Modals kotobee (1)
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Modals - also called modal auxiliaries are used with other verbs to express special meanings. They are special group because they have only one form for all persons of the verb, but they can have several meanings and time frames, depending on the context in which they are used.
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Tefl
This document summarizes the Grammar Translation Method (GTM) of teaching foreign languages. GTM is the oldest method, introduced to India and Pakistan by the British. It involves translating English texts word-for-word into the students' native language. The teacher reads sentences aloud and translates individual words and phrases. Students practice translating and memorizing vocabulary. While GTM is easy and time-efficient, it focuses only on grammar rules and reading rather than speaking skills, and discourages creative expression in the target language. The document provides suggestions for supplementing GTM with more immersive language practice.
Grammar translation method
The document describes the grammar-translation method of foreign language teaching. It was commonly used from the 1840s to 1940s and involves teaching grammar rules deductively, translating texts word-for-word, and focusing on reading and writing over speaking. The goal is to understand literature in the target language through analyzing its grammar and translating sentences, viewing accuracy over fluency.
Rubrics
This document contains rubrics for assessing English language skills at the Universidad Catolica de la SSMA Concepcion. It includes rubrics for two tasks: a speaking assessment and a listening assessment. The speaking assessment involves students doing a role play in groups about transportation problems and solutions. It evaluates vocal expression, organization, vocabulary, and body language. The listening assessment involves students listening to a story and filling in missing words. It evaluates students' ability to complete the missing words. The document provides the context, instructions, scoring criteria and references for both assessment tasks.
Grammer Translation Method
The Grammar-Translation method requires students to translate whole texts word-for-word between languages, memorize extensive grammar rules and vocabulary. It is derived from how Latin and Greek were traditionally taught. Students study literary language rather than spoken language. The teacher leads the class through direct instruction, translation exercises, and question-and-answer recitation. Testing involves translating between languages. While it helps students read foreign literature, it is weak for developing oral skills in the target language.
Grammar translation method presentation
The Grammar Translation method was used in the 18th-19th centuries to teach classical languages like Latin and Greek. It focused on reading comprehension and writing skills through translation exercises, grammar rules, vocabulary memorization, and little speaking practice. The goal was to read literature in the target language, not develop communication skills. Classes were taught entirely in the student's native language.
Grammar-Translation Method (GTM) edited by me
Grammar-Translation Method is one of the traditional method which was very popular during 18th and 19th century.
Grammar Translation Method
The Grammar Translation method teaches modern languages by applying the same methods used to teach Latin and Greek in the 18th and 19th centuries. It focuses on translating words, phrases, and texts between the target language and the student's native language. While translation allows students to understand meanings and discuss topics with their teacher, it emphasizes reading and writing over speaking abilities and does not allow for natural communication in the target language.
The Grammar-Translation Method and Multiple Approach
The document discusses two methods for teaching second languages:
1. The Grammar-Translation Method focuses on learning grammar rules and translating between the native and target languages. It places little emphasis on speaking and has drawbacks like not developing oral proficiency or cultural understanding.
2. The Multiple Approach introduces elements of direct instruction but is still teacher-centered. It aims to generate language use and teach all skills simultaneously but provides limited opportunities for true communicative exchange. Both methods are criticized for their limitations in developing advanced competency in the second language.
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Tefl
This document summarizes the Grammar Translation Method (GTM) of teaching foreign languages. GTM is the oldest method, introduced to India and Pakistan by the British. It involves translating English texts word-for-word into the students' native language. The teacher reads sentences aloud and translates individual words and phrases. Students practice translating and memorizing vocabulary. While GTM is easy and time-efficient, it focuses only on grammar rules and reading rather than speaking skills, and discourages creative expression in the target language. The document provides suggestions for supplementing GTM with more immersive language practice.
Grammar translation method
The document describes the grammar-translation method of foreign language teaching. It was commonly used from the 1840s to 1940s and involves teaching grammar rules deductively, translating texts word-for-word, and focusing on reading and writing over speaking. The goal is to understand literature in the target language through analyzing its grammar and translating sentences, viewing accuracy over fluency.
