Pt1 07, 28, 2012.
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This document contains lesson plans and homework for a language class. The objectives are to practice asking and spelling last names using the simple present tense. Students are tasked with finding out how many last names they can ask and spell correctly within 5 minutes by following a name spelling pattern. The homework assigns workbook pages 8, 9 and 10.
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This document provides instructions for an activity where students interview each other to compare their weekday routines. Students are to follow a question-and-answer pattern to find out the times each wakes up, travels to and from school, and goes to bed on weekdays. The objectives are to talk about weekday routines and use simple present tense. Students should interview at least two classmates.
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Classroom management
This document provides guidance for classroom management strategies for English lessons with children under 12 years old. It recommends using games, songs, stories and activities to keep younger children engaged who learn best through play. It also suggests modeling language, asking questions, and positively reinforcing the children's speech. For older children between 7 to 12, it recommends reading, writing activities, and explaining concepts in simple terms. The document concludes with examples of routines for taking attendance, giving instructions, and ending the lesson.
Pt1 09, 08, 2012.
This document provides information about an English class, including:
1) The first half of class will be a review and the second half will be a quiz.
2) The objectives are to exchange personal information like name, age, nationality, and likes using simple present tense questions.
3) The learning strategy is to follow patterns of dialogue to facilitate communication. Students will interview each other using a sample dialogue pattern provided.
4) Homework includes completing workbook pages, making a list of classroom objects, and playing an online game about classroom objects.
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This document outlines an English curriculum for first grade students. It includes legal references that establish learning a foreign language as an educational objective in Colombia. The curriculum aims to develop students' affective, cognitive, and expressive skills related to greetings, classroom objects, numbers, and family members vocabulary. Teaching methods focus on developing intellectual operations like comprehending, naming, projecting, and introjecting. The curriculum also provides evaluation indicators, learning competencies, and sample lesson plans and activities to practice the targeted vocabulary and language functions.
SESSION 1 - UNIT 1,2,3,4 (1).pptx
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GRFB 2_U1.ppt
Hello, my name is [your name]. What's your name?
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T T T
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This document contains the lesson plan and materials for an English class discussing favorite sports. The objectives are to talk about likes and dislikes in sports and follow conversational patterns. Students practice asking and answering questions about favorite sports using a provided format. They then complete a task to find classmates' favorite sports and record the information in a chart. Vocabulary for sports is reviewed. For homework, students practice exercises in their book, write a paragraph describing their favorite sport, and review sports vocabulary online.
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Introduce Yourself
The document introduces the topic of team work. It provides instructions and vocabulary for introducing oneself and talking about team work. The document then models how to introduce oneself by providing personal information like name, age, occupation. It asks questions to check understanding of introducing oneself and discussing team work.
Introduce yourself
This document contains an introduction from an English teacher asking a student to introduce themselves. It provides the student's personal information including their first, middle, and last name, ID number, email address, and phone number. It then asks the student a series of yes or no questions to assess if they were able to introduce themselves and answer questions without help.
My weekly routine
A person's weekly routine is described in a schedule. It involves working in the morning and afternoon on weekdays, having lunch at noon, studying in the evenings, and sleeping at night. Weekends involve working in the morning.
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This document asks the reader to describe themselves as a team member by answering questions about whether they like to work alone or with others and how they feel working in a team. It prompts the reader to use an adjective to describe themselves as a team member and assess if they have understood the objective of describing their profile on a team.
Team Member Profile
This document asks the student to summarize their profile as a team member by having them describe if they prefer to work alone or with others, and how they feel working with a team. It prompts the student to use an adjective to describe themselves as a team member, and to assess the objective of the class.
Team work
The document introduces Natalia Mojica Rojas, an English teacher, and discusses team work. It provides objectives and vocabulary for the lesson. Natalia introduces herself by giving her name, age, and occupation. Questions are provided to help students introduce themselves as well. The document then asks questions to assess if students understand introducing themselves and team work concepts. It asks students if they can introduce themselves and answer team work questions without help.
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El documento describe la naturaleza y el rol del maestro y el estudiante en la modalidad de enseñanza a distancia. Explica que los maestros requieren destrezas como claridad en instrucciones, atención a los estudiantes y uso de recursos tecnológicos. Los estudiantes necesitan autorregularse, monitorear su progreso y trabajar de forma colaborativa con los maestros y compañeros. La modalidad a distancia pone a prueba las habilidades de ambos y requiere entrenamiento.
K5 10, 20, 2012.
The document provides the agenda for an English class on October 20th, 2012. It includes objectives of asking about food, examples of food-related language, and a tip on using grouping as a learning strategy. It then describes grouping and provides a task where students ask each other about favorite foods and record the answers in a chart. The wrap up section reviews if objectives were achieved, strategies used, and tasks completed. Homework includes workbook pages, online verb games, and creating a food ordering conversation.
Pt1 10, 20, 2012.
The document provides instructions and examples for an activity where students ask each other "where are you?" to practice locations and responses. It includes an introduction, objectives, vocabulary, steps for the activity, examples of dialogues, and a chart for recording classmate responses. The activity aims to practice asking and answering about locations in English.
