Melt2012 explaining new content.
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The document discusses strategies for teaching English as a foreign language. It proposes explaining new content using a presentation-practice-performance (PPP) sequence. New vocabulary and grammar rules should be explicitly explained and modeled for students. Educators should use clear explanations, gestures, pictures and examples to demonstrate both the meaning and construction of new language elements for students before having them practice and perform.
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MELT2012-explaning new content.
The document discusses strategies for teaching English as a foreign language through explaining new content. It explains that new content is typically presented using a three-step process: lead-in/elicitation, explanation, and practice/performance. When explaining new content, teachers should demonstrate both meaning and language construction. For meaning, they can use gestures, facial expressions, pictures, diagrams and timelines. For language construction, they model sentences and phrases, isolate parts for students to repeat, and have students return to the original model.
The ´´Three Ps´´
The PPP approach to language teaching involves 3 stages: presentation, practice, and production. In the presentation stage, the teacher introduces new language through examples. Students then practice saying or writing the new language correctly. Finally, in the production stage, students use the new language to communicate through activities like dialogues or presentations.
The direct method ( dara anjar sasmita ) *second edission*
The document describes the direct method of language teaching, which involves communicating directly in the target language without translation. The goals of teachers using this method are to teach students to communicate and think in the target language while drilling pronunciation. Teachers demonstrate new vocabulary to students, who then practice it, with an emphasis on vocabulary, practice, and pronunciation. Teaching techniques include reading aloud, question and answer exercises, self-correction, conversation practice, fill-in-the-blank exercises, dictation, map drawing, and paragraph writing.
CLOTHES
This document contains lesson plans for three English language lessons on clothing vocabulary for students. Each lesson plan includes the date, class, length, materials, aims, procedures, and a warm-up, presentation, practice, and production stage. The aims are vocabulary acquisition and pronunciation of clothing terms. Sample activities include showing flashcards of clothing items, singing songs about clothing, painting and matching clothing to sentences and pictures, describing classmates' outfits, and chaining vocabulary words related to seasonal clothing.
Observation instrument
The document summarizes an observation of a second grade English lesson with 39 beginner level students. The observer evaluated whether the teacher gave clear, simple instructions and checked student understanding. Some areas for improvement noted were for the teacher to be clearer in instructions, check understanding through questions, and be more efficient with time spent giving instructions. The observer provided suggestions to help the teacher in these areas.
Lesson plan
This lesson plan aims to teach low-intermediate ESL students about phrasal verbs over two 100-minute periods. In the first period, students will be introduced to phrasal verbs through an online test and discussion. They will then learn about phrasal verb usage from the teacher with the aid of online grammar exercises. In the second period, students will work in groups to analyze a short story, identify the phrasal verbs used, define them, and provide examples. Each group will then present their findings to the class. The goal is for students to improve their understanding of phrasal verbs through interactive online and group activities.
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.
How to teach grammar
This document provides guidance on teaching grammar to language students. It discusses inductive and deductive approaches, with inductive involving students discovering rules through exercises and deductive involving direct explanation of rules by the teacher. The goal of grammar instruction is to enable communication, requiring instruction that connects grammar to communication contexts while not requiring mastery of every aspect. Error correction should not always be the primary responsibility of the instructor. Overt grammar instruction should be limited to 10 minutes, present concepts in multiple ways, and use accurate and culturally appropriate examples as teaching tools focused on a specific theme. Grammar is taught in relation to meaning and the communication tasks students need to complete. Teachers need to avoid overfocusing on error correction and instead let students know
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MELT2012-explaning new content.
The document discusses strategies for teaching English as a foreign language through explaining new content. It explains that new content is typically presented using a three-step process: lead-in/elicitation, explanation, and practice/performance. When explaining new content, teachers should demonstrate both meaning and language construction. For meaning, they can use gestures, facial expressions, pictures, diagrams and timelines. For language construction, they model sentences and phrases, isolate parts for students to repeat, and have students return to the original model.
