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Definitions module 3
The document defines several terms related to language teaching:
OHP - A machine that projects information on a wall using transparencies.
Blog - A regularly updated online journal or newsletter in the form of a web page.
IWB - An electronically enhanced whiteboard used for face-to-face teaching that allows projecting computer screens.
Podcast - A method of publishing usually audio files on the internet.
Webquest - A project requiring learners to use internet resources and websites to find information.
Wiki - A series of collaborative web pages that anyone can contribute to.
Several additional terms are defined related to evaluating coursebooks and designing language curriculums and syll
15 wayselt
1) Listening is a crucial skill for language learners to develop in order to improve speaking abilities and have successful conversations.
2) Learners need extensive practice listening to English at a normal speed to develop comprehension. Listening is also important for acquiring vocabulary and grammar structures.
3) Students trying to understand spoken English face many challenges, such as distinguishing similar sounds, comprehending reduced forms, understanding intonation cues, adjusting to accents, comprehending much vocabulary and grammar when heard. They must use both bottom-up and top-down processes to make sense of what they hear.
Good teaching paper
This document provides examples of good teaching practices and activities teachers can use in the classroom. It discusses briefly assessing students through varied testing methods, giving specific feedback, asking different types of questions, and motivating students. Several "hook" activities are then described in detail, including Autograph Bingo, the First Impressions Game, a Photo Scavenger Hunt, and Bigger and Better - all of which are meant to engage students and get them interacting with each other in a low-pressure environment to practice language skills. The overall document promotes creating a sense of community in the classroom, finding ways for authentic learning, and varying activities to keep students interested.
Ideas on how to help our students to be more successful
The document lists 20 ideas discussed in a workshop on helping students succeed. The ideas are divided into two sections: study habits and learning strategies. For study habits, the document suggests devoting class time for student questions, establishing a peer mentoring system, using turn-taking cards, allowing brainstorming time before participation, praising punctual students, and addressing reasons for tardiness. For learning strategies, it recommends teaching review processes, setting clear lesson objectives, allowing ways to ask questions after class, incorporating vocabulary review in lessons, and using visual techniques like pictures instead of translation.
Talking dice
This document does not contain any substantive information to summarize in 3 sentences or less. It appears to be a title page for a presentation on teaching speaking in San Juan de Pasto in December 2010, but provides no details on the content or key points of the presentation.
Listening strategies match
The document provides strategies and techniques for teaching listening skills to students. It recommends that students use world and linguistic knowledge to predict what will be said in a listening text. Students should monitor their comprehension while listening and focus on salient points rather than irrelevant details. Taking notes on key words and concepts is suggested, along with asking for clarification if needed. Comprehension checks during and after listening are also advised to ensure students understand the content.
The paradox of the inspiring classroom
The document discusses characteristics of an inspiring classroom. An inspiring classroom involves students in active learning through communicative activities rather than passive learning. It also involves students in higher-order thinking like analysis and evaluation. An inspiring classroom has no room for embarrassment and students feel free to make mistakes and ask questions to collaboratively learn. Students in an inspiring classroom work in groups to build a sense of belonging. Students are also given choices in topics and activities whenever possible. An inspiring classroom also allows for improvisation to take advantage of unexpected teaching opportunities.
10 act
The document discusses strategies for using pair work activities to encourage student speaking in English language classes. It recommends pairing students to share ideas, get more speaking time, and reduce teacher prominence. Effective pair work requires clear goals, preparation time, modeling by the teacher, and monitoring by the teacher. The benefits of pair work include increased speaking time for students, a more dynamic lesson pace, and students learning how to lead and be led by their peers rather than just the teacher.
Recommended
Definitions module 3
The document defines several terms related to language teaching:
OHP - A machine that projects information on a wall using transparencies.
Blog - A regularly updated online journal or newsletter in the form of a web page.
IWB - An electronically enhanced whiteboard used for face-to-face teaching that allows projecting computer screens.
Podcast - A method of publishing usually audio files on the internet.
Webquest - A project requiring learners to use internet resources and websites to find information.
Wiki - A series of collaborative web pages that anyone can contribute to.
Several additional terms are defined related to evaluating coursebooks and designing language curriculums and syll
15 wayselt
1) Listening is a crucial skill for language learners to develop in order to improve speaking abilities and have successful conversations.
2) Learners need extensive practice listening to English at a normal speed to develop comprehension. Listening is also important for acquiring vocabulary and grammar structures.
