MELT2012-explaning new content.
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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.
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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. 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.
Atin tiara 3 h 113060008
The teacher introduced a new dialog in the target language only, modeling it twice for students. They then had students repeat sentences from the dialog and divided them into groups, allowing practice conversations. Students learned grammar through examples and drills rather than explicit instruction in rules.
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.
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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.
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.
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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.
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.
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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. 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.
Atin tiara 3 h 113060008
The teacher introduced a new dialog in the target language only, modeling it twice for students. They then had students repeat sentences from the dialog and divided them into groups, allowing practice conversations. Students learned grammar through examples and drills rather than explicit instruction in rules.
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.
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.
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.
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.
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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.
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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. 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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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.
2 1 task_format
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.
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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 document outlines the steps needed to become an English teacher, including obtaining a high school diploma, pursuing post-secondary education in the form of a degree, and potential costs of training. It also lists examples of successful English teachers such as J. Rolince and Frank McCourt.
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The document provides instructions for an English speaking test. Students will give a 3 to 5 minute presentation about their experiences in their first job or expectations about their first job. Their presentation will be evaluated on a 25 point rubric across 5 categories: vocabulary, voice, pronunciation, language, and duration. The rubric provides criteria for high, middle, and low performance in each category. Scores on the rubric will then be converted to a final grade on an evaluation scale ranging from 2.0 to 7.0.
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.
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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.
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. 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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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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This document discusses different approaches to teaching English as a second language (ESL). It describes the communicative approach, which focuses on using language in real-world situations and aims to develop communicative confidence, as an alternative to the structural approach which emphasizes accuracy through repetition. The document then outlines the Presentation, Practice, Production (PPP) methodology, where new language is initially presented, then practiced through activities, before students produce the language themselves. Examples of activities for each stage are provided. The document also mentions the Engage, Study, Activate (ESA) methodology, which allows more flexibility in moving between stages.
What does learning grammar involve? and the organization of grammar teaching
Learning grammar involves understanding its form, meaning, and use. Form refers to the structure of the language. Meaning is the comprehension generated by the grammar. Use is how the grammar is applied in language. Teaching grammar effectively involves presenting the target structure, isolating and explaining its form and meaning, providing practice opportunities, and testing students' understanding. The organization of grammar instruction should follow these stages to allow students to perceive, understand, and demonstrate their knowledge of new grammatical structures.
What does learning grammar involve?
Learning grammar involves understanding its form, meaning, and use. Form refers to the structure of the language. Meaning is the comprehension generated by the grammar. Use is how the grammar is applied in language. Teaching grammar effectively involves presenting the target structure, isolating and explaining its form and meaning, providing practice opportunities, and testing students' understanding. The organization of grammar instruction should follow these stages to allow students to perceive, understand, and demonstrate their knowledge of new grammatical structures.
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 Explaning 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
- 5. Explaining Language Construction Modelling Sentences and Phrases T model—Isolation– (Distorsion)—T Return to Isolated Model_T Model
- 6. Reference Harmer, Jeremy . The practice of English language teaching. 2002