Lessonplan.Montse Roquet.
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The lesson plan aims to improve students' oral proficiency with conditionals through discussions of ethical dilemmas. Students will work in groups to watch and discuss videos presenting moral dilemmas, using conditionals to engage in conversations. They will choose a video, consider discussion questions, and debate different viewpoints. A competition and homework assignment will assess students' mastery of conditionals and ability to explain a dilemma. The goal is for students to communicate fluently about engaging topics through collaborative, mixed-ability group work.
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The lesson plan aims to assess and improve students' speaking skills through activities focused on clothing vocabulary. Students will act out descriptions of animals using masks, learn clothing vocabulary from flashcards, draw and label their favorite outfits, and write descriptions of their drawings using adjectives of color. The activities are designed to practice speaking, learn vocabulary, and build students' confidence presenting in front of the class.
Lesson plan 8
The lesson plan aims to assess and improve students' speaking skills through activities that practice describing clothes and colors. Students will act out descriptions of animals using masks, learn clothing vocabulary from flashcards, draw and label their favorite outfits, and write descriptions of the outfits following a teacher-provided model. The plan promotes speaking confidence and uses language from previous classes.
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Lesson plan 8
The lesson plan aims to assess and improve students' speaking skills through activities focused on clothing vocabulary. Students will act out descriptions of animals using masks, learn clothing vocabulary from flashcards, draw and label their favorite outfits, and write descriptions of their drawings using adjectives of color. The activities are designed to practice speaking, learn vocabulary, and build students' confidence presenting in front of the class.
Lesson plan 8
The lesson plan aims to assess and improve students' speaking skills through activities that practice describing clothes and colors. Students will act out descriptions of animals using masks, learn clothing vocabulary from flashcards, draw and label their favorite outfits, and write descriptions of the outfits following a teacher-provided model. The plan promotes speaking confidence and uses language from previous classes.
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1. Grammar Translation Method focuses on translating written language and learning grammatical rules.
2. Direct Method forbids the first language and teaches speaking first through an inductive approach.
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Lesson plan (with teaching material)
ฝากผลงานหนูในอ้อมอกอ้อมใจกันด้วยน้าาา ภาษาอังกฤษเพื่อการเรียนรู้อัพเดทเรื่อย ๆ เข้ามาอ่านมาฝึกกันเตอะจะได้มีองค์ความรู้เยอะ ๆ จะได้พัฒนาศักยภาพของตัวเองด้วย ถ้าผิดพลาดประการใด ขออภัย ณ ทีนี้ด้วย : )
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Lesson plan (with teaching material)
ฝากผลงานหนูในอ้อมอกอ้อมใจกันด้วยน้าาา ภาษาอังกฤษเพื่อการเรียนรู้อัพเดทเรื่อย ๆ เข้ามาอ่านมาฝึกกันเตอะจะได้มีองค์ความรู้เยอะ ๆ จะได้พัฒนาศักยภาพของตัวเองด้วย ถ้าผิดพลาดประการใด ขออภัย ณ ทีนี้ด้วย : )
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Dossier rosa mijangos copia
This document outlines a lesson plan for teaching English grammar and language awareness to university students studying to become language teachers. The lesson focuses on revising the past progressive tense ("was/were going to") and modal verbs for giving advice ("should/shouldn't have"). The plan includes icebreaker activities to introduce the topic of "breaking rules", exercises to practice the target grammar structures, and a homework assignment. The stated goals are to provide an engaging lesson that helps students improve their English proficiency while also developing their skills for teaching grammar.
Student engagement in the teaching profession
This document provides examples of instructional strategies that teachers can use to actively engage students and activate their prior knowledge at the beginning of a lesson. Some of the strategies described include carousel brainstorming, where students rotate in groups to different stations to discuss topics; think-pair-share, where students think individually, discuss in pairs, and share with the class; and anticipation/reaction guides, where students predict their level of agreement with statements before and after a lesson. The strategies are intended to draw out students' existing knowledge and experiences to prime them for new learning.
Narration lesson plan
This lesson plan is for an English class focusing on the story "How To Tell Wild Animals". The teacher outlines learning outcomes related to comprehending texts, appreciating literary genres and devices, and enjoying and interpreting stories. Pedagogical strategies include hands-on activities, visual aids, and modifying materials for students with different needs. Students will develop skills like critical thinking by presenting topics and doing group projects. Assessment will include quizzes, presentations and questions to measure understanding of the story and learning outcomes. The teacher outlines support for all students, including those in special education programs.
Narration lesson plan.docx
This lesson plan focuses on teaching the topic of narration, including direct and indirect speech. The teacher aims to develop skills like critical thinking, analytical thinking, and collaboration. Students will engage in activities like editing tasks, matching exercises, and chart making. They will also frame their own questions and explanations of concepts. Assessment of learning outcomes will include an online quiz, PowerPoint presentations, and competency-based questions. Accommodations are made for different learners, including hands-on activities and materials in alternate formats.
Didactical aplication
The document describes a classroom activity where students will rotate in small groups between different stations around the classroom to answer questions about functions. Each station will have a question written on a poster board. Students will have 10 minutes at each station to discuss the question with their group and write down their ideas before rotating clockwise to the next station. After completing the rotation, each group will present the best ideas from their discussions to the whole class. The purpose is to review functions and share knowledge between students before an exam through an active learning activity.
2 g and input situation meeting & workshop november 22nd 2016
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
LessonPlanning
This lesson teaches students how to identify credible sources for research. Students will visit websites on their Chromebooks and determine if each site is a credible or unreliable source based on components. They will then group the sources accordingly. Next, students will complete worksheets comparing credible and unreliable sources. Finally, students will create accurate work cited pages using credible sources to prepare for their Holocaust mini research projects. The goal is for students to distinguish reliable sources to use for their presentations.
