This document provides information about an English as a Second Language Pre-Level 1 course offered at Mt. San Antonio College during the Spring 2011 semester. The course will focus on developing basic English skills including listening, speaking, reading, writing, grammar, pronunciation, vocabulary and computer skills. Students will need to achieve a passing grade of 70% or higher to pass the course. Requirements include regular attendance, participation, homework, quizzes, tests, projects and a final exam. The course uses an English textbook and workbook. Student responsibilities and college policies are also outlined.
This document provides information for parents and students about course selection and orientation for 9th grade at Valley Christian High School. It outlines the school's required and elective courses, explains the modified block schedule, and provides guidance on choosing courses to set students up for success in their freshman year.
- The document summarizes a trainee teacher's lessons with an upper intermediate ESL class.
- In Lesson 1, students introduced themselves by describing their families and hometowns. This helped build rapport.
- In Lesson 2, students discussed the 9/11 attacks by reading an article and completing worksheets. They were engaged and eager to participate.
- In Lesson 3, students finished a vocabulary task, predicted facts about an accident, and continued practicing narrative tenses. The lessons focused on communicative language teaching.
1. This document provides a weekly schedule and overview of study material for an English language course at Nível 2 - Parte 1.
2. It outlines the units, grammar topics, readings, videos and other material to be covered each week, allocating approximately 1 hour per day and 5 hours per week.
3. The material includes an e-book, grammar exercises, readings from various books, videos and assessments to be completed over the course of 8 weeks totaling 120 hours of study.
This document provides information about a teaching practice conducted by Natalia Klein. It summarizes a lesson given to a class of 20 elementary level students in Río Colorado, Río Negro, Argentina. The 80-minute lesson focused on professions vocabulary and the verb "to be" in its positive, negative, and interrogative forms. Activities included a vocabulary game, roleplays introducing new jobs, reading an interview with a band answering questions, and a closing roleplay where students created their own bands.
Sd inglés iv u1 a4 colón gonzález jiménezAraceli Mejia
The document outlines a didactic sequence for an English IV class focusing on sharing past experiences. It includes details about the course such as teachers, semester, school, and unit topics like describing past events orally and in writing. The sequence consists of 2 sessions including opening, development, and closing activities like discussing photos, watching videos, and sharing stories about personal photos.
This document provides information for parents and students about course selection and orientation for 9th grade at Valley Christian High School. It outlines the school's required and elective courses, explains the modified block schedule, and provides guidance on choosing courses to set students up for success in their freshman year.
- The document summarizes a trainee teacher's lessons with an upper intermediate ESL class.
- In Lesson 1, students introduced themselves by describing their families and hometowns. This helped build rapport.
- In Lesson 2, students discussed the 9/11 attacks by reading an article and completing worksheets. They were engaged and eager to participate.
- In Lesson 3, students finished a vocabulary task, predicted facts about an accident, and continued practicing narrative tenses. The lessons focused on communicative language teaching.
1. This document provides a weekly schedule and overview of study material for an English language course at Nível 2 - Parte 1.
2. It outlines the units, grammar topics, readings, videos and other material to be covered each week, allocating approximately 1 hour per day and 5 hours per week.
3. The material includes an e-book, grammar exercises, readings from various books, videos and assessments to be completed over the course of 8 weeks totaling 120 hours of study.
This document provides information about a teaching practice conducted by Natalia Klein. It summarizes a lesson given to a class of 20 elementary level students in Río Colorado, Río Negro, Argentina. The 80-minute lesson focused on professions vocabulary and the verb "to be" in its positive, negative, and interrogative forms. Activities included a vocabulary game, roleplays introducing new jobs, reading an interview with a band answering questions, and a closing roleplay where students created their own bands.
Sd inglés iv u1 a4 colón gonzález jiménezAraceli Mejia
The document outlines a didactic sequence for an English IV class focusing on sharing past experiences. It includes details about the course such as teachers, semester, school, and unit topics like describing past events orally and in writing. The sequence consists of 2 sessions including opening, development, and closing activities like discussing photos, watching videos, and sharing stories about personal photos.
