This daily lesson plan outlines an English language class for a group of 5th grade students. Over the course of a week, the plan details lessons focused on listening and speaking, reading, writing, grammar, and language arts. Each lesson includes objectives, learning standards, activities, vocabulary, assessments, and reflections. The plan aims to help students improve their English communication skills through various exercises involving pronunciation, comprehension, composition, verbs, and poetry recitation.
A future teacher will face problems resolving different student learning styles in the classroom. They will need to present visual activities for visual learners and physical activities like games for kinesthetic learners. Speaking skills should be taught in the classroom to motivate students, as many see the ability to speak as knowing the language. If speaking activities are implemented correctly, it can make the classroom more fun and dynamic, raising student motivation to learn English. Overall, teachers must be prepared to address problems in the classroom, and gain experience through practice to acquire the necessary tools.
Students were engaged in the lesson, though initially struggled to understand instructions in English. With translation to Spanish, the lesson went smoothly. Not all planned activities could be completed due to lack of prepared electronic devices. Feedback from an observer helped identify areas for improvement like using the board more and checking on students at the back. The partner's lesson was creative and engaging, though some students were briefly distracted until redirected. Working as a team in the classroom was challenging at first but obstacles were overcome.
The student reflects on completing her teaching practice period, which helped her overcome her fears of making mistakes in front of students. While she struggled at first, receiving advice and feedback from observing teachers helped her improve. She is grateful for the support of her family and teachers throughout her career and practices.
The document discusses the advantages and disadvantages of teacher talking time (TTT) and student talking time (STT). While the teacher is important for modeling language and giving instructions, high levels of student talking time make classes more interesting, motivating, and help students learn more quickly. Both TTT and STT have benefits - TTT allows the teacher to explain things to the class, while STT helps students develop skills through practice. However, too much TTT limits student speaking practice, while too much STT can make the classroom noisy and difficult to manage. In conclusion, talk time should be balanced between teacher and students so learning objectives are met.
This report summarizes student feedback from a Linguistics course taught in the spring of 2016 by Professor Li ya Mar. The majority of students enrolled in the course because it was required. Students praised Professor Mar's teaching style, finding her to be enthusiastic, easy to understand, and helpful. Students reported that the course organization, materials like the textbook and readings, and assessment methods like weekly quizzes were effective for learning. All students said they would recommend both the instructor and course to a friend.
This document contains a student's reflection on their first teaching practicum experience at the primary level. The student structures their reflection around Karen Barnstable's four dimensions of reflective learning: Thinking Back, Thinking Forward, Thinking Inward, and Thinking Outward.
In Thinking Back, the student discusses how their original lesson plans improved over time as they gained experience adapting to the students' needs. For Thinking Forward, the student realizes primary students learn best through kinesthetic activities, songs, and games. Thinking Inward, the student is satisfied with their growth in leading engaging lessons despite early challenges. For Thinking Outward, the student acknowledges feedback to speak louder while also considering alternative classroom management strategies. Overall, the student found the pract
The document discusses areas for improvement for the author as a future English teacher based on feedback from a storytelling session. It identifies that the author needs to improve their speech delivery by working on pronunciation and vocabulary. They also need to learn how to manage anxiety and nervousness when presenting in front of others. Practicing presentations regularly and reframing nerves as positive reinforcement were suggested as ways to address these weaknesses. The experience provided lessons for handling future classrooms and developing students' cognitive skills.
This daily lesson plan outlines an English language class for a group of 5th grade students. Over the course of a week, the plan details lessons focused on listening and speaking, reading, writing, grammar, and language arts. Each lesson includes objectives, learning standards, activities, vocabulary, assessments, and reflections. The plan aims to help students improve their English communication skills through various exercises involving pronunciation, comprehension, composition, verbs, and poetry recitation.
A future teacher will face problems resolving different student learning styles in the classroom. They will need to present visual activities for visual learners and physical activities like games for kinesthetic learners. Speaking skills should be taught in the classroom to motivate students, as many see the ability to speak as knowing the language. If speaking activities are implemented correctly, it can make the classroom more fun and dynamic, raising student motivation to learn English. Overall, teachers must be prepared to address problems in the classroom, and gain experience through practice to acquire the necessary tools.
Students were engaged in the lesson, though initially struggled to understand instructions in English. With translation to Spanish, the lesson went smoothly. Not all planned activities could be completed due to lack of prepared electronic devices. Feedback from an observer helped identify areas for improvement like using the board more and checking on students at the back. The partner's lesson was creative and engaging, though some students were briefly distracted until redirected. Working as a team in the classroom was challenging at first but obstacles were overcome.
The student reflects on completing her teaching practice period, which helped her overcome her fears of making mistakes in front of students. While she struggled at first, receiving advice and feedback from observing teachers helped her improve. She is grateful for the support of her family and teachers throughout her career and practices.