3) Students trying to understand spoken English face many challenges, such as distinguishing similar sounds, comprehending reduced forms, understanding intonation cues, adjusting to accents, comprehending much vocabulary and grammar when heard. They must use both bottom-up and top-down processes to make sense of what they hear.
Good teaching paper
This document provides examples of good teaching practices and activities teachers can use in the classroom. It discusses briefly assessing students through varied testing methods, giving specific feedback, asking different types of questions, and motivating students. Several "hook" activities are then described in detail, including Autograph Bingo, the First Impressions Game, a Photo Scavenger Hunt, and Bigger and Better - all of which are meant to engage students and get them interacting with each other in a low-pressure environment to practice language skills. The overall document promotes creating a sense of community in the classroom, finding ways for authentic learning, and varying activities to keep students interested.
Ideas on how to help our students to be more successful
The document lists 20 ideas discussed in a workshop on helping students succeed. The ideas are divided into two sections: study habits and learning strategies. For study habits, the document suggests devoting class time for student questions, establishing a peer mentoring system, using turn-taking cards, allowing brainstorming time before participation, praising punctual students, and addressing reasons for tardiness. For learning strategies, it recommends teaching review processes, setting clear lesson objectives, allowing ways to ask questions after class, incorporating vocabulary review in lessons, and using visual techniques like pictures instead of translation.
Talking dice
This document does not contain any substantive information to summarize in 3 sentences or less. It appears to be a title page for a presentation on teaching speaking in San Juan de Pasto in December 2010, but provides no details on the content or key points of the presentation.
Listening strategies match
The document provides strategies and techniques for teaching listening skills to students. It recommends that students use world and linguistic knowledge to predict what will be said in a listening text. Students should monitor their comprehension while listening and focus on salient points rather than irrelevant details. Taking notes on key words and concepts is suggested, along with asking for clarification if needed. Comprehension checks during and after listening are also advised to ensure students understand the content.
The paradox of the inspiring classroom
The document discusses characteristics of an inspiring classroom. An inspiring classroom involves students in active learning through communicative activities rather than passive learning. It also involves students in higher-order thinking like analysis and evaluation. An inspiring classroom has no room for embarrassment and students feel free to make mistakes and ask questions to collaboratively learn. Students in an inspiring classroom work in groups to build a sense of belonging. Students are also given choices in topics and activities whenever possible. An inspiring classroom also allows for improvisation to take advantage of unexpected teaching opportunities.
10 act
The document discusses strategies for using pair work activities to encourage student speaking in English language classes. It recommends pairing students to share ideas, get more speaking time, and reduce teacher prominence. Effective pair work requires clear goals, preparation time, modeling by the teacher, and monitoring by the teacher. The benefits of pair work include increased speaking time for students, a more dynamic lesson pace, and students learning how to lead and be led by their peers rather than just the teacher.
Elements of lesson plans
This document outlines the key elements that should be included in an effective lesson plan, such as objectives, descriptions of teacher and learner activities, timing of activities, skills practiced, new vocabulary, and reviews of previous lessons. It stresses the importance of detailing transitions between activities, homework assignments, grouping of learners, materials needed, and anticipating potential problems.
Ppp approach
The PPP approach to language teaching consists of three stages: presentation, practice, and production. In the presentation stage, new language is introduced in a meaningful context. The practice stage provides opportunities for students to accurately use the new language with guidance. Finally, the production stage encourages students to communicate using the new language independently through activities like role-plays and discussions. Overall, PPP mirrors a common approach to learning new skills through demonstration, practice with feedback, and independent application.
PDP framework
The PDP Framework is a lesson planning tool that helps teachers deliver effective listening, reading, and video lessons. It is based on research showing that students are more engaged when actively involved before, during, and after consuming content. The framework has three stages: pre-listening/reading preparation, during active listening/reading tasks, and post activities that extend understanding and apply it to other contexts.
Desarrollo de salud ocupacional
Este documento presenta una guía de aprendizaje sobre salud ocupacional desarrollada por Viviana Portilla Meneses, Milady Guerrero Solarte y Eider Alexander Chalacan para el Centro Agroforestal y Acuícola Arapaima. La guía incluye secciones sobre factores de riesgo, riesgos laborales, la diferencia entre riesgos comunes y laborales, qué es el COPASO y quiénes lo conforman, y conclusiones sobre cómo los accidentes y enfermedades laborales afectan la productividad de las empresas.
