Mixed level languages classes at Year 8
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Mixed level languages classes at Year 8 What are your students saying? Presentation by Anne Jacques at AFMLTA conference in Sydney 2009
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The document summarizes a lesson plan for an English class focusing on reported speech. The lesson aims to teach students to differentiate between direct and reported speech, and to use reported statements, commands, and questions. The plan outlines teaching points, aims, materials, activities, and potential challenges. Students will practice reported speech through analyzing a letter and short excerpt, and will learn related vocabulary and grammar structures.
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This lesson plan is for a kindergarten class of 25 students learning colors and shapes in English. The 30-minute lesson follows the PPP structure and includes a routine, warm up, presentation, practice, and production stage. In the presentation, students will watch a video song introducing new colors. During practice, students will dance to the song wearing colored t-shirts to reinforce the colors. In production, students will color and draw shapes in assigned colors to practice what they learned.
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Clase 2 secundaria novillo hall
This document provides a lesson plan for a class on the novel "Four Weddings and a Funeral". The lesson plan aims to develop students' reading comprehension, vocabulary, and use of language learning technologies. Students will read a chapter from the novel, discuss vocabulary related to funerals, listen to a poem, and use apps to create word clouds and record alternate endings. The lesson incorporates group work, reading aloud, and writing assignments to practice the new vocabulary in meaningful ways.
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The document summarizes an English lesson plan for a class of 5-year-olds focusing on the topic of family. The 30-minute lesson includes the aims of identifying family members, expressing moods, and developing listening skills. It outlines warm-up, presentation, practice, and production stages using a video, pictures, family tree activity, and goodbye song. The lesson plan considers different family structures and aims to develop students' linguistic, social and cooperative skills through group work.
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This document is a lesson plan created by Miriam Novillo Hall for a class of third year students. The lesson plan aims to teach students about reported or indirect speech using examples related to parties and celebrations. The lesson contains warmup activities, presentations, practice exercises, and a production stage. Students will practice changing direct speech into reported statements, learn new vocabulary related to parties, and read a text about prom traditions. The plan demonstrates the use of group work, visual aids, and communicative activities to engage students and provide meaningful grammar practice.
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Bienvenidos a la clase de español 2018-2019
A short power point to summary the Spanish classes syllabus for Spanish I,II,III, High School and Spanish for 6-8 Middle School at IBERVILLE ACADEMY - MSA EAST
Profesora López
Mrs. Belen López is a Spanish teacher at LBHS. She was born in Spain and received her education at Universidad Complutense de Madrid. Her goals for her Spanish classes are to provide academic and language skills to help students communicate in Spanish through reading, writing, speaking and listening activities. Students will learn vocabulary and grammar through reading assignments, writing essays and paragraphs, and participation. To be successful, students should regularly attend class, participate in the target language, and frequently practice Spanish outside of class.
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This lesson plan is for a kindergarten class of 25 students learning colors and shapes in English. The 30-minute lesson follows the PPP structure and includes a routine, warm up, presentation, practice, and production stage. In the presentation, students will watch a video song introducing new colors. During practice, students will dance to the song wearing colored t-shirts to reinforce the colors. In production, students will color and draw shapes in assigned colors to practice what they learned.
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1) The lesson plan is for a kindergarten class introducing personal presentations including names and ages.
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Milena Rojas is a kindergarten teacher who met with student teacher Miriam Novillo Hall to discuss her upcoming teaching period. Milena advised Miriam that she would be working with a noisy group of 5-year-olds and should find engaging ways to keep them focused on lessons. Milena also explained the classroom routines, available tools, and that kindergarteners are not yet writing so lessons should focus on visual, listening, and speaking activities. They discussed the teaching strategies and methodologies Miriam should use, as well as how she would be evaluated by Milena and her tutor.
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- The lesson plan includes aims to develop listening, speaking, reading and understanding skills through activities matching vocabulary, answering questions, reading a story introduction and identifying correct information.
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- Students practice the new vocabulary by creating a flag with different shapes following the teacher's instructions and using a book and provided materials.
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- 1. Language learning in transition What are our students saying? Anne Jacques 2009
- 2. Overview Background to the study; the current position of languages in NZ Outline of the case-study Data from the survey Summary of themes from the interviews Introducing the best educated man of his time
- 3. Sir Thomas Tom of Appledore
- 5. Impetus for research New Zealand’s new curriculum 2010 establishes Learning Languages as a new learning area. Contestable Government funding to support initiatives in languages at Primary school. Hill, K. & Ward, S. (2003). "Passing the baton: the transition from primary to secondary language programs." New Zealand Studies in Applied Linguistics 9(2): 19 - 36.
- 6. Riccarton High School Christchurch, New Zealand Co-educational, 950 students 32 nationalities Decile 7 Languages: French, Japanese, Māori All Year 9s (Year 8s) must choose a language for the year.
- 7. Pūtaringamotu – taku turangawaewae
- 8. Survey of whole cohort Languages previously studied French Chinese Other French Japanese Māori German Spanish Māori Spanish Japanese Chinese German Other
- 10. Themes Experiences and motivation An environment of diversity Collaboration Mixed-level classes
- 11. Experiences and motivation The importance of relationships: “so I wouldn’t be a nif” “to connect with family” “’cos Māori words are similar to Samoan” “I have relatives and stuff that speak Japanese” Teachers, travel Activities – songs, “real stuff”
- 12. An environment of diversity Diversity Multi-level Risk-taking scary, less confident, embarrassed, shy, gets on everyone’s nerves, jealous
- 13. Tensions The “expert” role: “but I don’t so much like showing off as such, ‘cos then people just – they get jealous or they just get sick of you showing off and – sometimes you can get away with it if you know when to stop showing off, but … a lot of people don’t know when to stop.” Frustrations at slower/faster students An academic hierarchy
- 14. Collaboration - ako Working together Comprehensible input; input + 1 In the mixed class, if you haven’t done it before, you can pick up things from people that have. I think it’s a better idea to, like, just leave it as it is with the mixed thing, so…because then the people that know things can…help the people that don’t, yeah, that know… that don’t know as much and don’t understand. I think I’ve gotten better. I think it’s a lot…Not better as in learning more words, or more things to do, but better in, like, pronunciation, understanding.
- 15. …it only takes a couple more minutes, and they’ll get it, and it’s like, yeaaahh, yeah, ok. It doesn’t feel as if it’s holding the learning back, or anything else. It’s just taking a little bit longer, and you get the result for everybody knowing it instead of just half the people.
- 16. Mixed-level classes Mixed groups Occasionally separated Choice of activities “like there were three different levels, like, three piles of sheets, and some of them were, like, hard, medium and easy, for you to, like, choose one…”
- 17. “ It’s just…it’s good…helping people is kinda cool, ‘cos you know that…you’re not just helping yourself, like, not like… you know what I mean?...Like, doing something else so that other people can have a good chance and that…that makes it better”
- 18. You learn stuff easier, easier, when you’re like, enjoying it more.
- 19. See you in QUEENSTOWN NZ Association of Language Teachers: Biennial International Conference Scaling remarkable linguistic heights CULTURE CURRICULUM CREATIVITY Sunday 4th July – Wednesday 7th July 2010