Pronunciation
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This document provides instructions for four tasks to be completed in a workshop on teaching boosters: 1. Lesson planning - Participants will work on designing lesson plans that are meaningful, engaging, and tailored to students' needs. 2. Project-based learning - Participants will work on designing experiments and activities for a project to engage students. 3. Phonology - Participants will work on identifying and understanding sounds and patterns in language to improve their understanding of phonology and students' pronunciation. 4. Assessment - Participants will work on evaluating and providing effective feedback to help students learn. The tasks aim to help teachers improve student learning.
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Lesson Planning
This document provides guidance on four tasks to be completed in a workshop:
1) Lesson planning - Working on designing lesson plans that are meaningful. Participants will work on assessing, examining, targeting, aligning with standards, developing and considering student needs.
2) Project-based learning - Working on designing a project for students to explore a topic. Participants will work on experiments and assessments to target standards, align with peers, develop and consider student needs.
3) Phonology - Working on sounds and phonemes so participants can improve (or their learner's) understanding of phonological aspects that have been challenging when speaking a second language. Participants will practice and develop student needs.
4) Assessment -
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The document provides an overview of verb conjugation in Spanish present tense. It defines what a verb is, reviews subject pronouns and their Spanish equivalents. It then explains how to conjugate regular -ar verbs in the present tense by removing the -ar ending and adding appropriate suffixes based on subject. Several examples of conjugated verbs are provided.
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The document provides instructions on conjugating verbs in Spanish present tense. It discusses conjugating -AR, -ER, -IR verbs as well as the verbs Ser, Estar, and Ir. Examples of conjugated verbs are provided for each verb type. Uses of Ser, Estar and Ir are explained. Links to additional online resources and the author's biography are also included.
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This document provides guidance on four tasks to be completed in a workshop:
1) Lesson planning - Working on designing lesson plans that are meaningful. Participants will work on assessing, examining, targeting, aligning with standards, developing and considering student needs.
2) Project-based learning - Working on designing a project for students to explore a topic. Participants will work on experiments and assessments to target standards, align with peers, develop and consider student needs.
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The document provides an overview of verb conjugation in Spanish present tense. It defines what a verb is, reviews subject pronouns and their Spanish equivalents. It then explains how to conjugate regular -ar verbs in the present tense by removing the -ar ending and adding appropriate suffixes based on subject. Several examples of conjugated verbs are provided.
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This document provides a grammatical summary of the English and Spanish languages in Spanish. It covers the following topics:
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Pronunciation
- 1. Teaching Boosters Ma r yo te n s i l s a t
- 2. Through out this workshop you will have to complete four di erent tasks
- 3. LESSON PLANNING T i p o r is de n to wo on le n p a n at a ma r le . Yo ob t e wi be to re t fu m al w i re c g, ex me n re g i g, to t e , wi pe , de yo n an yo ne y co ve so on . PBL T i p o r is de n to wo on yo P s i l on a do to e r le . Yo ob t e wi be to wo on ex me n an re g i g to t e , wi pe , de yo n an yo ne y fo so on . PHONOLOGY T i p o r is de n to wo on se n an su s en as t so yo ca im v yo (or yo le r ’) un s di of p o l i l as t t a ha n w e s e n a se d la ge. Yo wi t e p a t an de yo n . ID ID ID ID ID ASSESSMENT T i p o r is de n to wo on ev a n as a pa te to im v an t u be ab to p o d ef t e an ef en fe r a d an fe c to yo le r so t e ma re y le ho to le . F o Fu m al to Da An s , de yo n .
- 4. T i mo is fo PHONOLOGY
- 5. Challenge Le ’s c a l o r ve t. Yo wi ha to, in du y, re t e t pa of t i po an re d yo l us yo ow mo . T e li n to yo re d . P .- re b to c o t e mi ! Ov ni n o r ve im s g o t , we ne t, to ge us to ho we so .
- 6. THE CHAOS GEORGE NOLST TRENITÉ (1870-1946) Dearest creature in creation Study English pronunciation, I will teach you in my verse Sounds like corpse, corps, horse and worse. I will keep you, Susy, busy, Make your head with heat grow dizzy; Tear in eye, your dress will tear; So shall I! Oh hear my prayerJust compare heart, beard, and heard Dies and diet, lord and word. Sword and sward, retain and Britain (Mind the latter how it’s written). Now I surely will not plague you with such words as plaque and ague
- 7. Be ki to yo l an ha fu ! HERE IS HOW IT SOUNDS Once you have listened to your recording listen to the rst minute and a half to contrast and nd similarities and differences.
- 8. Self correction is the most important step W a di yo le ab yo l ? W a ab yo se co c o ?
- 9. Ready? Le 's go to t e ne c a l !
- 10. Thanks Wa so mo ! Co c in : te .co r @ih co.co Co c in : na @ih co.co