PDP sample lesson
This lesson plan has the objective of having students complete missing words in the song "California Dreaming" to talk about things they would miss if away from home. It includes pre-listening activities like a U.S. quiz to engage students. During listening, students will fill in blanks in the song lyrics and answer questions. Post-listening, students will rewrite parts of the song positively and discuss pictures of things they would miss from home if they left. The plan incorporates listening, speaking, and writing activities related to the theme of home.
How to get away with grammar
The document provides techniques for teaching grammar in an engaging way without directly teaching grammatical terminology. It recommends giving grammar contexts through student experiences and examples, asking questions to promote critical thinking, assigning research for students to find answers collaboratively, and making lessons memorable through creative activities.
Sample lesson plan willy
This document provides a lesson plan for a high beginner English class focusing on hotels. The lesson has three main parts: a warm up activity where students review hotel vocabulary by asking classmates about word meanings; a discussion where students research and present on unique hotels they found online; and a group poster project where students design their own imaginary concept hotel targeting a specific audience. The teacher outlines the goals, timeline, materials, and solutions to potential challenges for each section to guide student learning and engagement.
PPP sample lesson
This lesson plan teaches elementary level English students how to talk about activities they did in the past weekend using simple past tense. The 45 minute lesson begins with a warm up reviewing vocabulary flashcards. Students then learn and practice sentence structures like "Last weekend I rode my bike" through drills and asking each other questions. They write 3 activities they did in a diary entry format. The lesson concludes by having students write a short email to a friend describing what they did last weekend to practice the target language.
Approaches to student writing 2
The document discusses several approaches to teaching student writing:
Process writing focuses on the writing process including generating ideas, organizing, drafting, reviewing, and rewriting. It emphasizes multiple drafts and feedback.
The controlled-to-free approach starts with controlled writing to build confidence before moving to free writing.
Free writing emphasizes quantity over quality through frequent low-stakes assignments to help students overcome fears of making mistakes.
The paragraph pattern approach analyzes paragraph structure and organization to teach students how to write cohesive paragraphs and essays.
The communicative approach stresses the purpose and audience of writing to encourage communication beyond just the teacher. It also focuses on providing feedback on content.
Creative writing
Audiolingual method vs clt
The document compares the Audiolingual Method and Communicative Language Teaching approaches. The Audiolingual Method focuses on form, memorization of dialogues, preventing errors, and teacher control. Communicative Language Teaching prioritizes meaning, contextualized language use, student creation of language, and the goal of effective communication. Overall, the Audiolingual Method emphasizes accuracy and habit formation, while Communicative Language Teaching stresses authentic language use and intrinsic motivation.
Approaches to student writing
Process writing involves generating ideas, organizing them, drafting, reviewing, and rewriting. It is an iterative process that helps students improve. Controlled writing starts with copying or manipulating sentences to build confidence before moving to free writing. The paragraph pattern approach focuses on organization, analyzing sample paragraphs and essays. The communicative approach stresses purpose and audience. Writing should be a communication with others, not just the teacher. Different genres are studied through examples and imitation before students produce their own.
Pre while-post reading activities
This document provides 86 suggestions for activities that students can do before, during, or after reading a text to help them engage more fully with the material. Some of the suggestions include having students dramatize scenes from the text, create visual representations like collages or timelines, rewrite parts of the story from different perspectives, and discuss the text in various formats like fishbowls, debates or Socratic seminars. The broad range of active, creative, and discussion-based strategies are aimed at keeping students interested and thinking critically about what they are reading.
Teaching for multiple intelligences
This document summarizes the integration of learning styles theory and multiple intelligences theory proposed by Silver, Strong, and Perini. It begins by briefly outlining both theories independently, noting their complementary strengths and limitations. Specifically, learning styles theory focuses on individual differences in learning processes, while multiple intelligences theory centers on content and products of learning. The authors then describe a three-step process to integrate the theories: 1) describing learning styles abilities for each intelligence, 2) linking styles and intelligences to sample vocations, and 3) categorizing assessment products by intelligence and style. The result is a model linking the individualized process approach of styles with the content-focused intelligences theory.
Xxx
This document is the HTML source code for the SlideShare homepage at www.slideshare.net. It contains metadata, scripts, and code for the site navigation, header, footer, and various page elements like notifications and ads. The document outlines the basic structure and components of the SlideShare homepage.
Class management reading
This document discusses different methods for grouping students in the classroom and managing student behavior. It covers grouping students as a whole class, individually, in pairs, and in groups. It discusses the advantages and disadvantages of each approach and factors to consider when creating groups, such as friendship, ability, participation level, and chance. The document also covers reasons why problem behavior occurs and ways for teachers to prevent it, such as establishing clear expectations and maintaining student engagement through appropriate activities.