Rubrics
This document contains rubrics for assessing English language skills at the Universidad Catolica de la SSMA Concepcion. It includes rubrics for two tasks: a speaking assessment and a listening assessment. The speaking assessment involves students doing a role play in groups about transportation problems and solutions. It evaluates vocal expression, organization, vocabulary, and body language. The listening assessment involves students listening to a story and filling in missing words. It evaluates students' ability to complete the missing words. The document provides the context, instructions, scoring criteria and references for both assessment tasks.
Grammer Translation Method
The Grammar-Translation method requires students to translate whole texts word-for-word between languages, memorize extensive grammar rules and vocabulary. It is derived from how Latin and Greek were traditionally taught. Students study literary language rather than spoken language. The teacher leads the class through direct instruction, translation exercises, and question-and-answer recitation. Testing involves translating between languages. While it helps students read foreign literature, it is weak for developing oral skills in the target language.
Grammar translation method presentation
The Grammar Translation method was used in the 18th-19th centuries to teach classical languages like Latin and Greek. It focused on reading comprehension and writing skills through translation exercises, grammar rules, vocabulary memorization, and little speaking practice. The goal was to read literature in the target language, not develop communication skills. Classes were taught entirely in the student's native language.
Grammar-Translation Method (GTM) edited by me
Grammar-Translation Method is one of the traditional method which was very popular during 18th and 19th century.
Grammar Translation Method
The Grammar Translation method teaches modern languages by applying the same methods used to teach Latin and Greek in the 18th and 19th centuries. It focuses on translating words, phrases, and texts between the target language and the student's native language. While translation allows students to understand meanings and discuss topics with their teacher, it emphasizes reading and writing over speaking abilities and does not allow for natural communication in the target language.
The Grammar-Translation Method and Multiple Approach
The document discusses two methods for teaching second languages:
1. The Grammar-Translation Method focuses on learning grammar rules and translating between the native and target languages. It places little emphasis on speaking and has drawbacks like not developing oral proficiency or cultural understanding.
2. The Multiple Approach introduces elements of direct instruction but is still teacher-centered. It aims to generate language use and teach all skills simultaneously but provides limited opportunities for true communicative exchange. Both methods are criticized for their limitations in developing advanced competency in the second language.
Grammar Translation Method
The Grammatical Translation Method focuses on grammar rules, translation of sentences, and reading/writing skills over speaking/listening. Vocabulary is taught through lists and dictionary study. Teachers analyze grammar rules then have students translate sentences between the target and native languages. The goals are to read literature and translate between languages, while developing reading/writing skills. It effectively applies grammar but stresses students less while demanding less of teachers. However, it gives the wrong view of language and creates less motivation/more frustration for learners.
Grammar translation method
The Grammar-Translation method is the oldest method for teaching English as a foreign language. It was dominant from the 1800s to the 1940s and is still used today in some areas. Under this method, students first study grammar rules and parts of speech in their native language and practice translation between the native language and English. Reading and writing are the main skills focused on, while speaking and listening receive little direct instruction. Accuracy and memorization of vocabulary and grammatical rules are emphasized over natural language use. While it helps with understanding words and grammar comparisons, weaknesses include a lack of focus on communication skills and the inability to directly translate some linguistic aspects between languages.
Grammar translation method
The document discusses two language teaching methods: Suggestopedia and Grammar Translation. It provides a lesson plan example of teaching the story "The Condor Who Fell In Love" using each method. The Suggestopedia method involves relaxed reading of the story in the target language while listening to music. Comprehension is developed through exposure rather than translation. The Grammar Translation method involves identifying vocabulary and translating sentences word-for-word into the student's native language using dictionaries.
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The Audio-Lingual Method was developed in the United States during World War II to rapidly teach soldiers foreign languages for military use. It focuses on teaching speaking and listening skills through repetition drills and imitation of the teacher. Students are not allowed to use their native language in class. The teacher leads drills where students practice substituting words and transforming sentence structures through repetitive question-and-answer exercises and memorization of short dialogues. The goal is to create habits through imitation and practice to allow students to communicate in the target language.
