditions including the trainer, classroom, and college. It discusses the curriculum, content, didactic, and methodology analyses. The objectives are defined for students to understand the purpose and types of K maps, and summarize them. The plan details the opening, body with lecture and examples, individual and group work exercises, and closing reflection. Students will define K maps, list types, and summarize them through interactive lecture, note taking, example problems, and a handout.
The lesson plan is for a 1st grade English class with 21 students. The lesson focuses on teaching students parts of the body and colors through activities where they label and describe faces. The lesson begins with greeting the students and a warm-up activity where the teacher draws a face on the board. Students then work individually and in groups to color and build faces, practicing the new vocabulary. The lesson concludes with assigning homework for students to draw and describe their own portrait.
This document contains a lesson plan for an English class at the Primo Capraro school. The lesson plan is for the third year students and focuses on the topic of crime. It includes 3 main activities - a warm up activity to review vocabulary from the previous class, a grammar activity practicing reported speech, and a reading activity about crime prevention schemes. It describes the purpose, instructions, timing, and teaching strategies for each activity. It also includes notes on integrating the four skills of reading, writing, listening and speaking throughout the lesson and using the textbook. The tutor provides feedback that while the lesson plan is well organized, the teacher could display a wider range of teaching strategies and more meaningful transitions between activities.
Anticev tpd 2018 - high school - class 6 - passedCaro Anticev
This document contains a lesson plan for an English class at the Primo Capraro school. The lesson plan is for the third year class and focuses on the unit topic of "Crime". The plan outlines three main activities: 1) practicing vocabulary and grammar through exercises on reported speech; 2) listening to and discussing a radio interview about mugging; and 3) reading a text and completing related exercises. The plan provides details on the timing, instructions, and teaching strategies for each activity, as well as noting the integration of skills and resources used. The tutor's feedback commends the plan's organization but encourages adding more teaching strategies, meaningful transitions between stages, and ensuring a clear thread throughout the lesson.
1) The document provides an overview and procedures for an English lesson at B Hung Phu Primary School, including objectives to introduce English books, exercises, characters and how to use the materials.
2) The lesson plan outlines teacher and student activities over two class periods to practice greeting, self-introducing, and saying goodbye in English through communicative exercises using pictures, repetition and role-plays.
3) Vocabulary and structures are the focus, including "Hello, I'm...", "Hi...", "Goodbye" and related phrases to develop speaking skills through paired and group work.
This lesson plan is for a 4th year secondary class in La Pampa, Argentina. It focuses on revising fundraising vocabulary and presenting the present perfect tense. The plan has 5 stages: a warmup activity to revise fundraising vocabulary, a presentation of the present perfect using examples from a reading, developing practice of the tense through coursebook activities, and a closing speaking activity about personal fundraising experiences. Skills integration, materials, ICT use, seating and assessment are also outlined. The tutor provides positive feedback and areas for improvement.
This document discusses 11 word formation processes: etymology, coinage, borrowing, compounding, blending, clipping, backformation, conversion, acronym, derivation, and multiple processes. It provides examples for each process and explains how new words are created through modifying, combining, shortening, or deriving elements from existing words. The key word formation processes that generate many new English words are borrowing, derivation using affixes, and compounding.
Education is the process by which people acquire knowledge, skill, habits, values, or attitudes. The word education is also used to describe the results of the educational process.
This document provides definitions for 135 key terms in applied linguistics. It defines terms related to phonetics, morphology, semantics, syntax, and other areas of linguistics. Some key terms defined include accent, affix, allomorph, applied linguistics, assimilation, bilingual, bound morpheme, cohesion, compounding, conjugation, derivation, dialect, and morphology. The document is compiled by Lect. Kak Sovanna of the Cambodian International Cooperation Institute and provides definitions to support the study of applied linguistics.
This document provides an overview of syntax and generative grammar. It discusses key concepts like deep and surface structure, structural ambiguity, recursion, phrase structure rules, lexical rules, complement phrases, and transformational rules. Tree diagrams and other symbols are presented to describe syntactic structures. The goal of generative grammar is to have a system of explicit rules that can generate all valid syntactic structures of a language while avoiding invalid ones.