Classroom management May 2019
Classroom management involves establishing strategies to ensure a productive learning environment, including how teachers structure classroom interactions, communication, physical space, and student conduct. Effective classroom management strategies include seating arrangements, instructing in students' native language, asking questions, correcting mistakes, addressing problem behaviors, and using different grouping approaches like individual work, whole class teaching, pairs, and groups. The goals of classroom management are to promote learning and positively guide student behavior, engagement, and social and academic development.
Best teaching apps
The document discusses trends in educational apps and technology. It notes that students are increasingly writing and learning in digital contexts, facilitated by ubiquitous social and new media. These technologies promote collaborative, participatory learning through project-based and wiki-based activities, digital storytelling, and more opportunities for practice and feedback. The document outlines future trends like adaptive learning, augmented and virtual reality experiences, integration of the internet of things into education, and artificial intelligence potentially changing how and where students learn.
Having fun with suprasegmentals and flipgrid
The document discusses using the video discussion platform Flipgrid to have students practice English pronunciation skills like stress, intonation, rhythm, and linking sounds. It proposes several exercises and activities using minimal pairs, tongue twisters, dictation, and songs lyrics. Students would record themselves reading lyrics and receive feedback to improve their pronunciation of suprasegmentals and incorporate these aspects into a final lip sync video recording. The conclusion states that this approach helped students develop understanding of English suprasegmentals, built their confidence, and positively impacted their fluency.
Using plickers beyond the test
Plickers is a real-time assessment tool that allows teachers to poll students without requiring student devices. It collects assessment data anonymously to check for understanding, review before assessments, and poll students to gather information. Plickers increases participation, provides instant feedback, facilitates differentiated learning, and saves time by allowing teachers to do quick formative assessments through multiple choice questions using personalized cards for each student.
Professional development courses 2018 2nd semester
This document lists professional development courses offered in the first and second terms of 2018. In the first term, courses are offered on topics such as interpretation skills, effective test-taking strategies, classroom management, assessment, English proficiency, understanding student errors, technology in the classroom, learning strategies, presentation software, and tutoring techniques. In the second term, courses cover critical thinking, designing teaching materials, dealing with learning difficulties, blended learning, communicating with parents, and conducting research. The courses range from one to three credits and include face-to-face and virtual sessions.
Communicative grammar elements
This document summarizes the key elements of communicative grammar teaching. It outlines the pre, while, and post stages of a communicative grammar lesson. The pre stage generates interest and sets context. The while stage focuses on expressions over vocabulary, engages previous knowledge, guides practice, and generates communication needs. Grammar is presented and errors are corrected. The post stage integrates other skills, recycles grammar, and allows free production. It emphasizes teaching grammar in context and through an integrated skills approach to develop practical communicative competence.
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Elements of lesson plans
This document outlines the key elements that should be included in an effective lesson plan, such as objectives, descriptions of teacher and learner activities, timing of activities, skills practiced, new vocabulary, and reviews of previous lessons. It stresses the importance of detailing transitions between activities, homework assignments, grouping of learners, materials needed, and anticipating potential problems.
Ppp approach
The PPP approach to language teaching consists of three stages: presentation, practice, and production. In the presentation stage, new language is introduced in a meaningful context. The practice stage provides opportunities for students to accurately use the new language with guidance. Finally, the production stage encourages students to communicate using the new language independently through activities like role-plays and discussions. Overall, PPP mirrors a common approach to learning new skills through demonstration, practice with feedback, and independent application.
PDP framework
The PDP Framework is a lesson planning tool that helps teachers deliver effective listening, reading, and video lessons. It is based on research showing that students are more engaged when actively involved before, during, and after consuming content. The framework has three stages: pre-listening/reading preparation, during active listening/reading tasks, and post activities that extend understanding and apply it to other contexts.
Desarrollo de salud ocupacional
Este documento presenta una guía de aprendizaje sobre salud ocupacional desarrollada por Viviana Portilla Meneses, Milady Guerrero Solarte y Eider Alexander Chalacan para el Centro Agroforestal y Acuícola Arapaima. La guía incluye secciones sobre factores de riesgo, riesgos laborales, la diferencia entre riesgos comunes y laborales, qué es el COPASO y quiénes lo conforman, y conclusiones sobre cómo los accidentes y enfermedades laborales afectan la productividad de las empresas.