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The document summarizes key aspects of several language teaching methods including Grammar Translation, Direct Method, Audio-Lingual Method, Silent Way, and Suggestopedia. It discusses the principles, techniques, strengths and weaknesses of each method. Key factors like the role of the teacher and students, use of native language, error correction, and focus on form vs communication are compared across the different approaches.
Grammar translation method
1. The grammar translation method focuses on translating grammatical forms, memorizing vocabulary, and studying rules rather than spoken communication.
2. Key principles include using the native language for instruction, focusing on reading/writing over speaking/listening, and correcting errors by providing the right answers.
3. Techniques include translating passages, answering reading questions, finding antonyms/synonyms, applying grammar rules, and filling in blanks.
Rajini
This document provides details of an innovative English lesson plan for 9th grade students focusing on the short story "The Resignation" by Munshi Premchand. The summary includes:
1) Background information on the lesson such as student and supervising teacher names, subject, unit name, time allotted, and issues addressed.
2) An overview of the content which is the story depicting the mistreatment of a clerk named Lala Fatehchand by his employer.
3) The classroom activities include introducing new vocabulary, discussing human resource development issues, analyzing the story, and writing a profile of Munshi Premchand.
Distribution of contents 2nd grade
This document outlines the contents and structure of a 24-lesson unit for a second grade class about people and animals. The unit aims to enable students to describe people and animals through their physical appearance, abilities, and habits. Each lesson focuses on a language function like asking and answering questions, describing characteristics, or integrating learned content. Sample texts and activities are provided for each lesson to introduce and practice relevant vocabulary and grammar structures. Later lessons involve a student project where they research and present information about animals.
grammar translation method
The grammar translation method is a language teaching approach that uses translation and grammar study as the primary activities. It originated in the late 19th century for teaching Latin and Greek, and was later used to help students read foreign literature by having them translate passages. Key techniques include having students translate literary passages between the target and native languages to demonstrate understanding. While easy for teachers and less stressful for students, it is disadvantageous because students do not learn to comprehend, create meaning, speak, or interact in the new language.
Reseach proposal
The students at Colombo Americano in the third level need to improve their grammar skills, as this was identified as the main problem in the classroom. When students speak or write without examples, they mix up sentence structures. To address this, the goal is to make students more aware of their mistakes when speaking and writing through intensifying grammar activities like filling in gaps in song lyrics related to topics. Repeating these activities will help students assimilate proper grammatical order and make it easier for them to understand.
The Audio-Lingual Method and Drilling by maulida faradila
The document discusses the Audio-Lingual Method (ALM) of foreign language teaching. It provides a history of ALM from World War II to its development by Charles Fries. The key principles of ALM are using the target language exclusively, modeling, immediate error correction, and the use of spoken and visual cues. Teachers lead drills and questions rapidly, with no explanation of grammar rules and limited written work. The goal is to build pronunciation, comprehension, vocabulary, response ability, and language learning habits. Teachers direct students as orchestra leaders, while students follow directions and respond accurately as model speakers. Techniques include dialogue memorization, expansion drills, repetition drills, translation drills, and transformational drills
Development of Language Learning In Grammar
The document discusses the history and development of grammar teaching in England. It describes how grammar originated from Greek and was originally taught through Latin in schools. It then outlines the major developments in grammar teaching throughout history, including a focus on prescriptive Latin grammar in the 18th century, the decline of grammar teaching in the early 20th century due to a lack of research, and its reintroduction in schools towards the late 20th century through government reports calling for improved literacy. The document also discusses different approaches to grammar teaching including behavioristic, communicative, and integrative computer-assisted language learning.
Additional resource for audio lingual method
The document outlines principles of the Audiolingual Method for teaching foreign languages. It emphasizes teacher-centered instruction where the teacher models the target language and students learn through repetition and drills. New vocabulary and structures are taught through dialog memorization. The goal is for students to form good habits in the target language through imitation and overlearning to overcome their native language habits.
