A lesson plan should contain key information to help guide the teacher and ensure a successful lesson. It should include the aims or objectives of the lesson, which content areas will be covered such as grammar, vocabulary, pronunciation, and skills. It should also outline the procedures or methodology, including the activities and any materials needed. The plan should conclude with how student learning and understanding will be evaluated or feedback provided. Having this information in an organized lesson plan can help the teacher effectively present and practice new language and skills with students in the classroom.
-Focus: Guided Writing is a three-level Writing series designed to engage young learners
-Progression: After completing level appropriate skills books in writing, students can develop their writing and creative thinking skills
-Page Count: Student Book- 104 pages & Workbook- 52 pages
-Unit Structure: 12 units- Student Book 8 pages per unit & Workbook 4 pages per unit
-Packaging: Each book includes a pull-out workbook
-Downloadable materials: Answer Keys, Additional Materials
Website: www.compasspub.com/GW
-Focus: Guided Writing is a three-level Writing series designed to engage young learners
-Progression: After completing level appropriate skills books in writing, students can develop their writing and creative thinking skills
-Page Count: Student Book- 104 pages & Workbook- 52 pages
-Unit Structure: 12 units- Student Book 8 pages per unit & Workbook 4 pages per unit
-Packaging: Each book includes a pull-out workbook
-Downloadable materials: Answer Keys, Additional Materials
Website: www.compasspub.com/GW
To all those who would like to download a copy of this presentation, please do send me an email at martzmonette@yahoo.com
I am very much willing to personally present this lecture in your respective institutions.
*Guided Writing is a three-level writing series designed to engage young learners
*After completing level appropriate skills books in writing, students can develop their writing and creative thinking skills
*Designed for elementary/primary school learners
The purpose of this presentation is to assist secondary school students to improve their studies and performance in school by adopting comprehensive study skills and habits. This is by demonstrating to the student the importance of attending class on time, paying close attention to the lesson, taking time to study, and preparing for tests and the final examinations. In this way, the students improve on study skills and advanced in studies and future career.
There is an urgent need to invest in teacher education programmes in the Arab world. Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region. This presentation outlines a qualitative case study that explores the perceived and observed impact of shaping and contextualizing teacher education reading pedagogy upon an evolving system of knowledge, beliefs and reading teaching styles in a UAE context. The findings suggest that by attending to a Vygotskian constructivist-based contextualized EFL model of second language teacher education pedagogy, the potential to enhance the capacity of Emirati female student teachers to teach reading successfully and enact pedagogic change in government schools is increased. While investigating the unique features of the case itself, these findings may have resonance for teacher education programmes in other Middle Eastern contexts.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
This presentation is focused around a specific template used at Lipscomb University; however, the tips and information can be used for any teacher looking to create an excellent lesson plan
To all those who would like to download a copy of this presentation, please do send me an email at martzmonette@yahoo.com
I am very much willing to personally present this lecture in your respective institutions.
*Guided Writing is a three-level writing series designed to engage young learners
*After completing level appropriate skills books in writing, students can develop their writing and creative thinking skills
*Designed for elementary/primary school learners
The purpose of this presentation is to assist secondary school students to improve their studies and performance in school by adopting comprehensive study skills and habits. This is by demonstrating to the student the importance of attending class on time, paying close attention to the lesson, taking time to study, and preparing for tests and the final examinations. In this way, the students improve on study skills and advanced in studies and future career.
There is an urgent need to invest in teacher education programmes in the Arab world. Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region. This presentation outlines a qualitative case study that explores the perceived and observed impact of shaping and contextualizing teacher education reading pedagogy upon an evolving system of knowledge, beliefs and reading teaching styles in a UAE context. The findings suggest that by attending to a Vygotskian constructivist-based contextualized EFL model of second language teacher education pedagogy, the potential to enhance the capacity of Emirati female student teachers to teach reading successfully and enact pedagogic change in government schools is increased. While investigating the unique features of the case itself, these findings may have resonance for teacher education programmes in other Middle Eastern contexts.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
This presentation is focused around a specific template used at Lipscomb University; however, the tips and information can be used for any teacher looking to create an excellent lesson plan
Jane van Velsen of the Social Media Shop presents the latest case study on client Deva Premal Miten for whom they handle all online marketing for this client in the music industry.