PDP sample lesson
This lesson plan has the objective of having students complete missing words in the song "California Dreaming" to talk about things they would miss if away from home. It includes pre-listening activities like a U.S. quiz to engage students. During listening, students will fill in blanks in the song lyrics and answer questions. Post-listening, students will rewrite parts of the song positively and discuss pictures of things they would miss from home if they left. The plan incorporates listening, speaking, and writing activities related to the theme of home.
How to get away with grammar
The document provides techniques for teaching grammar in an engaging way without directly teaching grammatical terminology. It recommends giving grammar contexts through student experiences and examples, asking questions to promote critical thinking, assigning research for students to find answers collaboratively, and making lessons memorable through creative activities.
Sample lesson plan willy
This document provides a lesson plan for a high beginner English class focusing on hotels. The lesson has three main parts: a warm up activity where students review hotel vocabulary by asking classmates about word meanings; a discussion where students research and present on unique hotels they found online; and a group poster project where students design their own imaginary concept hotel targeting a specific audience. The teacher outlines the goals, timeline, materials, and solutions to potential challenges for each section to guide student learning and engagement.
PPP sample lesson
This lesson plan teaches elementary level English students how to talk about activities they did in the past weekend using simple past tense. The 45 minute lesson begins with a warm up reviewing vocabulary flashcards. Students then learn and practice sentence structures like "Last weekend I rode my bike" through drills and asking each other questions. They write 3 activities they did in a diary entry format. The lesson concludes by having students write a short email to a friend describing what they did last weekend to practice the target language.
Approaches to student writing 2
The document discusses several approaches to teaching student writing:
Process writing focuses on the writing process including generating ideas, organizing, drafting, reviewing, and rewriting. It emphasizes multiple drafts and feedback.
The controlled-to-free approach starts with controlled writing to build confidence before moving to free writing.
Free writing emphasizes quantity over quality through frequent low-stakes assignments to help students overcome fears of making mistakes.
The paragraph pattern approach analyzes paragraph structure and organization to teach students how to write cohesive paragraphs and essays.
The communicative approach stresses the purpose and audience of writing to encourage communication beyond just the teacher. It also focuses on providing feedback on content.
Creative writing
Audiolingual method vs clt
The document compares the Audiolingual Method and Communicative Language Teaching approaches. The Audiolingual Method focuses on form, memorization of dialogues, preventing errors, and teacher control. Communicative Language Teaching prioritizes meaning, contextualized language use, student creation of language, and the goal of effective communication. Overall, the Audiolingual Method emphasizes accuracy and habit formation, while Communicative Language Teaching stresses authentic language use and intrinsic motivation.
Approaches to student writing
Process writing involves generating ideas, organizing them, drafting, reviewing, and rewriting. It is an iterative process that helps students improve. Controlled writing starts with copying or manipulating sentences to build confidence before moving to free writing. The paragraph pattern approach focuses on organization, analyzing sample paragraphs and essays. The communicative approach stresses purpose and audience. Writing should be a communication with others, not just the teacher. Different genres are studied through examples and imitation before students produce their own.
Pre while-post reading activities
This document provides 86 suggestions for activities that students can do before, during, or after reading a text to help them engage more fully with the material. Some of the suggestions include having students dramatize scenes from the text, create visual representations like collages or timelines, rewrite parts of the story from different perspectives, and discuss the text in various formats like fishbowls, debates or Socratic seminars. The broad range of active, creative, and discussion-based strategies are aimed at keeping students interested and thinking critically about what they are reading.
Teaching for multiple intelligences
This document summarizes the integration of learning styles theory and multiple intelligences theory proposed by Silver, Strong, and Perini. It begins by briefly outlining both theories independently, noting their complementary strengths and limitations. Specifically, learning styles theory focuses on individual differences in learning processes, while multiple intelligences theory centers on content and products of learning. The authors then describe a three-step process to integrate the theories: 1) describing learning styles abilities for each intelligence, 2) linking styles and intelligences to sample vocations, and 3) categorizing assessment products by intelligence and style. The result is a model linking the individualized process approach of styles with the content-focused intelligences theory.
Xxx
This document is the HTML source code for the SlideShare homepage at www.slideshare.net. It contains metadata, scripts, and code for the site navigation, header, footer, and various page elements like notifications and ads. The document outlines the basic structure and components of the SlideShare homepage.
