This lesson plan outlines a 40-minute English class for 3rd grade students focusing on introducing literature. The teacher will read the story "Wet Monsters" to activate vocabulary and values of friendship. Students will then work in groups ordering images from the story and matching sentences to monsters. To check comprehension, the class will review the activities together before ending with monster-shaped cookies. The plan aims to engage students with an enjoyable story and make English class more literature-focused.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
1. PRACTICAL 16:
The Magic Bag Project
PRACTICE II.
DIDACTICS OF ELT.
PROF. ADJUNTO REGULAR: Estela N. Braun.
TEACHER ASSISTANTS: Prof. Vanesa Cabral
and Prof. Luján Ramos.
STUDENTS’ NAMES: Balari Centeno Oriana
and Martínez Rocío.
2. Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
Lesson plan 13: The Magic Bag Project
Wednesday, October 31st
Name:
Oriana Balari
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
There are around 23 students in this group. More than a half are girls. They have
English twice a week for 40 minutes each day (Mondays 16.10-16.50 and Wednesdays
16.50-17.30). However, on Mondays the class starts right after the break so it takes some
time to organize them and on Wednesdays we have to finish the class a bit earlier since
they have to make a line to go to salute the flag.
The classroom is rather noisy and the students are used to standing up all the time to
show the teacher what they have done, even when the teacher is explaining something on
the board. Even though some of the children are not so interested in the subject, most of
them are eager to participate. The 3 boys that tend to be naughty or have frequent
outbursts have difficult family contexts (mainly violent ones).
There is one integrated student who is in a wheelchair and has some difficulties to
communicate and to see (the trainees have to prepare special activities for her, in big
fonts if it is written, or audiovisual activities). There are also two girls with selective mutism
and a boy who is not diagnosed yet but has some symptoms that can be related to autism,
even though we were told he has early schizophrenia. This last boy also has OCD, which
makes him leave the classroom without asking for permission to go to the bathroom and
wash his hands. Finally, another frequent situation is absenteeism. There are 3 or 4
students who miss classes regularly.
Main aim(s):
*The most important purpose of this lesson is to introduce literature into the English
classroom to children who are starting to read and write and need to be read. Also, this
story will help them to make a review of the vocabulary seen up to now in a fun, friendly
and creative way.
Subsidiary aim(s):
*By the end of this lesson, students will have talked about values such as friendship and
caring about others. Also, they will have learned to see monsters in a friendly way and not
as the typical creatures who scare you at night.
Personal aims:
*During this lesson, we want them to have an encounter with literature since they may not
have instances like this at home.
3. Timetable fit:
This lesson is one of the last ones before the test and a story is a really nice way to make
students engage with the contents seen. Also, short stories do not only teach about
vocabulary but also about values that children must know so as to become good citizens.
Materials:
* Thermometer for feelings.
* A weather wheel.
* Binoculars.
* Colchoneta.
* Lantern.
* BOOK with the story written and images on each page.
* Loudspeakers to reproduce the rain sound.
* Bone scan to make the thunder.
* Mike Wazowski cards.
* Window with monster hidden.
* Monster to stick on the door.
* Photocopies with images of the story to order.
* Photocopies to match and colour.
Anticipated problems:
*During our observations, there was never a situation in which the students had to
participate on a debate.
*It is typical that during the English lessons 2 or more students (always the same ones)
start arguing and they may even end up fighting, so this lesson may not be the exception.
Possible solutions:
*If they don’t come up with any idea during the debate, we will provide some examples to
lead them to some line of thought.
*We will try to catch their attention by using some chants which they have never heard,
and we will do this in a high pitch. We may also use a rain stick and tell them that when
the rain finishes, they all need to be sat in their chairs and in silence. Also, as regards this
matter, the trainee who is not in charge will be focused on those who are not paying
attention.
4. Procedures:
Stage/Stage
aim
Description Interactio
n
Timing
Presentation of
Short Story
“Wet Monsters”
and Questions
to activate
HOTS.
The trainee in charge will ask them to sit in a
semi circle in front of her. Then, she will turn off
the lights and let only a lantern on in order to
create an appropriate atmosphere to tell a story.
She will open the book and start reading.
Meanwhile, the other trainee will represent what
is going on.
The story is attached at the end of the page.
Once the story has finished the trainee will ask:
- Was Rocío afraid of the monsters?
- What happened to the monsters?
- How did they feel?
- What happened at the end of the story?
Teacher
-
Students
12
mins.
Development:
Listening
comprehension
and
understanding
of the Story.
* The trainee will hand in 5 cards with the shape
of one of the monsters of the story. Behind each
card there will be written the names of the
students who will work in groups in different
spaces of the classroom.
1) The trainee will hand in a set of 5 images to
each group and they will have to place them in
order according to what they understood from
the story.
2) The trainee will hand in another photocopy in
which the students will have to match each
sentence to the corresponding monster.
Students 15
mins.
Closing stage
Checking the activities all together. Then the
trainees will give them cookies with the shapes
Teacher
-
13
mins.
5. of monsters for them to eat. Students
WET MONSTERS
Once upon a time, in a rainy and stormy night, there was a little girl called
Rocío. She was sleeping peacefully until she heard a sound. She jumped out of bed
because she was really, REALLY scared. She thought the strange sound came from the
window, so she tiptoed to see what happened. She slowly opened the curtains and there
it was! It was a giant purple monster with four arms and four legs. As soon as she saw
its big green eyes and its white sharp teeth she ran to her bed and covered her head. After
a while, she heard another noise. But this time, it was coming from the door. Once
more she tiptoed to the door and open the curtains. Oh! It was another monster! This
one was green and had only two arms and two legs, and a huge eye in the middle of his
body. She got scared once more and ran back to the bed. But then she thought ‘The two
monsters looked very sad. And they were all wet because of the rain.’ At that moment she
had an idea: ‘Maybe I could invite them in!’, she said. So she opened the door and the two
monsters entered the house. ‘Come! You can sleep here if you want..’ And the two
monsters came in and were very happy to have a new friend and a place to sleep during the
storm.
The end
While the trainee tells the story, there will be a soft sound of rain in the
background. The classroom will be as dark as possible and the trainee who is not in
charge will act out what is happening in the story. The first monster appears behind a
drawing of a window, and the second one appears behind the entrance door. Pictures
of this project will be added at the end of the lesson.