The ´´Three Ps´´
The PPP approach to language teaching involves 3 stages: presentation, practice, and production. In the presentation stage, the teacher introduces new language through examples. Students then practice saying or writing the new language correctly. Finally, in the production stage, students use the new language to communicate through activities like dialogues or presentations.
The direct method ( dara anjar sasmita ) *second edission*
The document describes the direct method of language teaching, which involves communicating directly in the target language without translation. The goals of teachers using this method are to teach students to communicate and think in the target language while drilling pronunciation. Teachers demonstrate new vocabulary to students, who then practice it, with an emphasis on vocabulary, practice, and pronunciation. Teaching techniques include reading aloud, question and answer exercises, self-correction, conversation practice, fill-in-the-blank exercises, dictation, map drawing, and paragraph writing.
CLOTHES
This document contains lesson plans for three English language lessons on clothing vocabulary for students. Each lesson plan includes the date, class, length, materials, aims, procedures, and a warm-up, presentation, practice, and production stage. The aims are vocabulary acquisition and pronunciation of clothing terms. Sample activities include showing flashcards of clothing items, singing songs about clothing, painting and matching clothing to sentences and pictures, describing classmates' outfits, and chaining vocabulary words related to seasonal clothing.
Observation instrument
The document summarizes an observation of a second grade English lesson with 39 beginner level students. The observer evaluated whether the teacher gave clear, simple instructions and checked student understanding. Some areas for improvement noted were for the teacher to be clearer in instructions, check understanding through questions, and be more efficient with time spent giving instructions. The observer provided suggestions to help the teacher in these areas.
Lesson plan
This lesson plan aims to teach low-intermediate ESL students about phrasal verbs over two 100-minute periods. In the first period, students will be introduced to phrasal verbs through an online test and discussion. They will then learn about phrasal verb usage from the teacher with the aid of online grammar exercises. In the second period, students will work in groups to analyze a short story, identify the phrasal verbs used, define them, and provide examples. Each group will then present their findings to the class. The goal is for students to improve their understanding of phrasal verbs through interactive online and group activities.
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.
How to teach grammar
This document provides guidance on teaching grammar to language students. It discusses inductive and deductive approaches, with inductive involving students discovering rules through exercises and deductive involving direct explanation of rules by the teacher. The goal of grammar instruction is to enable communication, requiring instruction that connects grammar to communication contexts while not requiring mastery of every aspect. Error correction should not always be the primary responsibility of the instructor. Overt grammar instruction should be limited to 10 minutes, present concepts in multiple ways, and use accurate and culturally appropriate examples as teaching tools focused on a specific theme. Grammar is taught in relation to meaning and the communication tasks students need to complete. Teachers need to avoid overfocusing on error correction and instead let students know
Tkt Introduction
The document introduces the Teaching Knowledge Test (TKT), which tests candidates' knowledge of language concepts, language use, and the background and practice of language teaching. The TKT consists of three modules that can be taken together or separately, with each module containing 80 objective questions. No teaching experience or qualifications are required to take the TKT, but candidates should have at least an intermediate level of English. The TKT Course aims to introduce readers to key teaching concepts, examine teaching approaches and activities, share resources for teachers, and provide opportunities for professional development. The TKT Course is intended for anyone looking to take or prepare for the TKT, those in teacher training programs, and teachers looking to improve their knowledge.
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This document evaluates a teacher's skills and competencies in language awareness. The evaluator marks that the teacher is fully familiar with language analysis tools, can compare source and target languages, and apply this knowledge to lesson planning. The teacher demonstrates mastery in using correct terminology to describe language, writing clear learning objectives, analyzing language structures, understanding learner difficulties, and providing comprehensible grammar explanations. In remarks, the evaluator notes the teacher has experience using songs, videos and movies to teach language in a balanced, varied and communicative way, though some sub-aims did not fully match the chosen materials. Overall the teacher understands how to accomplish the main goals.
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This document summarizes and compares several language teaching methods based on their approach to providing optimal input to students. It discusses the Grammar Translation Method, Audiolingual Method, Cognitive Code Method, Direct Method, Natural Approach Method, Total Physical Response Method, and Suggestopedia Method. For each method, it evaluates them based on whether they provide input that is comprehensible, interesting/relevant, not too grammatically focused, sufficient in quantity, and able to reduce students' affective filters.