This document outlines an 8-week study plan covering English language learning materials. Week 4 focuses on the topics of danger and safety. Learners will study tag questions, read about an unusual dangerous job, and learn vocabulary related to personal emergencies. They will also continue reading the story "Capoeira: The Fighting Dance" and watch a video on bicycle messengers in New York City. The plan provides guidance on which pages and exercises to complete each day from the e-book, audio, video and other supplementary materials.
This document provides a study plan for preparing for the CAE exam over 8 weeks. It outlines the tasks and materials to be completed each week for each section of the exam - Reading, Writing, Use of English, Listening and Speaking. Time is allocated each week for diagnostic tests, activities to practice different skills, practice tests, and reading an accompanying book. The goal is to spend approximately 5 hours per week and complete around 120 hours of preparation over the 8 week period.
The document provides a schedule and study plan for a TOEFL preparation course spanning 8 weeks. It allocates tasks and materials to be completed each week, dividing tasks into daily activities. It suggests spending around 5 hours per week and 20 hours per month on a combination of reading lessons and passages, vocabulary exercises, and pronunciation practice. It notes that the course can prepare students for the TOEFL, FCE, or CAE exams.
This document outlines an 8-week study plan for level 4 of a language course. Week 1 focuses on gerunds as subjects and prepositions. It includes studying grammar, conversations, readings and videos. Week 2 continues with modals of possibility and conversations. Week 3 covers the passive voice, conversations and a reading. Week 4 discusses carbon dioxide, a video, and gerunds/infinitives. The plan provides assignments for each week to progress through grammar topics, conversations, readings and videos to develop language skills.
1. This document contains a study plan for an English language course divided into 8 weeks. Each week covers different units from an e-book and includes readings, videos, and other supplementary materials.
2. The plan provides detailed instructions for students on what to study each day of the week, including which pages from the e-book and supplementary materials to complete. It also includes questions for students and provides context to help explain the materials.
3. The plan aims to help students learn English grammar points related to topics like transportation, directions, obligations, leisure activities, clothing and shopping. It incorporates various activities like conversations, readings, videos and exercises to reinforce learning.
This document outlines an 8-week study plan for an English language course. Week 1 focuses on future tense using "be going to" and includes reading assignments from a book about water sports. Week 2 covers "would like" for wishes and has students read more of the water sports book. Week 3 reviews simple past tense and irregular verbs, with a reading on human migration and a video about monarch butterflies. The plan provides structure for each week including which textbook pages and exercises to complete each day.
This document outlines an 8-week study plan for level 4 of a language learning program. Each week focuses on different grammar lessons, vocabulary units, reading assignments, videos, and reviews. The plan provides structure for students by assigning specific lessons and activities to each day of the week. It also encourages students to use what they've learned in real-life contexts by mentioning films, music, and conversations. The overall goal is to help students progress independently in their language skills by the end of the 8-week period.
This document outlines the English department policies and guidelines for Wayne County High School. It provides details on:
1. Grading protocols and categories for tests, quizzes, homework, and exams across 9th-12th grade English classes.
2. Requirements for syllabi, textbooks, novels, and supplementary materials. Summer reading is also required for accelerated and AP classes.
3. Resources for GHSGT/EOCT test preparation, SAT prep courses, and scope and sequence outlines.
4. Pacing guides, research guidelines, and curriculum notebooks for each grade are available to teachers. Accelerated and AP course information is also included.
This document outlines the English department policies and guidelines for Wayne County High School. It details the grading protocols, extra credit policies, textbook and novel requirements, and pacing for each grade level. Tests make up the largest percentage of grades for 10th-12th grades at 50% while daily work and homework comprise 15-25% depending on the grade. Summer reading is required for accelerated and AP classes. The scope and sequence, research guides, and unit pacing charts are also included to support instruction.
This document provides a study plan for level 4 of an English course divided into 8 weeks. Week 4 focuses on unit 2 of the course. Students are instructed to read about the pros and cons of different types of vacations, watch a video on adventure tourism in New Zealand, and continue reading the story "Butler School". The plan outlines specific activities and materials to review each day, including grammar topics, conversations, videos, and assignments from the e-book and additional folders. It aims to guide students through the course content at a pace of around 5 hours per week.