K5 10, 06, 2012.
This document provides instructions for an activity to practice talking about likes and dislikes. Students will interview 5 classmates to find out what activities each likes, loves, dislikes and hates. They will organize this information into a chart grouping each classmate's responses. The objectives are to talk about someone's likes and dislikes, and practice the language "What does he love?" and "What does she hate?".
Pt1 10, 06, 2012.
This document provides the agenda and objectives for an English lesson focusing on using prepositions of location like "on", "in", "under", and "next to". Students will practice forming sentences using these prepositions to describe where objects are in a classroom and bedroom. For homework, students are assigned exercises to review prepositions of location and create a conversation asking about objects in their bedroom.
K5 09, 22, 2012.
The document discusses a lesson plan about sports equipment. The communicative objective is to talk about the equipment needed to play different sports. As an example, baseball requires a bat. The students are tasked with finding out from classmates the equipment needed for their favorite sports. A suggested conversation pattern models asking and answering about sports equipment. The homework assigns practice pages, online games, and creating a conversation.
Pt1 09, 29, 2012
This document provides lesson plans and materials for an English class focusing on objects. Students will speak about classmates' favorite objects using simple present tense. They will follow a pattern to interview each other about their favorite object from a provided list. The lesson teaches vocabulary related to common objects and has students draw a chart to record the favorite objects of their classmates. It includes exercises, homework, and a written task to interview a family member about their favorite objects.
K5 09, 29, 2012.
The document provides instructions and examples for an activity where students ask each other how often they do various activities. Students are asked to find out how often 5 classmates do activities like ride bikes, watch TV, play sports, draw, read, and play computer games. Examples of question and answer patterns are provided for students to follow. The homework is to complete practice book pages on verbs and play online verb games, and have a conversation asking about each other's activities.
Pt1 parents meeting
Este documento proporciona información sobre los requisitos y calificaciones para la clase de español impartida por la profesora Natalia Mojica. Incluye detalles sobre las fechas de quizes y reportes escritos y orales, el mínimo requerido para cada calificación final, servicios de apoyo disponibles para los estudiantes, y recomendaciones generales.
Pt1 09, 22, 2012
This document outlines a lesson plan for an English class. The objectives are asking and talking about things using simple present tense. Students will learn vocabulary for common objects and practice a conversation pattern to interview classmates about their favorite objects. The lesson includes drawing objects, completing a chart with classmates' names and favorites, and wrapping up by reviewing objectives and homework.
Pt1 09, 15, 2012
This document outlines a lesson plan about objects, who they belong to, and their location. The objectives are to talk about objects using simple present tense. Students will learn and match vocabulary words for common classroom objects to images. They will then interview classmates to find out what objects others have that they do not, recording the results in a chart. The lesson wraps up with reviewing if objectives were met, the learning strategy was used, and the task was completed. Homework includes workbook pages, an online game, and creating a sample conversation.
K5 parents meeting
Este documento presenta la metodología y materiales para la clase de Natalia Mojica incluyendo fechas para quizes, pagos por quizes aplazados, horas para tutoría y lectura asistida, uso de wikispace y CD para preparación de vocabulario, y recomendaciones para leer las políticas del CCA y mantener los datos al día.
K5 09, 08, 2012.
The document provides instructions for an English lesson focusing on the topic of seasons. Students are asked to interview classmates about their favorite season and create a chart to record their answers. Vocabulary about different seasons is then introduced through images and an IPA chart for students to practice pronunciation.
Pt1 09, 01, 2012.
This document provides the lesson plan for an English class focusing on talking about where someone is from. The objectives are to use simple present tense to ask and answer questions about locations. Students will practice this through an activity where they interview classmates to fill in a chart matching countries to cities. Vocabulary for countries is then introduced through images. The class wraps up by reviewing if the objectives and learning strategy were achieved and if the task was completed. Homework includes reviewing the unit, playing an online grouping game, and creating sample conversations.
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Pt1 07, 28, 2012.
- 1. Saturday July 28 , 2012. th
- 3. Objectives • Communicative: Ask others their last names. • Language: Simple present “How do you spell…?”. • Learning strategy Following patterns.
- 4. Task Find out how many last names you can ask and spell in 5 minutes.
- 5. Follow the Pattern! Example: A: Hi! What’s your last name? B: My last name is Espinola. A: Is that E-S-P-I-N-O-L-A? B: Yes, that’s right. A: Thanks, bye.
- 6. Follow the Pattern! A: Hi! What’s your last name? B: My last name is ... A: Is that …? B: Yes, that’s right. A: Thanks, bye.
- 7. Follow the Pattern! Hi, Luis! My name is Natalia. My last name is Mojica. I’m a teacher at Centro Colombo Americano. I like sushi! How about you? How are you today?
- 8. Follow the Pattern! Hi, __________! My name is __________. My last name is __________. I’m a __________ at Centro Colombo Americano. I like __________! How about you? How are you today?
- 9. Homework Workbook. Pages 8, 9 and 10.