NOTES101 Tips-1.pdfInteractive Techniques Ada.docx
This document provides a list of 75 interactive techniques for teaching and assessing student learning. It summarizes techniques for instructors to use during lectures, such as asking students to identify images or answer polling questions. It also lists techniques for individual student work, such as concept mapping, writing summaries, and identifying misconceptions. Finally, it outlines some pair-based techniques like think-pair-share where students discuss questions with a partner before addressing the full class. The overall document promotes interactive, engaged learning techniques as alternatives to traditional lecturing.
Onzo_English language learner strategies and activities presentation
This document provides strategies and activities for supporting English Language Learners (ELLs). It discusses the difference between interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). It also offers suggestions for teachers to support vocabulary development, ensure students understand content, promote discussion and interaction, and provide hands-on practice for ELL students. Effective strategies include pre-teaching vocabulary, using exit slips and questioning, incorporating manipulatives and games, and including English language standards in lessons.
Day and Night Social Studies Lesson
This lesson plan is for a second grade social studies class on accepting differences. The lesson will involve reading the book "Day and Night" and discussing how the characters overcome their differences. Students will then complete a worksheet with a partner where they share their likes, dislikes, and find similarities. The goal is for students to see how having differences does not prevent people from getting along and to learn something new about their classmates. The teacher will evaluate based on student attitudes, cooperation, and participation during the partner activity. Accommodations are provided for different learners, such as pairing stronger students with weaker ones.
Active learning strategies
This is another motherlode of active learning strategies that someone put together from a variety of sources. It has over 130 different active learning strategies. Amazing.
1er grado unidad 1 producto 1 expand planning
1) The document provides a sample lesson plan for a 1st grade English class, with the goal of teaching students to give and receive information about community services.
2) The lesson involves students introducing themselves, establishing classroom rules, learning vocabulary related to community services, and creating and performing short dialogues about different community helpers.
3) The dialogues will allow students to practice exchanging information about community services, with a focus on choosing appropriate language and structure for their role-plays.
1st 2 g training meeting april 5 2016
1st 2G meeting and training
This important meeting raises many questions to be asked before dealing with the new changes , so teachers need to know where are they standing before moving toward a new destination ? what has been done till now? what relations has the 1 generation syllabus with these new changes?
Teachers Vs 1 Syllabus Generation (recap)
Approach & method
Teacher’s rle vs learner’s role
The 3 IIP
Situation of integration
Lesson plan
TD session
Project work
Adapting the book
Evaluation
Thank you
By :
Mr Samir Bounab ( Teacher trainer at MONE)
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2 g and input situation meeting & workshop november 22nd 2016
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Lessonplan.Montse Roquet.
- 1. LESSON PLAN, by Montserrat Roquet
- 2. -SUBJECT: English as a Foreign Language -LEVEL: 2nd Bachillerato ( Twelfth grade, B1 of Common European Framework of Reference for Languages) -TEACHER: Montserrat Roquet Pugès -SCHOOL: Middle and High School Joan Miró, in Cornellà de Llobregat ( Barcelona)
- 3. OBJECTIVES -Students will acquire enough oral practice with conditionals to communicate fluently. -Students will discuss ethical and moral dilemmas in a mature way, and will feel motivated by it.
- 4. INTRODUCTION - This is a 90 minutes lesson entirely created by the teacher but it is part of a textbook-based didactic unit on conditionals (Unit 5, Ethics, textbook Over to You). - Students have already learnt and practised the conditionals structure, the objective now is that they are able to use them fluenty to communicate with each other orally about engaging topics.
- 5. TIMING - Warm-up : Students sit in groups of four and write together in a card the vocabulary about ethics that they learnt the week before ( Pre-assessment) - Motivation: The teacher introduces the whole unit to the class, explaining the steps that will follow, including the final competition.
- 6. - Presentation The teacher projects her blog on the board and shows students the National Geographic webpage with the videos, explaining that each group should choose one video.
- 7. - Controlled Practice :The teacher shows them the sample video. Then students read the questions from the blog related to the sample video and practise them orally all together, guided by the teacher
- 8. QUESTIONS RELATED TO THE VIDEOS TO DISCUSS WITH YOUR GROUP: - Why did you choose this video? - What did you think about the video after watching it? - What would you do in this situation? - If you don´t share the same opinion as other members of the group, try to reason your point of view. - How do you think the story ended? Would you have done the same? - Have you ever found yourself in a moral dilemma? Explain it to the other members of the group. What did you do? What would they have done?
- 9. - Free Practice : Students sit in groups, with one computer each group, choose a video and start watching it in turns. Afterwards, they discuss about the moral dilemmas presented by the video using the questions that are projected on the board. Teacher goes around helping them with the language.
- 10. - Competition : Students will play a game using the digital board to show their mastery of the conditionals.
- 11. - Homework (Post-assessment): Students have to write a short essay at home explaining one of the moral dilemmas they talked about in class and reasoning about how they would react in that situation. - Diverse Learners: The lesson is for collaboration in mixed-ability teams, where students are able to select a chosen topic. There is opportunity for individualization based on each student´s capacity.
- 12. - Extension suggestions: Students can choose one of the moral dilemmas, or invent a new one, and write and act a short role-play in front of the class.
- 13. BIBLIOGRAPHY - Bradfield, Bess and Kelly, Paul: OVER TO YOU (Student´s Book 2nd Bachillerato, Oxford University Press) - Teacher´s blog at http://montseroquetenglish.blogspot.com.es/ - Moral Dilemmas Videos by National Geographic at http://natgeotv.com.au/videos/moral-dilemmas/ - If-Conditionals Sentences Game in Classroom Games at http://www.eslgamesplus.com/