The document discusses the advantages and disadvantages of teacher talking time (TTT) and student talking time (STT). While the teacher is important for modeling language and giving instructions, high levels of student talking time make classes more interesting, motivating, and help students learn more quickly. Both TTT and STT have benefits - TTT allows the teacher to explain things to the class, while STT helps students develop skills through practice. However, too much TTT limits student speaking practice, while too much STT can make the classroom noisy and difficult to manage. In conclusion, talk time should be balanced between teacher and students so learning objectives are met.
This report summarizes student feedback from a Linguistics course taught in the spring of 2016 by Professor Li ya Mar. The majority of students enrolled in the course because it was required. Students praised Professor Mar's teaching style, finding her to be enthusiastic, easy to understand, and helpful. Students reported that the course organization, materials like the textbook and readings, and assessment methods like weekly quizzes were effective for learning. All students said they would recommend both the instructor and course to a friend.
This document contains a student's reflection on their first teaching practicum experience at the primary level. The student structures their reflection around Karen Barnstable's four dimensions of reflective learning: Thinking Back, Thinking Forward, Thinking Inward, and Thinking Outward.
In Thinking Back, the student discusses how their original lesson plans improved over time as they gained experience adapting to the students' needs. For Thinking Forward, the student realizes primary students learn best through kinesthetic activities, songs, and games. Thinking Inward, the student is satisfied with their growth in leading engaging lessons despite early challenges. For Thinking Outward, the student acknowledges feedback to speak louder while also considering alternative classroom management strategies. Overall, the student found the pract
The document discusses areas for improvement for the author as a future English teacher based on feedback from a storytelling session. It identifies that the author needs to improve their speech delivery by working on pronunciation and vocabulary. They also need to learn how to manage anxiety and nervousness when presenting in front of others. Practicing presentations regularly and reframing nerves as positive reinforcement were suggested as ways to address these weaknesses. The experience provided lessons for handling future classrooms and developing students' cognitive skills.
1) The document reflects on classroom observations and lessons, noting what the teacher does well, such as allowing pair work and using varied activities to actively engage students.
2) It also notes areas that could be improved, such as varying activities more to maintain student attention and addressing different motivation levels in mixed ability classes.
3) The reflections aim to help the observer learn better teaching strategies and how to meet individual student needs through careful observation and modified instruction.
Schneider vanesa final reflection practica iii_checkedVanesaSchneider1
Vanesa Schneider reflects on her teaching practicum experience at a secondary school in Buenos Aires, Argentina. She felt disappointed after her first lesson when she made some English pronunciation and grammar mistakes due to nerves. However, she was able to continue the lesson and realized teachers are always learning. While she felt like a bad teacher initially, she took comfort in an author's words about the importance of rapport with students. Going forward, she plans to focus more on speaking English in her lessons to improve her skills and confidence through practice.
The document discusses various techniques for structuring adult training sessions based on the desired level of interaction. It describes how seating arrangements like rows, angles, circles or small groups can be used to encourage or discourage participation. It also provides tips for creating a relaxed atmosphere through elements like dress, names, breaks and humor. Overall, the document offers guidance on setting up a training space and facilitating discussions based on the training goals.
The document discusses the history and methods of lecture-based teaching. It explains that in the Middle Ages, the lecture method was commonly used due to limited resources like few teachers, books, and large class sizes. The document then provides guidance on how to effectively deliver a lecture by ensuring students can hear and understand the content. Key recommendations include using varied vocal tones, writing an outline on the board, checking for comprehension, and summarizing at the end.
I have been teaching secondary school for many years, but this experience taught me a lot. The aims of this teaching period were quite challenging as I had limited time but was asked to cover a wide range of topics, finish a novel, and contextualize new topics. I had to find ways to introduce new elements like ICT and articulate my teaching with the course teacher. While students participated, some preferred doing activities without class involvement. Overall it was a constructive experience that confirmed teaching is my vocation, though there were challenges in managing student fatigue and motivation towards the end of the year.
The author reflects on their first teaching experience and considers it a proof of their ability to teach well despite difficulties. They planned lessons carefully based on their methodology course, focusing on communicative approach and using realia when students struggled. While low student turnout was initially frustrating, applying what they learned helped them do a good job overall and identify areas to improve further like using more variety and target language.
The document discusses assessment activity K which involves matching words to definitions on a worksheet. It provides the steps of the instructions in logical order: 1) the teacher holds up the worksheet, 2) points to the left side, 3) introduces the task of matching words to definitions, 4) points to where the definitions are, 5) notes there is one extra definition, 6) specifies doing it alone and checking in pairs. It then asks questions about the sequence: which steps give instructions and which check understanding, and why the teacher waits to hand out the worksheet. Finally, it discusses when the best time would be to give an instruction to change seats.