The document provides details about a lesson plan for a class on countries and nationalities taught by a student teacher. The lesson includes warm-up activities with flags and a game, presentation of new vocabulary through photos of the teacher's relatives from different countries, and development activities matching descriptions to photos and filling in blanks about the photos.
This document outlines a study plan for level 3, part 2 of a language course. It includes the following:
Week 1 focuses on units 6 and 7, covering modal verbs, future tense with "be going to", and daily chores vocabulary. Students are asked to read sections of "Peruvian Weavers" and watch a video on stress.
Week 2 continues with units 6 and 7, including questions with "how", lifestyle conversations, and achievements vocabulary. More of "Peruvian Weavers" is assigned along with a video on science of stress.
Week 3 reviews present perfect tense and contains a job interview listening. Students finish the Peruvian Weavers story and practice "
The document provides summaries of 5 classroom observations conducted by a student teacher, María Inés Trech, during her practicum at a secondary school in Buenos Aires, Argentina.
The first observation summarizes an introductory science lesson where students asked questions about upcoming exams. The second observation describes a lesson reviewing the layers of the Earth and having students work through a poem about natural disasters.
The third observation recaps María's first teaching lesson on natural disasters vocabulary which engaged students through activities. The fourth observation discusses a lesson using weather idioms to review natural disasters which students enjoyed. The fifth observation describes teaching about environmental organizations which saw mixed student participation.
This document provides a study plan for preparing for the FCE exam over 8 weeks. It outlines the skills and topics to be covered each week, including reading, writing, use of English, listening, and speaking practice. It allocates time each week for these areas as well as supplementary reading. The plan provides explanations of exam parts and includes activities to develop the necessary skills to pass the FCE exam.
This week's study plan covers Units 3 and 4 of the English course. Students will learn about the present continuous tense and expressions like "be able to" and "can". They will read more of the story "Gorilla Watching Tours" and study vocabulary related to personal communication. Activities include grammar exercises, reading comprehension questions, conversations and videos to reinforce the material. The goal is to spend 5 hours total studying English over the course of the week.
This document provides an overview of the first week of Spanish class. It includes the daily agenda, class rules and procedures, required supplies, and information about proficiency levels. Students are expected to move up one proficiency level by the end of the year, either from Novice Low to Novice High for level 1 students or Novice High to Intermediate Low for level 2 students, and teachers will push students to reach Intermediate Low or Intermediate Mid respectively. The document also outlines expectations that students will not become fluent by the end of the year but will be able to list, name, identify, ask and answer simple questions, and express their own thoughts.
The framers intended to create a stronger executive to bring unity and energy to government while maintaining balance and countering the power of Congress. They wanted a single executive with a 4-year term and few powers granted by the Constitution such as signing bills, veto power, appointments, controlling the army, and giving the State of the Union address in order to prevent tyranny without compromising unity and efficiency.
This document outlines an 8-week study plan covering English language learning materials. Week 4 focuses on the topics of danger and safety. Learners will study tag questions, read about an unusual dangerous job, and learn vocabulary related to personal emergencies. They will also continue reading the story "Capoeira: The Fighting Dance" and watch a video on bicycle messengers in New York City. The plan provides guidance on which pages and exercises to complete each day from the e-book, audio, video and other supplementary materials.
This document provides a study plan for preparing for the CAE exam over 8 weeks. It outlines the tasks and materials to be completed each week for each section of the exam - Reading, Writing, Use of English, Listening and Speaking. Time is allocated each week for diagnostic tests, activities to practice different skills, practice tests, and reading an accompanying book. The goal is to spend approximately 5 hours per week and complete around 120 hours of preparation over the 8 week period.
The document provides a schedule and study plan for a TOEFL preparation course spanning 8 weeks. It allocates tasks and materials to be completed each week, dividing tasks into daily activities. It suggests spending around 5 hours per week and 20 hours per month on a combination of reading lessons and passages, vocabulary exercises, and pronunciation practice. It notes that the course can prepare students for the TOEFL, FCE, or CAE exams.