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Grammar translation method vs direct method along with the objectives aims, advantages,disadvantages ,origin and failure
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The document provides criticism of the Grammar Translation Method of teaching foreign languages. It notes that while the method has some benefits like easing vocabulary learning through translation, it has significant drawbacks. Specifically, it is unnatural compared to how languages are acquired, focuses too much on grammar at the expense of other skills, and positions language as collections of words rather than a system of communication. Overall, the Grammar Translation Method provides a limited and ineffective approach to teaching foreign language proficiency.
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The document outlines the language arts content standards and learning standards for year 2. It focuses on students demonstrating appreciation for rhymes, poems, songs through non-verbal responses. It also aims to have students say and sing words in simple texts with clear pronunciation, rhythm and intonation. Additionally, students should be able to identify and respond to elements in texts, and respond imaginatively by creating simple short chants or raps. It concludes by providing a template for teachers to assess students' performance on the different learning standards.
The Use Of Grammar Translation Method(GTM) In The Subject Of English At The P...
This document outlines the research methodology for a study on the use of the Grammar Translation Method (GTM) in teaching English at the primary level in Pakistan. The study aims to evaluate the effectiveness and learning concepts of GTM. The methodology includes collecting data through observation, questionnaires, worksheets and a teacher workshop. The sample includes 5 students and 1 teacher from a primary school in Hyderabad. Data will be analyzed using Microsoft Excel and interpreted through bar charts. The conclusions will assess if GTM helps students understand concepts and communicate more easily in their first language.
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Grammar translation method
The grammar translation method focuses on teaching grammar rules and translation between the target language and native language. Students memorize vocabulary, verb forms, and grammar rules. The teacher's role is to explain grammar, translate texts, and correct mistakes while students practice translating and studying under the teacher's guidance with little interaction between students. This method emphasizes reading, writing, and the development of mental discipline through the study of grammar and translation but provides little speaking practice.
Libin innovative ori pdf
This innovative lesson plan outlines a lesson on the short story "The Man Who Knew Too Much" by W.W. Jacobs for 9th standard English class. The plan aims to help students develop their reading comprehension and ability to construct discourses like conversations and paragraphs. It involves introducing the theme of the story, reading it aloud, having students do silent reading and look up unfamiliar words, forming discussion groups to share ideas, presenting viewpoints to the class, consolidating the discussion, reviewing with questions, and assigning students to write a short paragraph on their ambitions.
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This document provides a lesson plan for a class on giving advice about injuries and accidents using the grammar structure "It's + adjective + infinitive". The lesson includes activities where students practice describing injuries from their past, discuss safety rules and advice, and work with the target grammar structure. The plan aims to help students understand and use this structure to communicate advice in a meaningful way while revising related vocabulary. Student interaction and feedback is incorporated throughout the different phases of the lesson.
Context Clues Lesson Plan in English 9.docx
1. The lesson plan summarizes an English lesson on context clues that will be taught to Grade 9 students.
2. The lesson objectives are for students to note different types of context clues, identify word meanings through context clues, participate in activities, and appreciate the importance of context clues.
3. The lesson content is on noting context clues and includes group activities where students identify unfamiliar words using context clues in sentences, poems, and definitions.
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The Grammatical Translation Method focuses on grammar rules, translation of sentences, and reading/writing skills over speaking/listening. Vocabulary is taught through lists and dictionary study. Teachers analyze grammar rules then have students translate sentences between the target and native languages. The goals are to read literature and translate between languages, while developing reading/writing skills. It effectively applies grammar but stresses students less while demanding less of teachers. However, it gives the wrong view of language and creates less motivation/more frustration for learners.
Grammar translation method
The Grammar-Translation method is the oldest method for teaching English as a foreign language. It was dominant from the 1800s to the 1940s and is still used today in some areas. Under this method, students first study grammar rules and parts of speech in their native language and practice translation between the native language and English. Reading and writing are the main skills focused on, while speaking and listening receive little direct instruction. Accuracy and memorization of vocabulary and grammatical rules are emphasized over natural language use. While it helps with understanding words and grammar comparisons, weaknesses include a lack of focus on communication skills and the inability to directly translate some linguistic aspects between languages.