This summarizes a student's reflection on their teaching practicum. The student planned activities according to their students' levels and interests. The students were afraid of being taught in English but were able to complete all activities successfully. The student reflects they would change some time management and activities if they did the practicum again. They found value in receiving feedback from their tutor and teacher to improve their teaching from class to class. As a teacher, they recognize the challenges of addressing adolescent issues and finding new ways to engage students daily.
The document describes a lesson plan for teaching prepositions to students. It includes setting learning outcomes, introducing the topic of prepositions, providing examples and visual aids, student activities to practice using prepositions in sentences, assessment of student understanding, and concluding that the objectives were achieved. The lesson plan utilizes eclectic teaching methods, audio-visual aids, and group work to actively engage students in learning prepositions.
Five Tips to help Students Speak in Englisheltguide
The document provides five tips to help students speak English: 1) Praise students for speaking English and encourage them to speak without fear of mistakes. 2) Set goals and provide clear instructions for activities, modeling activities for students. 3) Ask questions that require students to think personally and express their own opinions to develop speaking and listening skills. 4) Vary activities from simple to more meaningful to communicative to maintain student attention and involvement. 5) Use team competitions to motivate students to express themselves well and try to win.
The document is a final assessment report from a student reflecting on their primary level practicum period.
First, the student notes they learned a lot as the age group, English level, issues, content and methodology differed from their kindergarten practicum. Second, they improved classroom management strategies and timing over their three lessons. Student feedback helped them design more motivating lessons. Finally, they felt more relaxed than in their kindergarten practicum and enjoyed the lessons.
This document discusses ways that teachers can spoil their lessons through poor classroom management. It provides three case studies of potential classroom issues and suggests things teachers should avoid, such as not planning lessons thoroughly, not setting clear timeframes for activities, and not providing concise instructions. The document emphasizes the importance of thorough lesson planning, setting and respecting timeframes, and giving proper instructions to students. It aims to help teachers make better instant decisions to improve classroom management.
This document is a reflection from a student teacher, Alicia Balint, on her secondary practicum teaching experience. In three sentences:
Alicia taught narrative tenses to English students and saw great improvement in their learning, though the content was sometimes difficult. She realized the importance of preparation, guidance, and patience in teaching and learned how to better plan lessons with more original material and speaking tasks. Overall, the experience helped Alicia gain confidence in her ability to teach English classes fully in English and helped her grow professionally.
Mariana Canellas observed English language classes at Colegio No 738 during her practicum period. In her journal, she summarized each lesson, noting the pedagogical principles, teaching strategies, student reactions, successful aspects and changes she would make. For some lessons, students behaved well but lacked motivation. Mariana realized she needed to better support students with cognitive problems and improve timing and activity design. Overall, it was a valuable learning experience for Mariana.
This document discusses language use in the foreign language classroom. It addresses using the target language versus the first language and when each is appropriate. It provides reasons why teachers may resort to using the first language, such as lack of confidence or competence in the target language. It also discusses appropriate student uses of the first language, such as asking for help. Overall, it emphasizes the importance of providing comprehensible input in the target language to promote acquisition, while also outlining appropriate compensatory and strategic uses of the first language in the classroom.
The student teacher observed many classes at the beginning of their training to become familiar with the teaching environment. While interaction with students was initially low, it improved as they got to know each other. Time management and keeping students attentive were challenges, but strategies like calculating activity times and using a points system helped address these. By the end of the training, the student teacher had gained experience dealing with diverse students and teaching methods, and felt they had improved their teaching skills like time management and assessment.
This document discusses a presentation on an unknown topic. It lists the presenter's name and asks brief questions about how the topic works, what the syllabus may include, and what methodology will be used.
ARRENDAMIENTO PERU _ DESCARGAR LA PRESENTACION PARA VER LOS EFECTOSCésxr HN
Este documento resume el contrato de arrendamiento según el Código Civil Peruano. Define el arrendamiento como un contrato por el cual una parte llamada arrendador cede temporalmente a otra parte llamada arrendatario el uso de un bien a cambio del pago de una renta. Detalla los elementos del arrendamiento como los sujetos, el precio, el bien arrendado, el plazo, y las obligaciones del arrendador y arrendatario. También cubre temas como el subarrendamiento, la resolución del contrato, y la condición de un ocupante prec
Dokumen tersebut berisi daftar usulan program 6 desa di Kabupaten Kuburaya yang mencakup berbagai bidang seperti kebakaran, pertanian, kesehatan dan pendidikan. Program-program tersebut diusulkan oleh berbagai kelompok masyarakat seperti PKK, Karang Taruna, dan kelompok tani.
1) The document reflects on classroom observations and lessons, noting what the teacher does well, such as allowing pair work and using varied activities to actively engage students.
2) It also notes areas that could be improved, such as varying activities more to maintain student attention and addressing different motivation levels in mixed ability classes.
3) The reflections aim to help the observer learn better teaching strategies and how to meet individual student needs through careful observation and modified instruction.