This document summarizes a chapter on syntax presented by Kak Sovanna. It defines syntax as the study of rules governing how words combine to form phrases, clauses, and sentences. Generative grammar is described as attempting to define all grammatical sentences of a language using rules. Deep structure refers to the basic structure of a sentence, while surface structure is the transformed structure. Syntactic description uses symbols and tree diagrams to represent sentence structure.
The document discusses various word and word-formation processes in English and other languages. It provides detailed explanations and examples of processes such as coinage, borrowing, compounding, blending, clipping, backformation, conversion, acronyms, affixation and others. The document aims to educate readers on the different ways that new words are created and entered into the lexicons of languages.
This document provides information about adjective clauses, including:
1. Definitions of adjective clauses and relative pronouns. Adjective clauses modify nouns and pronouns.
2. Types of relative pronouns including who, whom, whose, that, which, when, where, why.
3. Kinds of adjective clauses including relative pronouns as subject and object.
4. Punctuation rules for restrictive and nonrestrictive clauses. Restrictive clauses do not use commas while nonrestrictive clauses do.
5. Formation of adjective clauses with relative pronouns as objects of prepositions, either with the preposition first or last.
This document discusses the different types of adverb clauses. It begins by defining an adverb clause as a subordinate clause that modifies a verb, adjective, or adverb by telling when, where, why, to what extent, or under what conditions. There are 8 types of adverb clauses: time, place, purpose, cause/reason, condition, result/consequence, comparison, and supposition/concession. Each type is introduced by specific subordinating conjunctions and examples are provided for each type.
This document discusses the four main types of sentences in English: simple, compound, complex, and compound-complex. It provides examples and explanations of each type. Simple sentences contain one independent clause. Compound sentences contain two or more independent clauses joined with coordinators, conjunctive adverbs, or semicolons. Complex sentences contain one independent clause and one or more dependent clauses, which can be adverb, adjective, or noun clauses. Compound-complex sentences contain at least three clauses, with at least two being independent clauses.
This document discusses issues and solutions related to agriculture in Cambodia. Some key issues discussed include low literacy levels among farmers, lack of expertise to monitor farmers, difficulty reaching widely spread farms, and farmers' reluctance to change. Suggested solutions include providing education and training to farmers on practices like integrated pest management; increasing farm mechanization; conducting agricultural research; developing the rice export market; improving irrigation, credit access, and transportation infrastructure; and prioritizing farm credit systems and land titling programs. The conclusion emphasizes sustainably expanding irrigation and learning from past mistakes in managing irrigation systems.
Issues Surrounding Legalization of Prostitution in CambodiaSovanna Kakk
This document summarizes the key issues surrounding the legalization of prostitution in Cambodia. It discusses how prostitution is currently illegal under Cambodian law due to negative social and cultural impacts. Legalizing it could increase sex trafficking and spread diseases like HIV/AIDS. While it may benefit the economy, most Cambodians oppose it because it violates traditional values and norms. The document examines perspectives from different groups and sectors and concludes that the challenges of legalizing prostitution outweigh the benefits in the Cambodian context.
The role and design of instructional materialsSovanna Kakk
My name is Sovanna Kak, a lecturer at Unversity. I would like to share my knowledge with all of you. My facebook is Sovanna Kakk and my phone number is 093560021
This document discusses morphology and defines key terms. It describes the two types of morphemes: free and bound. Free morphemes include lexical morphemes like nouns and verbs, and functional morphemes like conjunctions. Bound morphemes cannot stand alone and include derivational affixes like prefixes and suffixes, and inflectional morphemes that indicate grammatical functions. The document also discusses morphological description, problems that can arise, morphs and allomorphs, and provides examples from other languages to illustrate morphological patterns.
1. This document discusses mathematics problems involving students named Kumar.
2. It presents word problems about Kumar, his friends, and their activities in math class.
3. The problems cover topics like numbers, calculations, and story problems involving people and their relationships.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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.