Grammar translation method
The document discusses two language teaching methods: Suggestopedia and Grammar Translation. It provides a lesson plan example of teaching the story "The Condor Who Fell In Love" using each method. The Suggestopedia method involves relaxed reading of the story in the target language while listening to music. Comprehension is developed through exposure rather than translation. The Grammar Translation method involves identifying vocabulary and translating sentences word-for-word into the student's native language using dictionaries.
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The Audio-Lingual Method was developed in the United States during World War II to rapidly teach soldiers foreign languages for military use. It focuses on teaching speaking and listening skills through repetition drills and imitation of the teacher. Students are not allowed to use their native language in class. The teacher leads drills where students practice substituting words and transforming sentence structures through repetitive question-and-answer exercises and memorization of short dialogues. The goal is to create habits through imitation and practice to allow students to communicate in the target language.
Languageteachingmethods
The document summarizes key aspects of several language teaching methods including Grammar Translation, Direct Method, Audio-Lingual Method, Silent Way, and Suggestopedia. It discusses the principles, techniques, strengths and weaknesses of each method. Key factors like the role of the teacher and students, use of native language, error correction, and focus on form vs communication are compared across the different approaches.
Grammar translation method
1. The grammar translation method focuses on translating grammatical forms, memorizing vocabulary, and studying rules rather than spoken communication.
2. Key principles include using the native language for instruction, focusing on reading/writing over speaking/listening, and correcting errors by providing the right answers.
3. Techniques include translating passages, answering reading questions, finding antonyms/synonyms, applying grammar rules, and filling in blanks.
Rajini
This document provides details of an innovative English lesson plan for 9th grade students focusing on the short story "The Resignation" by Munshi Premchand. The summary includes:
1) Background information on the lesson such as student and supervising teacher names, subject, unit name, time allotted, and issues addressed.
2) An overview of the content which is the story depicting the mistreatment of a clerk named Lala Fatehchand by his employer.
3) The classroom activities include introducing new vocabulary, discussing human resource development issues, analyzing the story, and writing a profile of Munshi Premchand.
Distribution of contents 2nd grade
This document outlines the contents and structure of a 24-lesson unit for a second grade class about people and animals. The unit aims to enable students to describe people and animals through their physical appearance, abilities, and habits. Each lesson focuses on a language function like asking and answering questions, describing characteristics, or integrating learned content. Sample texts and activities are provided for each lesson to introduce and practice relevant vocabulary and grammar structures. Later lessons involve a student project where they research and present information about animals.
grammar translation method
The grammar translation method is a language teaching approach that uses translation and grammar study as the primary activities. It originated in the late 19th century for teaching Latin and Greek, and was later used to help students read foreign literature by having them translate passages. Key techniques include having students translate literary passages between the target and native languages to demonstrate understanding. While easy for teachers and less stressful for students, it is disadvantageous because students do not learn to comprehend, create meaning, speak, or interact in the new language.
Reseach proposal
The students at Colombo Americano in the third level need to improve their grammar skills, as this was identified as the main problem in the classroom. When students speak or write without examples, they mix up sentence structures. To address this, the goal is to make students more aware of their mistakes when speaking and writing through intensifying grammar activities like filling in gaps in song lyrics related to topics. Repeating these activities will help students assimilate proper grammatical order and make it easier for them to understand.
The Audio-Lingual Method and Drilling by maulida faradila
The document discusses the Audio-Lingual Method (ALM) of foreign language teaching. It provides a history of ALM from World War II to its development by Charles Fries. The key principles of ALM are using the target language exclusively, modeling, immediate error correction, and the use of spoken and visual cues. Teachers lead drills and questions rapidly, with no explanation of grammar rules and limited written work. The goal is to build pronunciation, comprehension, vocabulary, response ability, and language learning habits. Teachers direct students as orchestra leaders, while students follow directions and respond accurately as model speakers. Techniques include dialogue memorization, expansion drills, repetition drills, translation drills, and transformational drills
Development of Language Learning In Grammar
The document discusses the history and development of grammar teaching in England. It describes how grammar originated from Greek and was originally taught through Latin in schools. It then outlines the major developments in grammar teaching throughout history, including a focus on prescriptive Latin grammar in the 18th century, the decline of grammar teaching in the early 20th century due to a lack of research, and its reintroduction in schools towards the late 20th century through government reports calling for improved literacy. The document also discusses different approaches to grammar teaching including behavioristic, communicative, and integrative computer-assisted language learning.