Schneider vanesa final reflection practica iii_checkedVanesaSchneider1
Vanesa Schneider reflects on her teaching practicum experience at a secondary school in Buenos Aires, Argentina. She felt disappointed after her first lesson when she made some English pronunciation and grammar mistakes due to nerves. However, she was able to continue the lesson and realized teachers are always learning. While she felt like a bad teacher initially, she took comfort in an author's words about the importance of rapport with students. Going forward, she plans to focus more on speaking English in her lessons to improve her skills and confidence through practice.
The document discusses various techniques for structuring adult training sessions based on the desired level of interaction. It describes how seating arrangements like rows, angles, circles or small groups can be used to encourage or discourage participation. It also provides tips for creating a relaxed atmosphere through elements like dress, names, breaks and humor. Overall, the document offers guidance on setting up a training space and facilitating discussions based on the training goals.
The document discusses the history and methods of lecture-based teaching. It explains that in the Middle Ages, the lecture method was commonly used due to limited resources like few teachers, books, and large class sizes. The document then provides guidance on how to effectively deliver a lecture by ensuring students can hear and understand the content. Key recommendations include using varied vocal tones, writing an outline on the board, checking for comprehension, and summarizing at the end.
I have been teaching secondary school for many years, but this experience taught me a lot. The aims of this teaching period were quite challenging as I had limited time but was asked to cover a wide range of topics, finish a novel, and contextualize new topics. I had to find ways to introduce new elements like ICT and articulate my teaching with the course teacher. While students participated, some preferred doing activities without class involvement. Overall it was a constructive experience that confirmed teaching is my vocation, though there were challenges in managing student fatigue and motivation towards the end of the year.
The author reflects on their first teaching experience and considers it a proof of their ability to teach well despite difficulties. They planned lessons carefully based on their methodology course, focusing on communicative approach and using realia when students struggled. While low student turnout was initially frustrating, applying what they learned helped them do a good job overall and identify areas to improve further like using more variety and target language.
The document discusses assessment activity K which involves matching words to definitions on a worksheet. It provides the steps of the instructions in logical order: 1) the teacher holds up the worksheet, 2) points to the left side, 3) introduces the task of matching words to definitions, 4) points to where the definitions are, 5) notes there is one extra definition, 6) specifies doing it alone and checking in pairs. It then asks questions about the sequence: which steps give instructions and which check understanding, and why the teacher waits to hand out the worksheet. Finally, it discusses when the best time would be to give an instruction to change seats.
This summarizes a student's reflection on their teaching practicum. The student planned activities according to their students' levels and interests. The students were afraid of being taught in English but were able to complete all activities successfully. The student reflects they would change some time management and activities if they did the practicum again. They found value in receiving feedback from their tutor and teacher to improve their teaching from class to class. As a teacher, they recognize the challenges of addressing adolescent issues and finding new ways to engage students daily.
The document describes a lesson plan for teaching prepositions to students. It includes setting learning outcomes, introducing the topic of prepositions, providing examples and visual aids, student activities to practice using prepositions in sentences, assessment of student understanding, and concluding that the objectives were achieved. The lesson plan utilizes eclectic teaching methods, audio-visual aids, and group work to actively engage students in learning prepositions.
Five Tips to help Students Speak in Englisheltguide
The document provides five tips to help students speak English: 1) Praise students for speaking English and encourage them to speak without fear of mistakes. 2) Set goals and provide clear instructions for activities, modeling activities for students. 3) Ask questions that require students to think personally and express their own opinions to develop speaking and listening skills. 4) Vary activities from simple to more meaningful to communicative to maintain student attention and involvement. 5) Use team competitions to motivate students to express themselves well and try to win.
The document is a final assessment report from a student reflecting on their primary level practicum period.
First, the student notes they learned a lot as the age group, English level, issues, content and methodology differed from their kindergarten practicum. Second, they improved classroom management strategies and timing over their three lessons. Student feedback helped them design more motivating lessons. Finally, they felt more relaxed than in their kindergarten practicum and enjoyed the lessons.
This document discusses ways that teachers can spoil their lessons through poor classroom management. It provides three case studies of potential classroom issues and suggests things teachers should avoid, such as not planning lessons thoroughly, not setting clear timeframes for activities, and not providing concise instructions. The document emphasizes the importance of thorough lesson planning, setting and respecting timeframes, and giving proper instructions to students. It aims to help teachers make better instant decisions to improve classroom management.
This document is a reflection from a student teacher, Alicia Balint, on her secondary practicum teaching experience. In three sentences:
Alicia taught narrative tenses to English students and saw great improvement in their learning, though the content was sometimes difficult. She realized the importance of preparation, guidance, and patience in teaching and learned how to better plan lessons with more original material and speaking tasks. Overall, the experience helped Alicia gain confidence in her ability to teach English classes fully in English and helped her grow professionally.