This document outlines an 8-week study plan for level 4 of a language course. Week 1 focuses on gerunds as subjects and prepositions. It includes studying grammar, conversations, readings and videos. Week 2 continues with modals of possibility and conversations. Week 3 covers the passive voice, conversations and a reading. Week 4 discusses carbon dioxide, a video, and gerunds/infinitives. The plan provides assignments for each week to progress through grammar topics, conversations, readings and videos to develop language skills.
1. This document contains a study plan for an English language course divided into 8 weeks. Each week covers different units from an e-book and includes readings, videos, and other supplementary materials.
2. The plan provides detailed instructions for students on what to study each day of the week, including which pages from the e-book and supplementary materials to complete. It also includes questions for students and provides context to help explain the materials.
3. The plan aims to help students learn English grammar points related to topics like transportation, directions, obligations, leisure activities, clothing and shopping. It incorporates various activities like conversations, readings, videos and exercises to reinforce learning.
This document outlines an 8-week study plan for an English language course. Week 1 focuses on future tense using "be going to" and includes reading assignments from a book about water sports. Week 2 covers "would like" for wishes and has students read more of the water sports book. Week 3 reviews simple past tense and irregular verbs, with a reading on human migration and a video about monarch butterflies. The plan provides structure for each week including which textbook pages and exercises to complete each day.
This document outlines an 8-week study plan for level 4 of a language learning program. Each week focuses on different grammar lessons, vocabulary units, reading assignments, videos, and reviews. The plan provides structure for students by assigning specific lessons and activities to each day of the week. It also encourages students to use what they've learned in real-life contexts by mentioning films, music, and conversations. The overall goal is to help students progress independently in their language skills by the end of the 8-week period.
This document outlines the English department policies and guidelines for Wayne County High School. It provides details on:
1. Grading protocols and categories for tests, quizzes, homework, and exams across 9th-12th grade English classes.
2. Requirements for syllabi, textbooks, novels, and supplementary materials. Summer reading is also required for accelerated and AP classes.
3. Resources for GHSGT/EOCT test preparation, SAT prep courses, and scope and sequence outlines.
4. Pacing guides, research guidelines, and curriculum notebooks for each grade are available to teachers. Accelerated and AP course information is also included.
This document outlines the English department policies and guidelines for Wayne County High School. It details the grading protocols, extra credit policies, textbook and novel requirements, and pacing for each grade level. Tests make up the largest percentage of grades for 10th-12th grades at 50% while daily work and homework comprise 15-25% depending on the grade. Summer reading is required for accelerated and AP classes. The scope and sequence, research guides, and unit pacing charts are also included to support instruction.
This document provides a study plan for level 4 of an English course divided into 8 weeks. Week 4 focuses on unit 2 of the course. Students are instructed to read about the pros and cons of different types of vacations, watch a video on adventure tourism in New Zealand, and continue reading the story "Butler School". The plan outlines specific activities and materials to review each day, including grammar topics, conversations, videos, and assignments from the e-book and additional folders. It aims to guide students through the course content at a pace of around 5 hours per week.
The document provides details about a lesson plan for a class on countries and nationalities taught by a student teacher. The lesson includes warm-up activities with flags and a game, presentation of new vocabulary through photos of the teacher's relatives from different countries, and development activities matching descriptions to photos and filling in blanks about the photos.
This document outlines a study plan for level 3, part 2 of a language course. It includes the following:
Week 1 focuses on units 6 and 7, covering modal verbs, future tense with "be going to", and daily chores vocabulary. Students are asked to read sections of "Peruvian Weavers" and watch a video on stress.
Week 2 continues with units 6 and 7, including questions with "how", lifestyle conversations, and achievements vocabulary. More of "Peruvian Weavers" is assigned along with a video on science of stress.
Week 3 reviews present perfect tense and contains a job interview listening. Students finish the Peruvian Weavers story and practice "
The document provides summaries of 5 classroom observations conducted by a student teacher, María Inés Trech, during her practicum at a secondary school in Buenos Aires, Argentina.
The first observation summarizes an introductory science lesson where students asked questions about upcoming exams. The second observation describes a lesson reviewing the layers of the Earth and having students work through a poem about natural disasters.
The third observation recaps María's first teaching lesson on natural disasters vocabulary which engaged students through activities. The fourth observation discusses a lesson using weather idioms to review natural disasters which students enjoyed. The fifth observation describes teaching about environmental organizations which saw mixed student participation.
