This document outlines a lesson plan for teaching English to 4th year students focused on using the simple past tense. The 5-class plan includes activities like brainstorming vocabulary, reading diaries, completing sentences and stories in the past tense, playing grammar games, and creating a photo story project. Key elements identified are objectives, book and unit used, class time and date, activities including pair/group work and whole class discussions, homework, and assessment of learning the simple past tense.
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Tải bài Luận văn Thạc sĩ A study on common pronunciation mistakes and recommended solution to improve receptionists’ English speaking skills at Sea View Hotel
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Download luận văn đồ án tốt nghiệp ngành ngôn ngữ anh với đề tài: A study on the causes of difficulties in reading skill experienced by firstyear English majors at Haiphong Private University and some suggested solutions
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Tải bài Luận văn Thạc sĩ A study on common pronunciation mistakes and recommended solution to improve receptionists’ English speaking skills at Sea View Hotel
Nhận viết luận văn đại học, thạc sĩ trọn gói, chất lượng, LH ZALO=>0909232620
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Download luận văn đồ án tốt nghiệp ngành ngôn ngữ anh với đề tài: A study on the causes of difficulties in reading skill experienced by firstyear English majors at Haiphong Private University and some suggested solutions
This paper is to inform translators, especially would-be translators, who are still studying at colleges and various universities in Vietnam, who strive to become translation professionals, the potential traps they may get caught in when rendering Vietnamese texts into English in terms of linguistic and cultural naturalness. In conclusion, the author would like to significantly contribute to the study of Vietnamese – English ranslations in his university through this research report. The author of this paper is of the opinion that it can be considered a companion of all people who are seeking to improve their Vietnamese – English translation skills as well as all business document translations. According to Razmjou (2003), translators and interpreters are not made overnight so for students whose dreams are to become excellent translators and interpreters, it is high time they upgraded their knowledge for future jobs. Hopefully, readers of this paper will find it useful in their work and study or at least see it as a reference worth looking at in closer detail.
Tải bài Luận văn Thạc sĩ Nghiên cứu về các khó khăn và giải pháp cải thiện kỹ năng viết cho sinh viên năm nhất và năm hai ngành ngôn ngữ Anh tại trường Đại học Quản Lý và Công Nghệ Hải Phòng
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...Pakistan
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Approach On Student’s Academic Performance At Elementary Level by Fareeda Sanam and Nadia Thalho
Để xem full tài liệu Xin vui long liên hệ page để được hỗ trợ
:
https://www.facebook.com/garmentspace/
https://www.facebook.com/thuvienluanvan01
HOẶC
https://www.facebook.com/thuvienluanvan01
https://www.facebook.com/thuvienluanvan01
tai lieu tong hop, thu vien luan van, luan van tong hop, do an chuyen nganh
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Tải bài Luận văn Thạc sĩ A study on some difficulties encountered by second-year english majored sutdents in learning English listening skill online at Hai Phong Management and Technology University
This paper is to inform translators, especially would-be translators, who are still studying at colleges and various universities in Vietnam, who strive to become translation professionals, the potential traps they may get caught in when rendering Vietnamese texts into English in terms of linguistic and cultural naturalness. In conclusion, the author would like to significantly contribute to the study of Vietnamese – English ranslations in his university through this research report. The author of this paper is of the opinion that it can be considered a companion of all people who are seeking to improve their Vietnamese – English translation skills as well as all business document translations. According to Razmjou (2003), translators and interpreters are not made overnight so for students whose dreams are to become excellent translators and interpreters, it is high time they upgraded their knowledge for future jobs. Hopefully, readers of this paper will find it useful in their work and study or at least see it as a reference worth looking at in closer detail.
Tải bài Luận văn Thạc sĩ Nghiên cứu về các khó khăn và giải pháp cải thiện kỹ năng viết cho sinh viên năm nhất và năm hai ngành ngôn ngữ Anh tại trường Đại học Quản Lý và Công Nghệ Hải Phòng
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...Pakistan
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Approach On Student’s Academic Performance At Elementary Level by Fareeda Sanam and Nadia Thalho
Để xem full tài liệu Xin vui long liên hệ page để được hỗ trợ
:
https://www.facebook.com/garmentspace/
https://www.facebook.com/thuvienluanvan01
HOẶC
https://www.facebook.com/thuvienluanvan01
https://www.facebook.com/thuvienluanvan01
tai lieu tong hop, thu vien luan van, luan van tong hop, do an chuyen nganh
Nhận viết luận văn Đại học , thạc sĩ - Zalo: 0917.193.864
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Download luận văn đồ án tốt nghiệp ngành ngôn ngữ anh với đề tài: Difficulties of learning listening comprehension faced by first-year students of Foreign Languages Department at Hai Phong university
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Tải bài Luận văn Thạc sĩ A study on some difficulties encountered by second-year english majored sutdents in learning English listening skill online at Hai Phong Management and Technology University
This article can help to find better ways to teach English.It contains some theoretical material on teaching speaking and examples of some activities with their description.