Mariana Canellas observed English language classes at Colegio No 738 during her practicum period. In her journal, she summarized each lesson, noting the pedagogical principles, teaching strategies, student reactions, successful aspects and changes she would make. For some lessons, students behaved well but lacked motivation. Mariana realized she needed to better support students with cognitive problems and improve timing and activity design. Overall, it was a valuable learning experience for Mariana.
This document discusses language use in the foreign language classroom. It addresses using the target language versus the first language and when each is appropriate. It provides reasons why teachers may resort to using the first language, such as lack of confidence or competence in the target language. It also discusses appropriate student uses of the first language, such as asking for help. Overall, it emphasizes the importance of providing comprehensible input in the target language to promote acquisition, while also outlining appropriate compensatory and strategic uses of the first language in the classroom.
The student teacher observed many classes at the beginning of their training to become familiar with the teaching environment. While interaction with students was initially low, it improved as they got to know each other. Time management and keeping students attentive were challenges, but strategies like calculating activity times and using a points system helped address these. By the end of the training, the student teacher had gained experience dealing with diverse students and teaching methods, and felt they had improved their teaching skills like time management and assessment.
This document discusses a presentation on an unknown topic. It lists the presenter's name and asks brief questions about how the topic works, what the syllabus may include, and what methodology will be used.
ARRENDAMIENTO PERU _ DESCARGAR LA PRESENTACION PARA VER LOS EFECTOSCésxr HN
Este documento resume el contrato de arrendamiento según el Código Civil Peruano. Define el arrendamiento como un contrato por el cual una parte llamada arrendador cede temporalmente a otra parte llamada arrendatario el uso de un bien a cambio del pago de una renta. Detalla los elementos del arrendamiento como los sujetos, el precio, el bien arrendado, el plazo, y las obligaciones del arrendador y arrendatario. También cubre temas como el subarrendamiento, la resolución del contrato, y la condición de un ocupante prec
Dokumen tersebut berisi daftar usulan program 6 desa di Kabupaten Kuburaya yang mencakup berbagai bidang seperti kebakaran, pertanian, kesehatan dan pendidikan. Program-program tersebut diusulkan oleh berbagai kelompok masyarakat seperti PKK, Karang Taruna, dan kelompok tani.
A PowerPoint Presentation filled with electronic resources for a thematic unit on detectives and making predictions. The purpose of this presentation is to emphasize how technology can be effectively implemented into elementary education.
February is national children's dental health month. Here is a presentation explaining dental health topics aimed toward kids. At Lincoln Family Dentistry, we have dental professionals visit schools in the Lincoln, NE area; to explain proper dental hygiene and how to keep they're teeth shining white for the years to come.
El documento habla sobre las 3R de la informática: reciclaje, reuso y reducción. El reciclaje implica tomar materiales de desecho y reincorporarlos en nuevos productos. El reuso se refiere a usar componentes de hardware existentes para crear nuevos diseños. La reducción consiste en eliminar la menor cantidad posible de hardware y hacer los equipos más eficientes.
This document appears to be a partial file name or URL related to a movie or mini-series. It includes the name "Murad's Movie House" and references a file or document called "23.o_ea3275d9a0e7b813.html". However, there is not enough contextual information in the given text to determine the overall topic or essential details.
This organization aims to help abused youth achieve a high standard of life through intensive support mechanisms by providing a safe shelter and professional help to ensure their optimal physical, emotional, and psychological health. Their vision is to see abused youth succeed by helping them build purpose, and their mission is to offer safety, shelter, and healing to abused children and young adults in a holistic setting.
Este documento describe el proceso de elaboración de jabones. Explica que los jabones se producen a través de una reacción química llamada saponificación que involucra la mezcla de grasas con sosa caustica. También brinda una breve historia sobre el origen de los jabones y cómo se descubrió este proceso. Más adelante, detalla los pasos para elaborar jabones de manera artesanal, incluyendo derretir el jabón a baño maría y agregar colorantes y fragancias. Finalmente,
El documento habla sobre los cambios en los sistemas operativos y redes desde 1998 hasta la actualidad. Menciona que en 1998 el modelo de iMac más popular era el Bondi Blue con un procesador G3 de 233 MHz, mientras que hoy en día hay una dependencia en los dispositivos móviles, redes sociales y aplicaciones. También hay un fácil acceso a la información pero puede llevar a una ciberadicción y menos comunicación interpersonal.
This document appears to be a partial file name or URL related to a movie or mini-series. It includes the name "Murad's Movie House" and references a mini-series along with a long alphanumeric string, suggesting it is related to online video content. The limited information provided in the document makes it difficult to determine much more about the topic or essential details.
La Norma Oficial Mexicana NOM-004-SSA3-2012 establece que el expediente clínico es un instrumento que protege el derecho a la salud y contiene información personal de un paciente en diferentes formatos como documentos, imágenes y registros electrónicos. Incluye la historia clínica, notas médicas, de enfermería y otros documentos como cartas de consentimiento que documentan el proceso de atención médica con datos sobre la salud física, mental y social del paciente.