This document provides a study plan for preparing for the FCE exam over 8 weeks. It outlines the skills and topics to be covered each week, including reading, writing, use of English, listening, and speaking practice. It allocates time each week for these areas as well as supplementary reading. The plan provides explanations of exam parts and includes activities to develop the necessary skills to pass the FCE exam.
This week's study plan covers Units 3 and 4 of the English course. Students will learn about the present continuous tense and expressions like "be able to" and "can". They will read more of the story "Gorilla Watching Tours" and study vocabulary related to personal communication. Activities include grammar exercises, reading comprehension questions, conversations and videos to reinforce the material. The goal is to spend 5 hours total studying English over the course of the week.
This document provides an overview of the first week of Spanish class. It includes the daily agenda, class rules and procedures, required supplies, and information about proficiency levels. Students are expected to move up one proficiency level by the end of the year, either from Novice Low to Novice High for level 1 students or Novice High to Intermediate Low for level 2 students, and teachers will push students to reach Intermediate Low or Intermediate Mid respectively. The document also outlines expectations that students will not become fluent by the end of the year but will be able to list, name, identify, ask and answer simple questions, and express their own thoughts.
The framers intended to create a stronger executive to bring unity and energy to government while maintaining balance and countering the power of Congress. They wanted a single executive with a 4-year term and few powers granted by the Constitution such as signing bills, veto power, appointments, controlling the army, and giving the State of the Union address in order to prevent tyranny without compromising unity and efficiency.
The document discusses the benefits of blogging in education. It provides 10 reasons why educators should have students blog, such as allowing students to communicate with teachers and peers, encouraging discussion, empowering student writing for a global audience, and developing literacy skills. The document also provides examples of blogs and getting started information, including a sample permission slip for student blogging.
This document provides an activity plan for teaching students about skeleton bones using a game. The activity is suitable for students aged 5 and up and focuses on developing pragmatic vocabulary, pronunciation, comprehension, oral practice and listening skills. Students will practice these language skills by playing a game where a toy bone is passed between students while chanting a rhyme about Mr. Skeleton. The activity can be extended by having students make bone cookies. Variations include using play dough to make bones and playing stop or passing a toy bone around the circle while chanting.
Gli standard per l’interoperabilità dei sistemi studenti in ambito EuropeoSimone Ravaioli
Presentazion di Simone Ravaioli durante l'incontro
"Mobilità e accordi internazionali Sistemi informativi a supporto della mobilità internazionale"
Bologna, 21 Giugno 2011
Campagna di informazione sul Processo di Bologna
Seminario su:
"Mobilità e accordi internazionali
Sistemi informativi a supporto della mobilità internazionale"
Università di Bologna
21 giugno 2011
1. The document discusses strategies used at Nottingham Trent University to encourage sharing and reuse of open educational resources (OERs) through strategic interventions.
2. Key interventions included training on OERs and repositories, developing guidelines for sharing resources, and implementing a policy to allow publishing materials with Creative Commons licenses.
3. A multi-stage process was used to introduce sharing initiatives and monitor progress from introduction to integration within the curriculum.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
This document provides an overview of the syllabus for a Spanish 101 introductory course. The course will focus on basic communication skills in Spanish including speaking, listening, reading and writing. Specific topics that will be covered over the semester include introductions, family, shopping, and home descriptions. Evaluation will consist of compositions, oral exams, quizzes and participation. The instructor's contact information and policies on attendance, late work and tutoring are also outlined.
This document provides information about the JCOM 368 Intercultural Communication course taught at The Ohio State University in Fall Quarter 2001. The course objectives focus on applying theory and research to increase understanding of culture and communication across cultures. Students will examine cultural similarities and differences, the role of nonverbal communication in intercultural relationships, barriers to effective intercultural communication, and skills to improve intercultural competence. Coursework includes lectures, discussions, activities and a final group project applying course concepts to develop an intercultural training packet and presentation. Grades are based on exams, papers, projects, presentations and class participation.