Additional resource for audio lingual method
The document outlines principles of the Audiolingual Method for teaching foreign languages. It emphasizes teacher-centered instruction where the teacher models the target language and students learn through repetition and drills. New vocabulary and structures are taught through dialog memorization. The goal is for students to form good habits in the target language through imitation and overlearning to overcome their native language habits.
GTM, DM,GTM vs DM, Language Learning and Teaching methods , Grammar translati...
Grammar translation method vs direct method along with the objectives aims, advantages,disadvantages ,origin and failure
Critics of grammar translation method sunum
The document provides criticism of the Grammar Translation Method of teaching foreign languages. It notes that while the method has some benefits like easing vocabulary learning through translation, it has significant drawbacks. Specifically, it is unnatural compared to how languages are acquired, focuses too much on grammar at the expense of other skills, and positions language as collections of words rather than a system of communication. Overall, the Grammar Translation Method provides a limited and ineffective approach to teaching foreign language proficiency.
Transit form language arts y2 2018
The document outlines the language arts content standards and learning standards for year 2. It focuses on students demonstrating appreciation for rhymes, poems, songs through non-verbal responses. It also aims to have students say and sing words in simple texts with clear pronunciation, rhythm and intonation. Additionally, students should be able to identify and respond to elements in texts, and respond imaginatively by creating simple short chants or raps. It concludes by providing a template for teachers to assess students' performance on the different learning standards.
The Use Of Grammar Translation Method(GTM) In The Subject Of English At The P...
This document outlines the research methodology for a study on the use of the Grammar Translation Method (GTM) in teaching English at the primary level in Pakistan. The study aims to evaluate the effectiveness and learning concepts of GTM. The methodology includes collecting data through observation, questionnaires, worksheets and a teacher workshop. The sample includes 5 students and 1 teacher from a primary school in Hyderabad. Data will be analyzed using Microsoft Excel and interpreted through bar charts. The conclusions will assess if GTM helps students understand concepts and communicate more easily in their first language.
Innovtve lesson
The document summarizes an innovative English lesson plan about the short story "The Resignation" by Munshi Premchand. The plan depicts the physical and mental picture of the main character Lala Fatehchand. It includes pre-reading activities like showing pictures related to different jobs and dignity of labor. It then outlines the classroom activities like reading aloud, defining unfamiliar words, discussing in groups, and writing assignments. The goal is to understand the theme of dignity of labor and how the character Fatehchand is mistreated in his job as a clerk.
Grammar translation method
The grammar translation method focuses on teaching grammar rules and translation between the target language and native language. Students memorize vocabulary, verb forms, and grammar rules. The teacher's role is to explain grammar, translate texts, and correct mistakes while students practice translating and studying under the teacher's guidance with little interaction between students. This method emphasizes reading, writing, and the development of mental discipline through the study of grammar and translation but provides little speaking practice.
Libin innovative ori pdf
This innovative lesson plan outlines a lesson on the short story "The Man Who Knew Too Much" by W.W. Jacobs for 9th standard English class. The plan aims to help students develop their reading comprehension and ability to construct discourses like conversations and paragraphs. It involves introducing the theme of the story, reading it aloud, having students do silent reading and look up unfamiliar words, forming discussion groups to share ideas, presenting viewpoints to the class, consolidating the discussion, reviewing with questions, and assigning students to write a short paragraph on their ambitions.