The document proposes ways for CartaCapital, a Brazilian magazine, to embrace digital transformation and reduce costs while increasing revenue. It suggests ceasing print operations, launching a "Capital Society" membership program offering exclusive content and benefits in exchange for subscriptions, and creating an online debate platform called "Project Pnyx" to facilitate discussion between citizens and government. Other ideas include partnering with regional news outlets to diversify content, holding livestreamed events, and using design thinking principles to improve operations through customer research and prototyping. The overall goal is for CartaCapital to adapt its business model to the changing media landscape and stay relevant to its digital-native audience.
Este documento contiene las respuestas a 55 preguntas de evaluación de un alumno de 3er grado en las asignaturas de Español, Matemáticas, Ciencias Naturales y Formación Cívica y Ética. Incluye información sobre el nombre del alumno, la escuela, las calificaciones y las respuestas a preguntas sobre diversos temas como el maltrato infantil, operaciones matemáticas, ciencia y formación cívica.
This document provides information about Data CM, a Canadian communications services provider. It summarizes that Data CM has been in business for over 50 years, has over 1,400 employees across Canada and the US, and generates over $300 million in annual revenue. It offers a wide range of print and digital services for clients in many industries, with a focus on helping clients meet their business and marketing goals through innovative solutions.
This curriculum vitae provides personal and professional details for Engin ATES. He has worked as a bartender for Cunard Line, Ltd. in the UK from 2012 to 2014. Currently, he works as a bartender for Apolo group Oceania Riviera. He received his education from Yavuz Selim Ilk Ogertim okulu in Istanbul and leadership training from Cunard. He is fluent in Turkish and English and has excellent communication, organizational, and customer service skills from his experience in the hospitality industry.
This document provides a list of 20 spelling words for Lesson 16, including risky, track, topic, blank, question, pocket, monkey, junk, equal, ache, public, attack, struck, earthquake, picnic, banker, electric, blanket, mistake, and stomach. Each word is used in a short sentence to provide context.
What If? Chapter 14 Most relevant aspects of the book How to Teach English by...ESPE
In this Slide Show you will find the main ideas about chapter 14 of the book How to Teach English by Jeremy Harmer with some pictures related to the topic.
This document discusses different language teaching methods that are appropriate for different age groups. It summarizes 6 methods: 1) Direct Method, which uses only the target language and avoids translation; 2) Grammar-Translation Method, which focuses on reading/writing through translation; 3) Audio-Lingual Method, which uses drills to teach language habits; 4) Total Physical Response, which uses physical actions to teach comprehension; 5) Silent Way, which minimizes teacher speaking to focus learning on students; and 6) Task-Based Learning, which uses real-world tasks as the basis for language practice and production. The document provides examples and explanations of techniques for each method.
The document discusses various strategies for teaching mixed-ability classes, including dividing students into groups with different tasks, providing extra activities for advanced students, and encouraging the use of students' first languages in some circumstances to help comprehension. It also addresses ways to deal with uncooperative students, quiet students who don't want to speak, and students who don't understand audio tracks, such as using pair work and predicting listening content.
This document provides instructional language frames for teachers to use in an English classroom. It includes phrases for beginning a lesson like greeting students and reviewing previous material. It also includes language for taking attendance, introducing topics, asking and answering questions, using teaching aids, and ending a lesson by summarizing and assigning homework. The purpose is to provide teachers with common English phrases to facilitate classroom instruction and activities.
This document provides guidance on developing effective speaking lesson plans. It begins by outlining the key components of a strong lesson plan, including determining the topic, objectives, activities, and assessments. It then describes various classroom activities to practice speaking skills, such as discussions, role plays, simulations, interviews and storytelling. Suggestions are made for teachers, such as providing vocabulary beforehand, limiting corrections, and giving written feedback. The conclusion emphasizes that teaching speaking requires providing opportunities for meaningful communication through engaging activities.
This document provides guidance on developing effective speaking lesson plans. It begins by explaining that an organized teacher with well-structured lesson plans can best motivate students and provide useful language practice. It then outlines the key steps in creating a lesson plan, including determining the topic, developing objectives and activities, and providing feedback. Various classroom activities are proposed to develop students' speaking skills through discussion, role plays, interviews and other interactive exercises. The document concludes by emphasizing the importance of teaching speaking and providing a rich communicative environment for students to practice.
This project was prepared by the Middle School students of Sri lanka under the leadership of an ELT Teacher_Judith Perera within the 16. International ICT Seagulls Project and won the Championship Award for Middle Schollo students. Congratulations.
The document discusses developing effective speaking lesson plans. It emphasizes that lesson plans should motivate students and provide language practice opportunities. The document outlines steps to create lesson plans such as determining topics, objectives, and activities. It then discusses various classroom activities to develop speaking skills, including discussions, role plays, interviews and more. Suggestions are provided for teachers such as reducing speaking time and providing feedback.