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This lesson had students write short narrative stories using themes, with examples given of "Ant and Grasshopper" and "Goat and the Fox". Students provided feedback to one another on their stories. One student did not incorporate the feedback and thus did not meet the learning objectives, while a second student did use the feedback to improve their story and achieve the targets. The school focuses on visual learning and frequent formative assessments to improve teaching and learning through feedback.
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3. When developing tests, it is important to consider the purpose of the test and whether a holistic or analytic approach would be most appropriate and useful.
Assignment2.1 fabiola perez_palma
This document contains evaluations of a language teacher's certification dossier and classroom performance by a teacher trainer. Both evaluations found that the teacher demonstrated strong language analysis skills and was able to effectively teach grammar structures in a way that learners could understand. However, one evaluation noted that one of the lesson's sub-aims of having students discuss former jobs was not entirely suitable for the retired learner group. Overall, both evaluators determined that the teacher displayed the necessary skills and competencies to be certified.
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MELT2012 explaining new content.
The document discusses strategies for teaching English as a foreign language. It proposes explaining new content using a presentation-practice-performance (PPP) sequence. New vocabulary and grammar rules should be explicitly explained and modeled for students. Explanations of both meaning and language construction are important, using techniques like gestures, pictures, diagrams and modeling sample sentences. Student understanding should be checked before having them practice and perform the new language.
MELT2012explaining new content.
The document discusses strategies for teaching English as a foreign language. It proposes explaining new content using a presentation-practice-performance (PPP) sequence. New vocabulary and grammar rules should be explicitly explained and modeled for students. Explanations of both meaning and language construction are important, using techniques like gestures, pictures, diagrams and modeling sample sentences. Student understanding should be checked before having them practice and perform the new language.
Melt2012 explaining new content.
The document discusses strategies for teaching English as a foreign language. It proposes explaining new content using a presentation-practice-performance (PPP) sequence. New vocabulary and grammar rules should be explicitly explained and modeled for students. Educators should use clear explanations, gestures, pictures and examples to demonstrate both the meaning and construction of new language elements for students before having them practice and perform.
21st Century Learning
21st century learning focuses on a more student-centered approach where students learn best through visual and audio means using technology. Students direct their own learning by using tools like the web and interactive activities while collaborating with others and thinking creatively, with the teacher acting as a facilitator rather than sole source of information.
21st century learning ppt
21st century learning focuses on a more student-centered approach where students learn best through visual and audio means using technology. Students direct their own learning by using tools like the web and interactive activities while collaborating with others and thinking creatively, with the teacher acting as a facilitator rather than sole source of information.
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The document introduces the Teaching Knowledge Test (TKT), which tests candidates' knowledge of language concepts, language use, and the background and practice of language teaching. The TKT consists of three modules that can be taken together or separately, with each module containing 80 objective questions. No teaching experience or qualifications are required to take the TKT, but candidates should have at least an intermediate level of English. The TKT Course aims to introduce readers to key teaching concepts, examine teaching approaches and activities, share resources for teachers, and provide opportunities for professional development. The TKT Course is intended for anyone looking to take or prepare for the TKT, those in teacher training programs, and teachers looking to improve their knowledge.
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This document discusses several different language teaching methods and evaluates them based on how well they meet the requirements for optimal input in second language acquisition, including providing input that is comprehensible, interesting/relevant, not grammatically sequenced, sufficient in quantity, and maintains a low affective filter level. The methods discussed are grammar translation, audiolingualism, cognitive code, direct method, natural approach, total physical response, and suggestopedia. Each method is described briefly and then evaluated on how well it meets each of the optimal input requirements.
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This document evaluates a teacher's skills and competencies in language awareness. The evaluator marks that the teacher is fully familiar with language analysis tools, can compare source and target languages, and apply this knowledge to lesson planning. Additionally, the teacher can accurately analyze language, form clear learning objectives, identify learner difficulties, and provide comprehensible grammar explanations. In remarks, the evaluator notes the teacher has experience using songs, videos, and movies to teach language in a balanced, varied, and communicative way, though some sub-aims did not fully match the chosen materials. Overall, the evaluator believes the teacher understands how to accomplish language learning goals with these resources.