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More from William Sastoque
Class management reading
This document discusses different methods for grouping students in the classroom and managing student behavior. It covers grouping students as a whole class, individually, in pairs, and in groups. It discusses the advantages and disadvantages of each approach and factors to consider when creating groups, such as friendship, ability, participation level, and chance. The document also covers reasons why problem behavior occurs and ways for teachers to prevent it, such as establishing clear expectations and maintaining student engagement through appropriate activities.
Classroom management May 2019
Classroom management involves establishing strategies to ensure a productive learning environment, including how teachers structure classroom interactions, communication, physical space, and student conduct. Effective classroom management strategies include seating arrangements, instructing in students' native language, asking questions, correcting mistakes, addressing problem behaviors, and using different grouping approaches like individual work, whole class teaching, pairs, and groups. The goals of classroom management are to promote learning and positively guide student behavior, engagement, and social and academic development.
Best teaching apps
The document discusses trends in educational apps and technology. It notes that students are increasingly writing and learning in digital contexts, facilitated by ubiquitous social and new media. These technologies promote collaborative, participatory learning through project-based and wiki-based activities, digital storytelling, and more opportunities for practice and feedback. The document outlines future trends like adaptive learning, augmented and virtual reality experiences, integration of the internet of things into education, and artificial intelligence potentially changing how and where students learn.
Having fun with suprasegmentals and flipgrid
The document discusses using the video discussion platform Flipgrid to have students practice English pronunciation skills like stress, intonation, rhythm, and linking sounds. It proposes several exercises and activities using minimal pairs, tongue twisters, dictation, and songs lyrics. Students would record themselves reading lyrics and receive feedback to improve their pronunciation of suprasegmentals and incorporate these aspects into a final lip sync video recording. The conclusion states that this approach helped students develop understanding of English suprasegmentals, built their confidence, and positively impacted their fluency.
Using plickers beyond the test
Plickers is a real-time assessment tool that allows teachers to poll students without requiring student devices. It collects assessment data anonymously to check for understanding, review before assessments, and poll students to gather information. Plickers increases participation, provides instant feedback, facilitates differentiated learning, and saves time by allowing teachers to do quick formative assessments through multiple choice questions using personalized cards for each student.
Professional development courses 2018 2nd semester
This document lists professional development courses offered in the first and second terms of 2018. In the first term, courses are offered on topics such as interpretation skills, effective test-taking strategies, classroom management, assessment, English proficiency, understanding student errors, technology in the classroom, learning strategies, presentation software, and tutoring techniques. In the second term, courses cover critical thinking, designing teaching materials, dealing with learning difficulties, blended learning, communicating with parents, and conducting research. The courses range from one to three credits and include face-to-face and virtual sessions.
Communicative grammar elements
This document summarizes the key elements of communicative grammar teaching. It outlines the pre, while, and post stages of a communicative grammar lesson. The pre stage generates interest and sets context. The while stage focuses on expressions over vocabulary, engages previous knowledge, guides practice, and generates communication needs. Grammar is presented and errors are corrected. The post stage integrates other skills, recycles grammar, and allows free production. It emphasizes teaching grammar in context and through an integrated skills approach to develop practical communicative competence.
Web based activities and critical thinking
This document discusses using authentic websites in English language teaching and provides examples of lesson plans that utilize non-educational websites. It recommends authentic websites as they can be chosen to fit students' interests, provide opportunities for total comprehension, and foster independent learning. Two sample lesson plans are included, one involving students discussing weird foods from different countries using online sources and another having students research an animal and its habitat from a wildlife website to create an informational brochure. Teachers are tasked with finding their own non-educational website to use, preparing a 5-minute lesson plan description, and sending the full lesson plan to be graded based on criteria like addressing the four parts of the ABCD model and incorporating critical thinking.
Trip planner
This document is a 2-day trip planner template for a trip between two cities. The template includes sections for each day to plan two attractions to visit, how to get to each attraction, hours of operation, estimated time required, ticket prices, and tips from other travelers. It also includes sections to plan a restaurant and hotel for each day, including how to get to each location, hours, ratings, and customer reviews. The instructions note that the planner should choose one city and fill in the details for two attractions, one restaurant, and one hotel for each of the two days of travel, taking into account travel times and distances covered.
Group 3
This document outlines an EFL lesson plan that uses educational technology. It includes watching a documentary about the impact of educational technology in EFL teaching. Students will then discuss ways technology is used based on the video and debate the advantages and disadvantages of different supplementary materials, including discussing textbooks in the classroom. For assessment, students will create a survey about technology, conduct it outside the classroom, and present results in a PowerPoint about which technologies others want to see used in EFL classrooms and why.
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Professional development courses 2018 2nd semester
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