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This document provides a lesson plan for a class on giving advice about injuries and accidents using the grammar structure "It's + adjective + infinitive". The lesson includes activities where students practice describing injuries from their past, discuss safety rules and advice, and work with the target grammar structure. The plan aims to help students understand and use this structure to communicate advice in a meaningful way while revising related vocabulary. Student interaction and feedback is incorporated throughout the different phases of the lesson.
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This document provides a lesson plan for a language and culture class focusing on cognates. The lesson aims to talk about hobbies and interests, recognize words from different countries, and compare students' native language to English. Activities include identifying cognates on the board, circling cognates in a reading passage about celebrity hobbies, and matching celebrities to their hobbies. The teacher emphasizes that reading can help students learn about other cultures and extend their knowledge.
Vocabulary
The document discusses vocabulary and how it is taught. It defines vocabulary as the words used in a language. There are two main criteria teachers consider when choosing vocabulary - frequency of use and coverage. Frequency refers to how commonly words are used, while coverage refers to how broadly a word's meaning applies. The document also examines what it means to "know" a word and lists six components: meaning, use, word formation, spelling, grammar, and phonology. It distinguishes between active vocabulary that is used versus passive vocabulary that is understood but not used. Effective vocabulary teaching involves conveying meaning, checking understanding, and consolidation through practice.
English elementary
The document provides information about the English subject competencies for grades 1-6 in the Philippine elementary curriculum. It describes the key areas of listening, speaking, reading and writing. For grade 1, learners are expected to develop basic communication skills like responding to greetings, following simple directions, and identifying letters and sounds. They also begin to demonstrate writing readiness, tracing and copying letters. The curriculum aims to develop literacy and language skills in a progressive manner through the primary grades.
AUGUST 17, 2018
This document is a daily lesson log for an English class taught by Teacher Odes O. Miradora-Dagong. It summarizes the objectives, content, procedures, and assessments for 5 sessions on grammar topics including parallel structures, cohesive devices, adjective complements, prepositions, clauses, content/function words, and conjunctions. Key activities included reviewing concepts, presenting examples, group/individual practice exercises identifying and applying the grammar structures, and formative assessments to evaluate student mastery. The teacher reflected on student performance and areas for remediation or improving teaching strategies.
Bec pelc-2010-english
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
- Expectations increase each year for listening comprehension, oral expression, reading fluency and independence, and
LEARNING COMPETENCIES GRADE 2
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- The PELC lists expected learning outcomes for each communication skill by grade in a matrix format to guide lesson planning.
- A sample lesson plan is provided to demonstrate integrating the four communication skills around a topic.
- Expectations increase by
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Modals kotobee (1)
- 1. GRADE 8 – LESSON 1 MELC: Use modal verbs appropriately.
- 2. This will serve as a supplemental material that will help learners in understanding the lesson in modals. Grade 8 – Lesson 1
- 3. These are also called modal auxiliaries which are used with other verbs to express special meanings. Verb is a part of speech which expresses action. They are a special group because they only have one form for all persons of the verb, but they can have several meanings and time frames, depending on the context in which they are used.
- 4. Modals are a special kind of helping verb. They are verbs that cannot work without another verb.
- 5. Examples
- 6. 1. Can - expresses ability. Ex. a. The child can play the violin. b. He can run fast. There are different modals and their uses.
- 7. 2. Could- expresses past ability Ex. a. He could also run fast when he was young. b. I could recite a long poem when I was in high school. There are different modals and their uses.
- 8. 3. Should - indicates advice or obligation. Ex. a. You should listen to your teacher. b. We should come to class on time. There are different modals and their uses.
- 9. 4. Must - indicates strong obligation Ex. a. We must obey the school rules. b. Sir Peñaflor must pay his tax. There are different modals and their uses.
- 10. 5. May – asking permission, expresses possibility, making an offer Ex. a. May I go out? b. The patient may walk again soon. There are different modals and their uses.
- 11. 6. Might - expresses possibility and guess Ex. a. Taal Volcano might erupt again. b. The teacher might come early. There are different modals and their uses.
- 12. Modal Meaning Can Ability Could Past ability Should Advice and obligation Must Strong obligation May permission might possibility and guess Keywords