2 1 task_format[1]
This document evaluates a teacher's skills and competencies in language awareness. The evaluator marks that the teacher is fully familiar with language analysis tools, can compare source and target languages, and apply this knowledge to lesson planning. The teacher demonstrates mastery in using correct terminology to describe language, writing clear learning objectives, analyzing language structures, understanding learner difficulties, and providing comprehensible grammar explanations. In remarks, the evaluator notes the teacher has experience using songs, videos and movies to teach language in a balanced, varied and communicative way, though some sub-aims did not fully match the chosen materials. Overall the teacher understands how to accomplish the main goals.
Approach to language teaching
This document summarizes and compares several language teaching methods based on their approach to providing optimal input to students. It discusses the Grammar Translation Method, Audiolingual Method, Cognitive Code Method, Direct Method, Natural Approach Method, Total Physical Response Method, and Suggestopedia Method. For each method, it evaluates them based on whether they provide input that is comprehensible, interesting/relevant, not too grammatically focused, sufficient in quantity, and able to reduce students' affective filters.
Oral Expression Rubric For
This document contains an oral expression rubric for evaluating student presentations. It has 6 criteria: body language, eye contact, introduction and closure, pacing, poise, and voice. Each criterion is scored on a scale of 1 to 4, with 4 being the highest. The rubric provides descriptions of the level of performance for each score on each criterion. It will be used by the teacher, Sergio Perez, to evaluate student presentations and provide feedback.
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Best presentation lesson
This lesson had students write short narrative stories using themes, with examples given of "Ant and Grasshopper" and "Goat and the Fox". Students provided feedback to one another on their stories. One student did not incorporate the feedback and thus did not meet the learning objectives, while a second student did use the feedback to improve their story and achieve the targets. The school focuses on visual learning and frequent formative assessments to improve teaching and learning through feedback.
Testing Productive Skills
1. There are challenges in testing productive language skills like writing and speaking, such as eliciting representative samples of ability and obtaining reliable scores.
2. These problems can be addressed by setting appropriate tasks, restricting responses, selecting test formats, and developing reliable scoring criteria like analytic scales that separate different aspects of ability.
3. When developing tests, it is important to consider the purpose of the test and whether a holistic or analytic approach would be most appropriate and useful.
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This document contains evaluations of a language teacher's certification dossier and classroom performance by a teacher trainer. Both evaluations found that the teacher demonstrated strong language analysis skills and was able to effectively teach grammar structures in a way that learners could understand. However, one evaluation noted that one of the lesson's sub-aims of having students discuss former jobs was not entirely suitable for the retired learner group. Overall, both evaluators determined that the teacher displayed the necessary skills and competencies to be certified.
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This document certifies that Tajana Tusek attended and passed a 120-hour CELTA (Certificate in English Language Teaching to Adults) course from October 5-30, 2015 at International House Belgrade Syllabus. The course included collaborative lesson planning, peer observation, feedback, and 6 hours of individual teaching observed and assessed by experienced trainers. Tajana's areas for development included varying interaction for writing lessons, while her areas of achievement involved using authentic materials efficiently and designing excellent student-centered tasks. Her overall performance met nearly all CELTA criteria early in the course, demonstrating in-depth focus on the target language and efficient practice and feedback.
SPEAKING FRAMEWORK
This document outlines the stages of a language lesson plan, including the presentation stage to introduce new vocabulary and concepts, the practice stage where students work in pairs and groups with decreasing teacher involvement to reinforce the material, and the use stage where students personalize and apply the language creatively and independently to demonstrate their learning.
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MELT2012 explaining new content.
The document discusses strategies for teaching English as a foreign language. It proposes explaining new content using a presentation-practice-performance (PPP) sequence. New vocabulary and grammar rules should be explicitly explained and modeled for students. Explanations of both meaning and language construction are important, using techniques like gestures, pictures, diagrams and modeling sample sentences. Student understanding should be checked before having them practice and perform the new language.