How to Fix the Import Error in the Odoo 17Celine George
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
1. Model Steps forPP Lesson& PRS Lesson Step Procedure Time Materials T’s Comments
1. PP Lesson
-Opening/Warming
-Pre-teach
-Set the scene Presenation
-Introduce the Target Item
-Comprehension Check Practice
-Controlled Practice /Drill Production
-Less Controlled Practice
-Freer Practice
-Closing
2. PRS Lesson
-Opening/Warming
-Pre-Task (Teaching)
-Main Task
-Post Task
-Closing
By Lect. Kak Sovanan
2. Lesson Plan (LP) Framework of PRS
Name of School ……SDI……
Branch……6…....Time: …5.30 to 6.30 pm……..……Date ……25 August, 2017 ……
Name of Teacher: Mr. Pann Rethea……
Topic: Book: ………True Colors 4……….….…Unit4: Should cloning be prohibited? Page: 40-41
Type of Lesson: …PRS……Time Allowed: ………60 mns…Skill focus on a Magazine Article
Aim (s) ……Reading Skills………
Objective(s): By the end of lesson students will be able to:
- To understand the context of a Magazine Article about Genetic Engineering Forward or Backward by Nanette
Mikulski
- To know some new vocabularies from above context.
- To practice the reading skill by comprehension or understanding meaning from context.
Note: Before this lesson, students learnt: …………………………………………………………………………..………..
……………………………………………………………………………………………………………………………….
Model Steps for
PRS Lesson
Procedure /Techniques Time Materials T’s Comments
Opening/Warm
ing
-Teacher says Hello to all students
-Teacher checks students ‘attendance
3 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
and attendance list.
3. 1. Pre-Task
(Teaching)
-Teacher asks students the question of Do you think
technology can go too far?
-Teacher asks students about the meaning of Title of a
Magazine Article about Genetic Engineering Forward or
Backward?
-Teacher also let students to read the 5 comprehension
questions on page 41 carefully.
15 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
2. Main Task -Teacher lets students to read of a Magazine Article
about Genetic Engineering Forward or Backward?
30 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
Reading process always
takes 3 times.
3. Post Task -Teacher asks students to check their understanding
after reading context.
-teacher asks students to answers the 5 comprehension
questions individually on page 41.
-Teacher asks students to give the answers of 5
questions by comparing to others and then gives the
correct answers for each.
10 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
-Closing
-Teacher says goodbye to students and sets homework
for them.
-Teacher checks the attendance list again clearly.
2 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
4. Lesson Plan (LP) Framework of PRS
Name of School ……SDI……
Branch……6…....Time: …7.30 to 8.30 pm……..……Date ……25 August, 2017 ……
Name of Teacher: Mr. Pann Rethea……
Topic: Book: ………True Colors 4……….….…Unit5: I can have the floors refinished. Page: 50-51
Type of Lesson: …PR S……Time Allowed: ………30 mns…Skill focus on Record listening
Aim (s) ……Listening Skills………
Objective(s): By the end of lesson students will be able to:
- To understand the meaning from Record and speeches of pair conversations according to photo story.
- To practice the listening skill by comprehension or confirming content.
Note: Before this lesson, students learnt: …………………………………………………………………………..………..
……………………………………………………………………………………………………………………………….
Model Steps for
PRS Lesson
Procedure /Techniques Time Materials T’s Comments
Opening/Warming -Teacher says Hello to all students
-Teacher checks students ‘attendance
3 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens,
teacher and
attendance list.
1. Pre-Task
(Teaching)
-Teacher asks students the question of How would
you change the look o f your home, office, or school?
-Teacher asks students to see the actions of photo
10 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens,
5. stories from beginning to the end.
-Teacher also let students to read the 5
comprehension questions on page 51 carefully.
teacher ….etc.
2. Main Task -Teacher lets students to listen to the Record.
.-Teacher lets students to listen 3 times.
15 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens,
teacher and cd-record
player….etc.
The process always takes
3 times for students to
read.