The document summarizes an audio-lingual language teaching method demonstration lesson. The key points are:
1. The teacher models target language sentences for repetition by students to form habits. Errors are corrected to prevent formation of bad habits.
2. Students struggle with a dialogue line, so the teacher uses a "backward build-up drill" from the end of the sentence.
3. Grammar drills like substitution and question-answer are used to overlearn patterns. The teacher positively reinforces students with praise.
GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS LỚP 11 (CẢ NĂM) THEO CÔNG VĂN 5512 (2 CỘT) N...Nguyen Thanh Tu Collection
The document provides teaching materials for an English textbook for grade 11 students in Vietnam over the course of one academic year. It includes a 348-page textbook, teaching plans covering 10 units of study and 4 review sessions, with each unit broken down into weekly lesson plans detailing learning objectives, activities, and assessments. It also offers support for teachers and students to order the materials and receive assistance online.
This document discusses potential challenges that may arise in an English classroom and provides suggestions for how to address each one in 3 sentences or less:
1) If students are at different levels, teachers can divide them and apply different activities based on their abilities, use the same material with varying difficulty, and have advanced students help others.
2) For a large class, teachers should be accessible, use active learning techniques like group work, and leverage technology to communicate and assign work.
3) When students use their native language, teachers should explain benefits of English practice, establish norms for English use, and respond only in English to encourage its use.
This document provides guidance for classroom management, interaction, and instruction techniques for language teachers. It discusses creating an engaging learning environment, maximizing student interaction and talking time, using different groupings and seating arrangements, giving clear instructions, using gestures, and utilizing the whiteboard effectively. Teachers are encouraged to actively monitor student activities, allow time for processing language, and find ways for students to practice with each other beyond just interacting with the teacher.
The teacher made changes to two lesson plans due to time constraints. In the first lesson, there was not enough time for all student groups to present their mobile app projects. In the second lesson, it took students almost the entire class to complete their poster assignments. The teacher allowed both lessons to continue the following class period. Student performance was assessed through various activities, projects, and a final test. Most students performed well, scoring in the good range, though a small percentage scored sufficiently or poorly. The teacher determined that the lesson plans and modifications made were generally effective in helping students achieve the learning goals.
This document discusses using pairwork and groupwork in the classroom. It introduces teachers to these techniques and shows how to organize and implement them effectively. Pairwork involves dividing the class into pairs to work on tasks simultaneously, while groupwork divides students into small groups. The document demonstrates examples of pairwork and groupwork activities, such as pattern practice, reading comprehension, and discussions. It addresses advantages like increased language practice and student involvement, as well as potential problems like noise and difficulty controlling the class. Suggestions are provided for implementing pairwork and groupwork successfully.
This document discusses using pairwork and groupwork in the classroom. It introduces teachers to these techniques and shows how to organize and implement them effectively. Pairwork involves dividing the class into pairs to work on tasks simultaneously, while groupwork divides students into small groups. The document demonstrates examples of pairwork and groupwork activities, such as pattern practice, reading comprehension, and discussions. It addresses advantages like increased language practice and student involvement, as well as potential problems like noise and difficulty controlling the class. Suggestions are provided for implementing pairwork and groupwork successfully.
This lesson plan aims to present and practice vocabulary from the book Next MOVE 3 over 120 minutes. The objectives are for students to be able to pronounce vocabulary fluently, use the words in real contexts, and build their vocabulary. The plan includes an opener, pre-task, main task with vocabulary elicitation, practice with spelling, pronunciation and example sentences, and a post-task with copying and group presentation. Students will also play a question ball game and be given homework as a closer. The overall goal is to accurately and fluently introduce, practice, and review target vocabulary.
This document discusses the differences between learner independence and learner autonomy and provides suggestions for how teachers can promote learner autonomy in the classroom. It explains that learner autonomy means that students take responsibility for their own learning by deciding what they need to do and how they learn best, whereas independence is just being able to work alone. Some strategies suggested are setting S.M.A.R.T. goals, giving students choices in tasks, demonstrating learning activities that can be done at home, and encouraging students to set their own tasks and rewards.
This document discusses common difficulties teachers face in teaching English as a foreign language and provides potential solutions. It identifies issues such as spelling, homework completion, lack of student interest, disruptive behavior, pronunciation challenges, writing compositions, poor handwriting, and comprehension struggles. The document then explores solutions, including clearly explaining rules, incorporating repetition, using dictionaries, rewarding positive behavior, ensuring variety in lessons, and providing models and structured practice for developing skills like pronunciation and writing compositions. The overall goal is to help teachers address difficulties and improve student English learning outcomes.