5 Techniques to know better for your students click to see onw well prepare technique for teachers to use in class
https://contentwritingcreatively.blogspot.com/2019/11/10-techniques-to-know-better-your.html
Write On is a three-book writing series designed for young EFL students. Throughout the series, students practice writing in a wide variety of styles such as narrative, descriptive, process, definition, expository, summary, review, compare/contrast, persuasive, and cause/effect paragraphs.
2. Planning a lesson
► Look at these metaphors. Choose one that
best expresses your opinion as a teacher
and the essence of a lesson.There is, of
course, no right answer, but your choice will
reflect your own conception. If you can find
no metaphor here which suits you, invent
your own.
3. Planning a lesson
►How can a lesson plan help the
teacher in the classroom?
►What information should a lesson
plan contain? Why?
4. Planning a lesson
►How can a lesson plan help the
teacher in the classroom?
►What information should a lesson
plan contain? Why?
5. Lesson Preparation
► How long before a specific lesson should
you prepare it?
► Do you write down lesson notes to guide
you? Or do you rely on a lesson format
provided by another teacher, the
coursebook, or a Teacher’s book?
► If so, are these notes brief (a single page or
less) or long (more than one page)?
6. Lesson Preparation
►What do they consist of?
►Do you note down your own
objectives?
►Do you actually look at your notes
during the lesson? If so, rarely?
Occasionally? Frenquently?
►What do you do with your lesson notes
after the lesson?
7. Presenting and Practising Language
► Aspects to bear in mind:
► Form: written / spoken
► Meaning
► Use
► Potential problems
► Sts’ age / Sts’ level / Sts’ expectations
► Learner’s styles
► Group attitude
8. Stages when presenting and
practising language
►Creating context;
►Isolating target language;
►Concept work;
►Checking understanding;
►Provide practice
►Debriefing;
►Production
9. Effective presentation
► Attention -
learners alert/ attetion on the
teacher / material / aware sth is coming
they need to take in. Make sure learners are
attending!
► Perception – learners see /hear target
language clearly, make sts repeat to
reinforce, to perceive. Get some response
from sts – check if they have perceived the
material accurately – repetition / writing
10. Effective presentation
► Understanding: Learners understand and link with
other things they already know. T. needs to
illustrate, make links with previoulsy learnt
material. Feedback: a restatement of concepts in
sts’ own words.
► Short-term memory: Sts need to take the material
into short-term memory. More impact the original
presentation has – colourful, dramatic, unsual the better. Don’t forget the learner’s style though!
11. THE ENGLISH LANGUAGE SCHOOL – YOUNG GROUP – LESSON 9
– UNIT 2
AIMS:
Grammar
Lexis
Phonology
Skills
•To enable Sts to discuss and write about ways of improving schools
and schooling, thinking about learning alternatives
•In order to and So that to introduce a reason or purpose to do sth
(recycling)
•Should / shouldn’t & ought to (recycling)
•Related to schooling: examination; grades; vocational school, field trip;
continuing education
•Word stress: vo’cational / con’tinuing education / exami’nation /
inde’pedent
•Pronunciation: schedule
•Reading: an article on technology in schools;
•Speaking: Discussion and problem solving activity - how to improve
schools
•Writing: A text – School magazine article about education in Brazil
(giving opinion about schooling)
12. Procedures
1. (T-Sts) Correct HW
2. (T-Sts) Show slide 1 and do the matching.
Show slides 2 &3 and elicit the meaning of
the verb collocations, pointing out the
pictures.
•(T-Sts) Elicit from Sts the appropriate
collocations;
•As a follow up, use some of the
expressions/ pictures in the last part of the
PPT presentation and ask Sts to form
sentences orally. ( As Sts produce
sentences, T encourages them to use so that
/ in order to eg: I have to follow a schedule
so that I don’t miss extra lessons) Monitor
their production
Materials
Timing
WB p.11
ex.3;4
PPT
presentation
5’
10’