Ms4 level f ile 6 fact and fiction with atf and aef competenciesMr Bounab Samir
MS4 file 6 " fact and Fiction" this file can be used to teach the following learning objectives :
1- Tell story
2- Express cause and effect in story telling (simple past & past continuous + time conjunctions "when - while - as)
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
3. Agenda
1. Video: A Terrible Experience
2. Planning: Concept and Benefits
3. Planning: Main questions
4. Planning: Elements
5. The Teacher
6. Grouping Students
7. Seating Arrangements
7. Working Time!
20. • Introduce a new item
• Deal with some
controlled practice
• Work with the
projector
• Watch a video
• Discuss
• Role-play
• Look for information
on their netbooks
• Make a video or
poster
• Solve a problem
• Invent a song.
• Present results
• Speak about a text
• Give a point of view
• Summarize a text
• Generate solutions.
• GROUPING
21. SEATING ARRANGEMENTS
Making a debate
Working with
problem-solving
situations
Watching a video
with all the
students
22. SEATING ARRANGEMENTS
Think of two Advantages and two Disadvantages for the seating arrangements.
ADVANTAGES DISADVANTAGES
orderly rows
circle, horseshoe
separate tables
23. SEATING ARRANGEMENTS - Answers
ADVANTAGES DISADVANTAGES
orderly rows -the teacher can see all students
- the teacher can easily gain the
attention of all the students.
-there is very little scope for student
interaction.
- sts always sit next to the same person and
work with the same classmate.
circle,
horseshoe
-the students are less aware of their
teacher
-it is easy for the sts to
communicate and work together
with other students
- it takes up a lot of space
-it could be more difficult for a teacher to get
attention
separate
tables
-the teacher can walk around the
classroom and monitor all the
students.
-students can work together and
independently. They can help each
other and motivate each other
-Disciplinary problems can arise from
students
-If there are many students in the classroom,
it may also be too noisy to use this
arrangement.
24. •TASK 1
What do you think is the best seating arrangement for the following situations?
a. A team game with a class of forty.
b. A class discussion with fifteen students.
c. Pair work in a group of thirty students.
d. A reading task in a group of ten.
e. Students design an advertisement in groups.
f. Students all listen to an audio track.
g. The teacher explains a grammar point.
25. •Answers
a. A team game with a class of forty. (orderly rows with the aisle dividing the
teams, or two sides of a horseshoe; in smaller groups, each team could be at a
separate table)
b. A class discussion with fifteen students. (sitting in a circle or horseshoe)
c. Pairwork in a group of thirty students. (orderly rows, or two or three pairs at a
separate table)
d. A reading task in a group of ten. (separate tables)
e. Students design an advertisement in groups. (separate tables)
f. Students all listen to an audio track. (any seating arrangement)
g. The teacher explains a grammar point. (orderly rows)
26. •TASK 2
• What’s the best grouping for these activities? Put W= whole class, P=
pairwork, G= groupwork or S= solowork in the boxes.
a. Students choose one of three alternatives when faced with an imaginary
moral dilemma.
b. Students design a website for a school or a special interest group.
c. Students listen to an audio recording of a conversation.
d. Students practice saying sentences with the present perfect (‘I’ve lived here
for six years’, ‘He’s studied here for six months’).
e. Students prepare a talk/presentation on a subject of their choice.
f. Students repeat words and phrases to make sure they can say them correctly.
g. Students work out the answers to a reading comprehension.
h. Students write a dialogue between a traveller and an immigration official.
i. Students write a paragraph about themselves.
j. The teacher explains the rule for the pronunciation of ‘s’ plurals (‘pins’, ‘cups’,
‘brushes’).
27. •Answers
G a. Students choose one of three alternatives when faced with an imaginary
moral dilemma.
G b. Students design a website for a school or a special interest group.
W/S c. Students listen to an audio recording of a conversation.
W/P d. Students practice saying sentences with the present perfect (‘I’ve lived
here for six years’, ‘He’s studied here for six months’).
S e. Students prepare a talk/presentation on a subject of their choice.
W f. Students repeat words and phrases to make sure they can say them
correctly.
P g. Students work out the answers to a reading comprehension.
P h. Students write a dialogue between a traveller and an immigration official.
S i. Students write a paragraph about themselves.
W j. The teacher explains the rule for the pronunciation of ‘s’ plurals (‘pins’,
‘cups’, ‘brushes’).