This course summary outlines the objectives, outcomes, materials, assignments, and assessments for a first-year Russian language course. The core objectives are developing proficiency in speaking, reading, listening, and writing Russian, as well as cultural sensitivity. By the end of the course, students will be able to use basic grammar structures and have basic conversations. Required materials include a textbook, workbook, and online resources. Assignments include daily homework, dialogues, presentations, and lab work. Assessment is based on homework, quizzes, exams, presentations and lab work.
Assessing Chinese Language Proficiency in Young Students: Strategies and Results (I3)
Speakers: Claudia Navarro-Villarroel, Marcia Rosenbusch, Chengbin Yin
Assessing Chinese Language Proficiency in Young Students: Strategies and Results (I3)
Speakers: Claudia Navarro-Villarroel, Marcia Rosenbusch, Chengbin
It is going to give an overview of what is expected out of my classroom throughout the year. The presentation will also give informative information that will be helpful as we proceed with our day to day lessons. The parents and the children will have a clearer understanding of what the classroom environment will be like.
The document is a course syllabus for Spanish 2CCP that:
1) Welcomes students and outlines the goals of making the class fun and productive while working hard.
2) Describes the course as helping students build Spanish skills through immersive activities and challenging them to communicate exclusively in Spanish.
3) Lists expectations such as exclusively speaking Spanish, following classroom procedures, being prepared, responsible for their own success, and guidelines for assignments, grading, and schedules.
This document provides details for an English lesson plan for a 4th year secondary school class in Neuquén, Argentina. The lesson focuses on revising tenses and introducing the definite article. It includes the teaching points, aims, language focus, teaching approach using the Natural Approach and PPP method. It outlines warm-up activities having students discuss their English learning experiences in small groups. It also includes a communicative activity, activity to review tenses, and a presentation activity introducing the definite article. It provides assessment of students' comprehension and details potential problems and solutions.
This document provides information about a Spanish 4 accelerated class, including the instructor's contact information, course description, competencies, expectations, procedures, grading policy, important dates, homework policy, and information about extra help. The course is designed to help students build a solid Spanish foundation through exposure to Spanish media and activities. Students will develop their Spanish speaking, reading, writing, listening skills and learn about Spanish-speaking cultures. The class will be conducted exclusively in Spanish. Students are expected to respect themselves, others, and their environment.
1) The document is a course syllabus for Spanish 3CCP that outlines the course objectives, policies, grading, and expectations.
2) The course aims to help students improve their Spanish proficiency through activities, discussions, and media in the target language.
3) Students will be assessed on their Spanish speaking, reading, writing, and listening skills, with each making up 25% of the final grade.
This document discusses different lesson types and structures for teaching grammar. It describes test-teach-test (TTT), present-practice-produce (PPP), and task-based learning (TBL) lesson plans. For each approach, it outlines the basic stages and provides examples. It also discusses the advantages and disadvantages of each. The document concludes by emphasizing the importance of clear lesson aims and connecting all stages of a lesson to those aims. Teachers are encouraged to consider student needs and purpose when selecting activities and to vary their instructional approaches.
This document summarizes information presented at a Back to School Night for parents. It includes introductions from Mr. Garrison and Ms. Lin who teach English and Chinese respectively. It outlines the academic programs, textbooks, homework policies, assessments, communication methods, and classroom rules and management for the CLIP 2010-2011 school year.
The Primary 3 Science examination consists of one paper with two booklets, with Booklet A containing 30 multiple choice questions worth 30% and Booklet B containing 10 open-ended questions worth 2 marks each for a total of 20%.
Here are some possible responses to discuss:
1. I would feel nervous but excited on the first day in my new school. I want to make new friends and learn new things.
2. On the first day, I may not know what to do. But the teachers and students will guide me. I can ask the teachers or student council members if I have any questions.
3. To know where to go, I can check the school map. I can also ask the teachers, student council members or my senior schoolmates if I get lost or have problems. They will be happy to help.
4. Overall, the first day may be challenging. But I believe if I am friendly and confident, I
Here are some possible responses to discuss:
1. I would feel nervous and excited on the first day in a new school. I want to make new friends but I'm not sure who to talk to.
