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The document outlines a lesson plan for a 9th grade English immersion class for the year 2011. The goal of the lesson is for students to be able to describe wishes and desires through short paragraphs and simulations by the end of the term. The aim is for students to perform short conversations in pairs about future plans by the end of the lesson. The lesson will use worksheets, videos, and exercises to help students improve their speaking, reading, listening skills and vocabulary related to occupations and future tense verbs. Students will listen to conversations using future tense to help overcome issues with verb forms, vocabulary, and pronunciation.
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ESP SYLLABUS English and focus: (English for Doctor)
English in focus: ENGLISH FOR DOCTOR
I. COURSE DESCRIPTION.
This work plan focuses on learning the different skills of a new language such as English; in addition, the main objective is to teach the necessary skills for language learning to a doctor. Likewise, the professional must be prepared with their specific area of work so that they can have a greater profitability in their work and a better performance, using the appropriate vocabulary to the situations that arise. The levels of competencies are developed in the learning that the person requires so they must have different levels of skills such as reading, writing, listening and speaking.
II. COURSE OBJETIVE.
The importance of the increase of strategies and methodologies that will be carried out for the teaching of a new language to a health professional will be developed, with this it is important to know that the most used and most learned vocabulary will be related to the job you have, In order to have more profitability in future opportunities, in such a way determinations will be carried out for learning in each of the corresponding skills.
III. SPECIFIC OBJETIVES
-Help the doctor learn and improve speaking and listening skills.
-Create more vocabulary related to his profession, and increase this in conversations.
-Increase confidence in the health professional, creating strategies that help them improve.
- Increase in learning several strategies that help the student to learn in a more creative way and in a short time.
-Develop activities that involve ICTs for the teaching of the student in their improvement of speaking and listening skills.
Teaching english for specific purposes
ESP programs are tailored to specific groups of students and their language needs, unlike general ESL programs. ESP students are usually adults who need English for their jobs or studies in a particular field. An ESP curriculum focuses on the language skills that are most important for students' purposes, such as reading for business students or speaking for tour guides. While ESL teaches all language skills equally, ESP prioritizes the skills students need based on a needs analysis. As an ESP teacher, you must design courses based on learning goals and objectives, create a supportive learning environment where students can take risks, and provide feedback to help students evaluate their progress.
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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.
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This document discusses contextualization and localization in education. It defines contextualization as relating the curriculum to students' particular settings and situations to make competencies relevant. Localization is relating learning content to local information and materials from students' communities. The document cites legal bases that support these concepts and notes they allow curriculum flexibility for schools. Examples are discussed to illustrate contextualization, and it is stressed that localization is not just about localizing materials but also local information and students' frames of reference.
Budget of lesson k to 12 Agriculture 5
This is a Sample Budget of Lesson made by the author based on the K to 12 Agriculture CG and the School Calendar 2016-2017.
Localization and contextualization
The document summarizes a training session for teachers on localizing and contextualizing curriculum. The session focused on appreciating regional diversity through a group activity where participants sang local songs. Teachers then discussed how to design lessons using authentic local materials so that students can interact meaningfully and learn skills relevant to their lives and communities. The objectives were for participants to understand localization in the curriculum, identify ways to localize subjects, and appreciate adapting to student diversity through contextualization.
The Philippine BEC
The Philippine Education For All (EFA) 2015 Plan of Action aims to achieve three main goals by 2015:
1. Universal functional literacy for all Filipinos by ensuring they possess cognitive, affective, and behavioral skills to function effectively.
2. Universal coverage of quality Early Childhood Education (ECE) for all 3-5 year old children through programs like day care centers and preschools.
3. Universal school participation and elimination of drop-outs and repetition from Grades 1-3 by making schools child-friendly and ensuring students master foundational literacy and numeracy skills. The curriculum will guide teachers' efforts to help achieve these goals.
Contextualization and-location-ntot-ap-g10
Localization and contextualization are important principles in curriculum development and implementation. Localization refers to relating learning content to local information and materials from the learner's community. Contextualization is the process of relating curriculum competencies to a particular setting or situation to make them relevant and meaningful. Both localization and contextualization are mandated by the Philippine constitution and laws like the Enhanced Basic Education Act to foster preservation of culture and regional diversity. The REACT strategy provides a framework for contextual learning through experiences, applying concepts, cooperation, transferring knowledge, and self-directed learning. Teachers should maximize locally available materials and authentic activities from students' lives and interests to effectively localize and contextualize the curriculum.
Localization & contextualization
This document discusses the concepts of localization and contextualization in teaching. It defines localization as allowing schools and local authorities to adapt curricula to local conditions by relating curriculum content and teaching methods to the local environment. Contextualization is developing skills, knowledge, and attitudes in students by presenting new topics in meaningful and real-life contexts. The document provides reminders for teachers on localizing instruction, such as using available local materials, anchoring lessons to students' lives, and building on school resources while respecting diversity. Localization and contextualization can enhance teaching all subjects according to the Philippines' Enhanced Basic Education Act.
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Lesson planning
- 1. Alex Díaz Boris Piñeres Efraín Duran Isaí Díaz 10TH ENGLISH IMMERSION METHODOLOGY 2011
- 2. Course: Area: Subject : Time Year: 9° HUMANITIES English allotted: 3 2011
- 3. • AUDIENCE: Ninth grade students. • ALIGMENT: to set the curriculum, the goal and the aims to improve the target language learning of ninth grade students. • GOAL: by the end of the term, the students will be able to describe wishes and desires through short paragraphs and simulations. • AIM: by the end of the lesson, the students will be able to perform short conversation in pair with an accurate level in content, grammar, vocabulary and pronunciation about future plans.
- 4. • The students listen to a video karaoke song (my heart will go on) to get familiar with the structure form. • The students will clarify the use of promises and desires under some teacher examples written on the board. • The students will distinguish keywords and minor details in a native speaker’s conversation, so they can report the obtained information. • The students will discover the needed elements of some future statements and then they organize and socialize them.
- 5. The lesson is going to be developed taking into account the following issues; first, the language student needs to contextualize the types of activities which are designed for the communicative language skills. Second, integrating the speaking, reading and, the listening abilities through worksheets related to the main aims where the students have to work out in activities such as matching, listening, reading comprehension and writing exercises. In the language students’ needs could be some lack of vocabulary about occupations, misunderstanding of the verb form, and words mispronunciation, to overcome this problem the learners will listen to a conversation where the use of will and future contractions are used by the speakers. After that, the solutions for these problems could be through rehearsal activities focusing on the negatives statements and contractions of future tenses.
- 6. • A warming up activity based on a karaoke video song where each student will be able to realize the use of future, and contractions.
- 10. • ASSESSMENT: • RESOURCES: Textbooks Video beam Cd player Hand outs