3. Post Task -Teacher asks students to check their understanding
after listening.
-teacher asks students to answers the 5
comprehension questions individually on page 51.
-Teacher asks students to give the answers of 5
questions by comparing to others and then gives the
correct answers for each.
15 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens,
teacher ….etc.
-Closing
-Teacher asks students to do homework and says
goodbye.
-Teacher checks the attendance list again clearly.
2 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens,
teacher ….etc.
6. Lesson Plan (LP) Framework of PRS
Name of School ……SDI……Branch……6…....Time: …5.30 to 6.30 pm……..……Date ……01 September, 2017 ……
Name of Teacher: Mr. Pann Rethea……
Topic: Book: ………True Colors 4……Unit6: Part2 Authentic Reading from Princess Cruise brochure Page: 134-136
Type of Lesson: …PRS……Time Allowed: ………60 mns…Skill focus on ……
Aim (s) ……Writing Skills………
Objective(s): By the end of lesson students will be able to:
- To know how to write about a letter to a friend, telling all about you are in a cruise.
- To know some vocabularies from the text of Authentic Reading from Princess Cruise brochure about a cruise
- Students will be able to practice the writing in their own style.
Note: Before this lesson, students learnt: …………………………………………………………………………..………..
……………………………………………………………………………………………………………………………….
Model Steps for
PRS Lesson
Procedure /Techniques Time Materials T’s Comments
Opening/Warming -Teacher says Hello to all students
-Teacher checks students ‘attendance
3 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
and attendance list.
1. Pre-Task
(Teaching)
-Teacher asks students to look at Authentic Reading
from Princess Cruise brochure on page 134.
20 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
7. ….etc.
4. Main Task -Teacher lets students to brainstorm or review the
ideas in order to prepare the main parts of writing.
10 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
5. Post Task -Teacher asks students to start their writing about a
cruise by take model from Authentic Reading from
Princess Cruise brochure on page 134.
25 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
-Closing
-Teacher says goodbye and prepare about another
way to write about a cruise.
-Teacher checks the attendance list again clearly.
2 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
8. Lesson Plan (LP) Framework of PRS
Name of School ……SDI……
Branch……6…....Time: …7.30 to 8.30 pm……..……Date ……01 September, 2017 ……
Name of Teacher: Mr. Pann Rethea……
Topic: Book: ………True Colors 4……….….…Unit10: I’m so tired I don’t really feel like going. Page: 124-125
Type of Lesson: PRS, Time Allowed: 60 mns, Skill focus on Conversation: How to make an excuse /suggest an alternative.
Aim (s) ……Speaking Skills………
Objective(s): By the end of lesson students will be able:
- To understand how to speak in mod el of making an excuse or suggest an alternative
- To know some phrases in variations in using how to make an excuse or suggest an alternative in speaking.
- To practice with partner of using how to make an excuse or suggest an alternative in speaking and improvising a
conversation as model
Note: Before this lesson, students learnt: …………………………………………………………………………..………..
……………………………………………………………………………………………………………………………….
Model Steps for
PRS Lesson
Procedure /Techniques Time Materials T’s Comments
Opening/Warming -Teacher says Hello to all students
-Teacher checks students ‘attendance
3 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
and attendance list.
9. 1. Pre-Task
(Teaching)
-Teacher asks students to look on page 124 of Social
Languge1: how to make an excuse or suggest an
alternative.
-Teacher asks students about their experiences in
making an excuse or not.
-Teacher also let students to read the two variations.
5 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
2. Main Task -Teacher lets students to read the conversation in a
few partners by playing in A and B.
08 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
Teacher can set up
students to converse
in a few pairs.
3. Post Task -Teacher asks students to check their understanding
after reading the conversation and variations again
to get ideas.
-Teacher asks students to look at the Improvise part
on page 125 and let students to discuss and work in
pair in order to create their new speech.
-Teacher encourages students to speak their new
ideas out.
12 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
-Closing
-Teacher says goodbye and remind them to read in
advance of Social Langue2: How to introduce new
information on page 125 through conversation.
2 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.