2. On the first day, I probably don't know what to do yet. The school rules and schedules are new to me.
3. To know where to go or who to ask if I have problems, I can ask the teacher, headmaster, or older students. The school map or brochure can also help me understand the school layout and facilities. I can also join school orientation to learn more.
4. I'm sure it will get better as I get used to the new school environment
This document contains a lesson plan for an English class focusing on language learning experiences and tenses. It includes details such as the date, class details, teaching points, aims and goals, language focus, teaching approach, activities, materials, and potential issues. The lesson plan involves students discussing their experiences learning English in groups, focusing on the tenses used. They then complete a chart practicing the tenses. Finally, students analyze sentences using the definite article and match explanations for its use.
Tpd schulze secondary- all plans & all journalsPaula Schulze
This document contains a lesson plan for an English class focusing on language learning experiences and tenses. It includes details such as the date, class details, teaching points, aims and goals, language focus, teaching approach, activities, materials, and potential issues. The lesson plan involves students discussing their experiences learning English in groups, focusing on the tenses used. They then complete a chart practicing the tenses. Finally, students analyze sentences using the definite article to understand its uses.
The document provides information about Meet the Teacher at Snell Primary School for 2012. It introduces the teaching staff and their roles, as well as outlining the curriculum, homework expectations, timetables and specialization programs for Years 6 and 7. It also discusses outdoor education activities, the positive behavior plan, and ways for parents to communicate and assist the teachers.
This document outlines the syllabus for a fourth semester German course at the University of Tennessee. The course will meet for three hours each week and focus on enhancing students' communicative abilities through reading, discussing, and writing about texts related to aspects of life in German-speaking countries. Students will be evaluated based on a final exam, course project, oral portfolio including group discussions and self-assessments, reading reports, quizzes, and class preparation/participation. Key assignments include an interview-based course project, oral exams, and regular reading summaries and analyses in German.
The document discusses tandem language learning between students at the Universitat Oberta de Catalunya (UOC) and other universities. It describes pilots where UOC students practiced speaking in foreign languages via Skype with partner students learning Spanish. Key findings included high initial anxiety giving way to satisfaction, a need for guided tasks and follow-up activities, and the importance of integrating the tasks into course assessment. Future plans focused on tool development, training, and integrating additional modalities like email and chat to provide language learning opportunities through negotiated interaction.
Tasques online en tàndem a les assignatures de llengües estrangeres a la UOC
PreLevel 1 Syllabus Spring 2011
1. Mt. San Antonio College
English as a Second Language Department
rd th
Spring Semester 2011 (February 28 – June 17 )
Class: Pre-Level 1 Instructor: Sonia Ortega
Time: Monday through Friday, 8-11:30 am Voice Mail: (909) 594-5611 ext. 3355
Location: Building 31A-1 E-mail: sortega@mtsac.edu
Course Description:
Students will develop and practice basic skills in English through listening and speaking and
through reading and writing practice. Students will learn life skills, basic grammar,
pronunciation, vocabulary, and basic computer skills.
Passing Pre-Level 1
Pass: 70% or higher
No Pass: 69% or lower
Attendance and Participation – 20% Midterm Test - 15% Homework – 15%
Quizzes – 20% Final Exam – 20% Project - 10%
Course Objective:
By the end of the course, students will be able to recognize and produce high frequency
vocabulary, and provide personal information through speaking and writing. They will be able to
communicate and receive messages through the use of basic phrases.
Textbook and Materials:
• English in Action 1, Second Edition (Foley & Neblett)
• English in Action1 Workbook, Second Edition
• Notebook or 3-ring binder
Student Responsibilities:
• Come to class: Tell the instructor if you will be absent or if you will arrive late or leave
early. The allowed absences for this class are 33 HOURS. If you miss more than 33
HOURS you will lose your priority for next registration.
• Turn off your cell phone
• Be polite and respectful: Listen to the teacher, the tutor, and to fellow classmates when
they are speaking. Enter class quietly if you come late. Leave class quietly if you go
home early.
• Speak English in class: Do your best to use English in class. Help other students
practice their English. Don’t be afraid of making mistakes!