MELT2012explaining new content.
The document discusses strategies for teaching English as a foreign language. It proposes explaining new content using a presentation-practice-performance (PPP) sequence. New vocabulary and grammar rules should be explicitly explained and modeled for students. Explanations of both meaning and language construction are important, using techniques like gestures, pictures, diagrams and modeling sample sentences. Student understanding should be checked before having them practice and perform the new language.
Melt2012 explaining new content.
The document discusses strategies for teaching English as a foreign language. It proposes explaining new content using a presentation-practice-performance (PPP) sequence. New vocabulary and grammar rules should be explicitly explained and modeled for students. Educators should use clear explanations, gestures, pictures and examples to demonstrate both the meaning and construction of new language elements for students before having them practice and perform.
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The document discusses strategies for teaching English as a foreign language. It proposes explaining new content using a presentation-practice-performance (PPP) sequence. New vocabulary and grammar rules should be explicitly explained and modeled for students. Explanations of both meaning and language construction are important, using techniques like gestures, pictures, diagrams and modeling sample sentences. Student understanding should be checked before having them practice and perform the new language.
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2. Class is conducted exclusively in English, focusing on oral communication through questioning and answers between students and teachers.
3. While initially popular, the Direct Method fell out of favor due to difficulties with implementation in public schools due to constraints like budget, class size, teacher qualifications, and lack of focus on reading and writing.
Direct Method of English language Teaching
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly through demonstration and use of the target language only, without translation. It aims to build a direct association between language and experience.
2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
3. Core principles include using only the target language, starting with everyday vocabulary, emphasizing speech, and correcting pronunciation and grammar. Techniques include questioning, dictation, reading aloud, and paragraph writing.
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Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.GCU College of EducationLESSON PLAN TEMPLATESection 1 L.docx
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Darius Washington
Grade Level:
8th grade
Date:
August, 15,2019
Unit/Subject:
ENGLISH
Instructional Plan Title:
Lesson plan for English learning for 8th graders
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
The lesson shall entail guiding students on the correct use of language structures, application of concepts and academic vocabulary. The lesson shall be very keen on paying attention on students’ abilities to understand and internalize specific academic vocabularies and structures.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
The classroom shall entail 5-6 students from varying abilities and races between the ages of 17 and 18 years. The group of students entails IEPs, ELLS and students with behavioral issues. These factors shall require an individualized instructional strategy based on cultural and learning abilities.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
The Common Core State standards for 8th grade require application of conventions of standard English, language knowledge, learning and use of vocabulary. These lessons’ learning objectives perfectly align with the standard’s initiatives and performance indicators.
The NCTE/IRA Standards require that students acquire language skills, literacy skills, innovation, creativity and of students through availing resources, opportunities and instruction to guide them. This lesson plan outlines the differentiated activities and materials which shall engage the students to improve their learning abilities, innovation and creativity.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learnin ...
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- 1. Universidad Pedagógica Experimental Libertador Instituto Pedagógico de Caracas Departamento de Idiomas Modernos Programa de Inglés Metodología de la Enseñanza del Inglés como Lengua Extranjera Profesora: Nahir Aparicio Teaching Strategies Planing New Content Autor; Antonio Machado Caracas junio 2012
- 2. Teaching language Construction as a deductive approach • Students are given explanations and grammar rules • Based on these explanations students make phrases and sentences using the new language /vocabulary.
- 3. Explaining New Content Sequence is usually a ppp-like presentation practice perfom Students -------------------------- -------------------------------------- perfom well Lead-in—Elicitation-Explanation-Accurate Reproduction-Immediate Creativity. students perfom ---------------------------------------------- badly
- 4. Explaining Things New Content Need to demostrate both meaning and language construction Explaning Meaning the clearest way • To show it • To point to it • For actions use mime /gestures facial expressions pictures to explain situations and concepts diagrams time line describe the meaning of word vocabulary items check questions use fingers and hands
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