This document outlines English teaching methodology. It discusses the importance of teacher empathy, communication skills, and classroom management. Effective teaching requires establishing rules and routines, monitoring student reactions, movement in the classroom, and making eye contact. Lessons should incorporate a variety of activities like whole-class instruction, group work, pair work, and individual work. Proper use of voice and questioning techniques helps to engage students. Group work allows more participation but requires clear instructions and feedback. A range of assessment methods are recommended including readers, listening responses, exercises, and varied tasks.
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🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
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واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
what to do after exams ? Remediating
1. 23 February 2016
Seminar of
secondary school teachers
Lycee Ketrouci
Presented by Mrs Benkhira samira
2. By the end of this seminar , teachers will be able
1. to design a project about how to improve their
students’ level .
2. To use the different kinds of assessments
:diagnostic, formative and summative effectively to
implement tasks that will not only enable students
to improve but also teachers to reflect on their
performance.
Objective:
3. These are the results that Mrs Amrani class had last
term . Look at the results . Classify them into three
groups
Task 1: Individual work: 10mn
The Red group 7,99 and less
The Orange group 8_9,99
The Yellow group 10-11,99
The Green group 12 and more
5. 7,99 and less 8-9,99 10 and more
1. Al arbi mansour
2. Ben khalifa
3. Boutagua
4. Kharbech
5. Rabeh
6. Zerika
7. Saker
8. Soufi
9. Amour
10. Mhamedi bouziene
1. Berkane
2. Benziane
3. Hamidene
4. Zenati
5. Chaacoua
6. Sadek bouziene
7. Arbaoui
8. Attatfa
9. Amroune
10. Loumi
11. Mokhtar lazreg
1. Al berkenou
2. Jouadi
3. Dimlmi bouras
4. Chaoui
5. Sahraoui
6. Sadouki
7. Addaoui
8. Maimoun
9. Henni haouas
Students overages in groups
6. Teachers are asked to gather in three groups.
Each group will have a color: red, orange, yellow
Here are some reflections Mrs Amrani made about each
group. They are based on the attitude od students in class
and their results in the different parts of summative
assessments.
How are these reflections compared to the ones you
would make about a typical literary class in your secondary
school. Work in group and write the most common ones.
Task 2: group work 20mn
7. Reading
8/8
Study of
language
7/7
Writing
5/5
7,99 and
less
Lack of interest /sit
at the back
Truancy
Too talkative in class
Don’t write lessons
4/8 1/7 0/5
8-9,99 Too lazy /don’t
review
talkative
Could do better
5/8 2/7 1/5
10-10,99 don’t participate
Can do better
6/8 2/7 2/5
RELECTION ABOUT EACH GROUP
8. each group will design a representative to speak for
the group.
Feedback 15mn
9. 1. The lesson is 80% made by me.
2. When I ask the red or orange group to pass to the board and
they don’t want to, I usually don’t insist
3. I usually work with the green group as they are the ones who
participate more
4. I think I speak a lot and when students speak , I usually finish
the sentence for them .
5. When I give a task, I correct it just after to gain time
6. I put too much focus on grammar
7. It’s always me who corrects writing
8. I feel exhausted and it just seems not to work
Task 3: Here are some reflection Mrs
Amrani made about her teaching
10. Relate the reflections to your group.
How do you behave with your group?
Make reflections on groups
11. based on the previous reflections made on students’
results and on her teaching, Mrs Amrani wants to
implement some changes in her way of teaching that
will involve both her and her students.
Help her do that
Task 4: Time for change
13. Build a rapport
Explain the vision
Work on it .
Organize your marks book so that it is more practical and effective
Encouraging change through reward
Continuous assessment
Attendance DOC/ Ir/verbs Behaviour Partipation H.Work
RED
GROUP
ORANGE
GROUP
GREEN
GROUP
14. Change the places of the red and orange group
Make them sit closer or next to the green or yellow
ones
Create pair work
Give voice to the silent ones
Mix abilities
15. Call names and fight truancy
Every day , ask a student to give a proverb and explain it briefly
brainstorm new lessons by reviewing the last one. Ask a student to remind the others
about the previous lesson.
Give short oral, written quizzes frequently
Ask students to pass to the board
Speak less , listen more
Check copy books at the end of the hour to be sure that students have written the
lesson .
Encourage students to exchange work and correct each others . Do the same for
writing .
Praise the ones that did well that day
Plan revision before summative assessment . Give it as homework and let students
correct. Active learners are those who learn better
Install routine
16. Plan lessons where students are in the center of
learning
Suggest many tasks that will enable every group to
improve
Simplify difficult tasks like writing by giving examples,
presenting process, providing techniques and
monitoring students.
Plan effectively
17. Summative assessment
It’s time for exams. Mrs Amrani is going to see how
much have the students improved
Check up result
18. Choose a class in your secondary school and
remediate to the results .
1. Study the results
2. Classify them
3. Make reflections on you and your students
4. Take decisions :plans, routines, assessment
5. How effective was it? Analyze your results
Project