• Bring your books and notebook to EVERY CLASS
2. Mt. San Antonio College
English as a Second Language Department
rd th
Spring Semester 2011 (February 28 – June 17 )
Measurable Assessment
You will be evaluated on your knowledge of basic driving laws, vehicle types, traffic signs, and
DMV. Students are required to participate in this assessment.
Counseling and Guidance:
The ESL office in Building 66 has a counselor/advisor available to help students with visa
information, entering Mt. SAC credit classes, problems in school, and other issues. If you need
to see a counselor/advisor, please make an appointment in the ESL office in Building 66.
College Mission
Mt. San Antonio College welcomes all students and supports them in achieving their personal,
educational, and career goals in an environment of academic excellence.
Vision Statement
Continuing Education will provide outstanding educational opportunities for students from
diverse backgrounds who are seeking self-improvement, enhanced earning power, increased
literacy skills and access to higher education and employment.
Student Learning Goals
The ESL department will prepare all ESL students to be:
1. Effective Communicators who
Acquire reading and listening skills
Speak and write to be understood
Work productively as part of a team
Use technology to express ideas
2. Critical Thinks who
Gather, organize, and analyze information from a variety of sources
Form and express a logical opinion or conclusion
Demonstrate problem-solving skills
Apply knowledge to personal, professional, or academic situations
3. Lifelong Learners who
Apply strengths and improve weaknesses
Learn and apply information or skills
Participate productively in the community
4. Self-Directed Individuals who
Set goals, establish, and implement of a plan of action
Work independently
Seek appropriate information and help
Parking Permit & Student ID Card
You can purchase a parking permit and get your Mt. SAC student ID card in Building 9A. A
parking permit is required if you would like to park on campus. A student ID card is necessary if
you would like to use the Language Learning Center.
3. Mt. San Antonio College
English as a Second Language Department
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Spring Semester 2011 (February 28 – June 17 )
Date Topic Notes
Week 1: 2/28-3/4 Unit 1: Hello Quiz: Unit 1
Introducing yourself; Present tense Be 3/4: Class ends 9:45
Week 2: 3/7-3/11 Unit 2: The Classroom Quiz: Unit 2
Describing a classroom; Yes/No questions CASAS #1
Week 3: 3/14-3/18 Unit 3: The Family Quiz: Unit 3
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Talking about your family; Adjectives 1 writing sample
Week 4: 3/21-3/25 Unit 4: Moving Day Quiz: Unit 4
Identifying rooms and furniture; Prepositions 3/25: Class ends 10:15
Week 5: 3/28-4/1 Unit 5: I’m Talking on the Phone Quiz: Unit 5
Present continuous tense 3/31: NO CLASS
Week 6: 4/4-4/8 Unit 8: Money & Unit 10: Clothing and Weather Quiz: Units 8 & 10
Stating Amounts; Describing clothing; Present 4/6: Class ends 10:15
continuous short questions and answers
Week 7: 4/11-4/15 Unit 12: Food Quiz: Unit 12
Talking about food; Adverbs of frequency CASA #2
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2 writing sample
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Week 8: 4/18-4/22 Review Units 1-5, 8, 10, 12 1 oral evaluation
4/20: MIDTERM
Week 9: 4/25-4/29 Unit 13: Jobs Quiz: Units 13
Describing jobs; Present tense questions
Week 10: 5/2-5/6 Unit 9: Transportation Quiz: Unit 9
Describing jobs; Wh- questions
Week 11: 5/9-5/13 Unit 11: Daily Life Quiz: Unit 11
Describing everyday routines; Prepositions of time 5/13: Class ends 10:15
Week 12: 5/16-5/20 Unit 7: Downtown Quiz: Unit 7
Giving directions; Prepositions of location
Week 13: 5/23-5/27 Unit 6: My City Quiz: Unit 6
Describing a city; Or questions CASAS #3
Week 14: 5/30-6/3 Unit 14: A Visit to the Doctor DMV Exam
Identifying parts of the body; Have/Has 5/30: NO CLASS
Week 15: 6/6-6/10 Unit 15: Weekend Plans Quiz: Units 14 & 15
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Talking about hobbies; Future with be going to 3 writing sample
Week 16: 6/13-6/17 Final Exam Review 6/15: FINAL EXAM
Syllabus subject to change with notice from the instructor.