28. •Lesson PLan
Identify the elements mentioned in the following lesson plan.
Instituto de Música Prof. Carmelo H. De Biasi
4th year
Mondays from 7:45 to 9:05.
Book: What’s Up? 1
Unit 1: Holidays – Simple Past Regular and Irregular Verbs
Objetivos Específicos
Que el alumno:
•Utilice el tiempo pasado simple en forma correcta.
•Logre narrar historias y anécdotas.
•Utilice los recursos provistos por las netbooks para la elaboración de un
cortometraje.
•Desarrolle habilidades y estrategias que les permitan procesar y producir textos
orales y escritos correctos y adecuados a las situaciones comunicativas
propuestas.
29. Class 1:
80’
1. Brainstorming vocab. Pair work. Anagram about holidays 1’. Report. One st
writes on bb
2. Interaction: Whole class. Move around asking: What do you usually do on
holidays? Report comparing your classmates’ answers. 5’
3. Group work. Situation: Last holiday we travelled to Australia and we saw….. 5’
to complete in groups orally.
4. In groups sts read Jenny’s diary about “Our trip to Australia” and underline the
things they have mentioned that appear in the text. 10’
5. Systematization: Whole class: when did Jenny travel to Australia? Is the text
about sth that happened in the present, past or future? How do you know? 5’
The text is full of verbs in the past. In groups of 4 circle all the verbs in the
past, then classify them in two columns and discover the rule to make verbs
in the simple past tense. You can use books, netbooks and cellphones. 20’
1. Pair work: verb-tennis. 5’
2. Sts complete ss about Jenny with verbs in the past. (10’)
3. Solo work. Sts write 5 ss about their last holidays. (5’)
4. Pair work. St A tells St B about his/her holidays. St B. retells what he/she
remembers. 10’
5. Closing: What have you learned today? 4’
30. Class 2 –
80’
1. Revision Whole-class: What do you remember about Jenny’s diary “Our
trip to Australia?” Sts mention what they remember about the text. 5’
2. Energetic True/False. 5’
3. Solo-work: sts read the text about Jenny and work with comprehension
activities. Report. 10’
4. In groups of 4: sts find negative ss in the text and make a poster using
netbooks explaining how to form affirmative and negative ss in the
past. 20’
5. Pair work: Sts complete exercises from book. 15’
6. Pair work: Sts play an interactive game with irregular verbs from
http://www.eslgamesplus.com/past-simple-irregular-verbs-esl-grammar-
interactive-activity-online/ - 10’
7. Group work: Sts play 1’ minute talk using the topics on the cards. 15’
8. Homework: Sts make a diary about their week writing 3 ss about what
they did/didn’t do each day for a week.
31. Class 3 –
80’
1. Pair work. Sts retell their classmates what they’ve written about their week. 5’
2. Classmates report orally. 5’
3. Solo-work: Sts read an e-mail about Leonie’s weekend and answer comprehension
questions. 15’
4. Pair work: Sts compare their weekend with Leonie’s. 5’
5. Solo-work: Sts answer Leonie´s e-mail telling her about their weekend. (80-100 words) They
can use what they’ve written in their diaries. 60’
Follow steps: -text organization – sandwich
-writing-
-editing
Class 4 –
80’
1. In groups of 4, sts describe pics of people on holidays. What happened to the people in the
pics? Did they have a fantastic or terrible experience? 10’
2. Telling anecdotes. In groups of 4 sts choose a day to talk about from the list. (ex 1 p.67)
Sts describe what happened in their anecdote. They can use the ideas in exercise 2 + the
connectors provided by the teacher. 15’
1. Each group retells the anecdote to the whole class. 15’
2. Project: Sts have to make a photo story with the anecdote. They can use Photo story for
Windows 3. They can improve it by making all the necessary changes. The rest of the groups
can help. 40’
The photo story must have sound and subtitles.
Sts must bring the photos taken for next class.
32. Class 4 –
80’
1. In groups of 4, sts describe pics of people on holidays. What happened to the
people in the pics? Did they have a fantastic or terrible experience? 10’
2. Telling anecdotes. In groups of 4 sts choose a day to talk about from the list. (ex
1 p.67)
Sts describe what happened in their anecdote. They can use the ideas in
exercise 2 + the connectors provided by the teacher. 15’
1. Each group retells the anecdote to the whole class. 15’
2. Project: Sts have to make a photo story with the anecdote. They can use Photo
story for Windows 3. They can improve it by making all the necessary changes.
The rest of the groups can help. 40’
The photo story must have sound and subtitles.
Sts must bring the photos taken for next class.
Class 5 -
80’
1. In groups of 4 sts work with the photo story in class.
Class 6 –
80’
1. The whole class watches the photo stories and chooses the best one.