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The document discusses the author's preliminary research project to improve English pronunciation among students at Celmira Huertas High School. The author observed English classes to identify issues with pronunciation and determine an appropriate research question. Many students did not participate in reading activities and struggled with proper pronunciation and intonation. Based on the observations, the author aims to investigate how short stories can be used to improve pronunciation, taking into account students' English level.
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This document provides details for two English lessons for a 3rd grade class. The first lesson focuses on establishing classroom rules and routines. It involves activities like matching phrases to pictures and a student questionnaire. The second lesson introduces parts of the body. It includes creating a life-sized picture of a student and labeling their body parts, as well as an activity to complete sentences using "I have got". Both lessons aim to engage students through songs and movement while teaching English vocabulary and expressions.
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Our class observations 1.
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described images and translated, but others were speaking during presentations.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained with writing, questions and guides. Students then wrote concepts and completed group worksheets. The class lacked dynamics and motivation at the start.
Our class observations
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described pictures and translated sentences. Observers felt distracted due to lack of student attention.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained using various methods and had students write concepts and answer questions. It was not very dynamic but the teacher adjusted to
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This document outlines a lesson plan for an advanced conversation class, which focuses on discussing the art of complaining. The plan includes 8 activities to help students practice their English skills, such as listening to dialogues about irritating situations, learning grammar structures for making complaints, and roleplaying as complainers and complaint managers. Assessment will be based on students' participation, interaction, and demonstrated learning throughout the class activities and short test at the end.
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This lesson plan is for two 4th grade English classes at a primary school. There are 23 students in each class between ages 9-10 who study English once a week for 40 minutes. The lesson aims to teach students to express their likes and dislikes of foods using phrases like "I like fruits and vegetables" and "I don't like fish or chicken". Activities include flashcards, work in their books, and a ball toss game to practice the target language. Students will also draw and color their favorite pizza as homework. The plan aims to emphasize listening, reading, writing and speaking skills through visual aids and gestures with limited use of the students' first language.
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This document provides a template for a Phase 1 lesson plan that includes sections for students and setting, background, learning objectives, materials, procedures and timing, and reflection. The template instructs teachers to identify their target students and class setting in section A. Section B asks teachers to describe previous and subsequent lessons. Section C requires teachers to state learning objectives and expected student results. Section D prompts teachers to list needed materials and sources. Section E directs teachers to outline step-by-step procedures and timing in a table format. Finally, section F instructs teachers to reflect on how the lesson uses authentic materials and group work and is appropriate for the targeted age/grade level.
Broadcasting an interview in English class
1. The document provides instructions for an English language classroom activity where students will watch TV interviews, analyze the question structures and vocabulary used, and then conduct and perform their own celebrity interviews in groups.
2. Students will first complete an exercise on "-ed" and "-ing" adjectives. They will then watch 3 interviews with different accents and note the questions, expressions, and adjectives used.
3. In small groups, students will write and perform their own celebrity interviews for the class, aiming to imitate the conventions and fluency of the real interviews they observed.
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The lesson plan is for a 6th grade English class and focuses on teaching students about healthy habits. It will emphasize listening, speaking, reading and writing skills. Students will learn vocabulary related to food and sentences using the present simple and continuous tenses. Through pictures and discussion, students will learn to recognize healthy and unhealthy activities and foods. They will participate in a game divided into teams to reinforce the lesson's content.
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This lesson plan introduces students to writing personal stories using the present perfect tense. The students will work in groups to fill out a map with information about a place they visited, including the city, sights, sounds, and feelings. They will then use the map to write a first draft of their story in the present perfect tense. The 50-minute class involves introducing the topic, sharing photos from student trips, filling out the maps in groups, and writing the draft stories. The teacher reflects that using student photos and group work makes the activity more engaging and helps students comfortably share their experiences.
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The student felt overwhelmed with their practicum and other 4th year subjects, so decided to quit the other subjects to focus fully on lesson preparation and delivery. They felt extremely nervous being observed and evaluated due to inexperience and low self-esteem. However, with each lesson they felt more comfortable in front of the class, despite making mistakes each time.
Klein journal- class 1-s econdary level-checked (1)
Natalia Klein conducted a practicum teaching English class at Escuela Secundaria Cet 24. She taught the verb "to be" in positive and negative forms and new jobs vocabulary. The students engaged well with flashcards and an activity guessing the topic of an article. While the students struggled at times to understand English explanations, they worked hard and asked questions. In the future, Natalia will plan fewer activities to allow more time.
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1. The lesson plan is for a 6th grade English class on the topic of eating out. It is one hour long.
2. The objective is for students to practice reading a real food menu and writing information about foods. Students will practice pronunciation of food vocabulary, reading menus, and asking/answering about ordering food.
3. Activities include introducing food vocabulary, practicing ordering food dialogs, doing a worksheet, and reviewing menus. Students will be evaluated on exercises, participation, and writing performance.
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This document outlines a module for developing listening skills. It discusses listening comprehension in real life versus the classroom. It also describes the Russian educational standards for listening which focus on listening for the main idea, details, and specific information. A three-phase framework is presented for teaching listening: pre-listening, while-listening, and post-listening stages. A variety of activities are suggested to practice different listening skills like identifying, choosing, matching, and note-taking. The document stresses that classroom listening training should mimic real-life listening situations.
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The document is a lesson plan for an English class at Instituto Don Bosco. It outlines the following:
- The class has 29 students at an elementary English level. The lesson will focus on everyday activities and routines.
- Students will develop reading and listening skills by matching phrases to pictures and completing a text. They will also practice the present simple by writing about their own and a friend's routines.
- The lesson incorporates communicative activities like asking and answering questions about schedules. It includes reading comprehension exercises and teaches question formation using auxiliary verbs.
Our class observations 1.
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described images and translated, but others were speaking during presentations.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained with writing, questions and guides. Students then wrote concepts and completed group worksheets. The class lacked dynamics and motivation at the start.
Our class observations
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described pictures and translated sentences. Observers felt distracted due to lack of student attention.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained using various methods and had students write concepts and answer questions. It was not very dynamic but the teacher adjusted to
Lesson plan 2
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.
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This lesson plan outlines a 6th grade English class focusing on sports, hobbies, and personal pronouns. The plan includes a routine to start class, a warm up revising pronouns, and three main activities - reading two texts aloud, answering questions about the texts, and writing their own text with personal information. The objectives are for students to revise vocabulary of sports and hobbies, talk about abilities using structures like "I can" and personal pronouns, and read/understand short texts.
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The document discusses the various feelings a teacher experiences with different student groups. With intro-level students, the teacher feels surprised and wonderful when students accomplish tasks and speak for 5 minutes in English. However, with advanced students who are expected to speak only English, the teacher feels upset and annoyed when they speak Spanish, having forgotten they are in an English class. To regain control, the teacher allows students 5 minutes to speak in their native language, then begins the normal English-only class. The teacher experiences a range of emotions from feeling like a wonderful teacher with eager intro-level students to feeling unable to control talkative advanced students.
Teaching and Learning Strategy: Teaching Language Construction & Grammar
This document discusses strategies for teaching language construction and grammar. It outlines four approaches:
1) Studying structure and use, which focuses on language forms, meanings, and functions.
2) Explain and practice, taking a deductive approach by first explaining rules and then having students practice.
3) Discovery and practice, using an inductive approach where students discover language patterns on their own.
4) Research and practice, where students research language independently using resources like dictionaries.
The document also provides specific techniques for each approach, such as choosing study activities, introducing grammar deductively or inductively, and using games to practice grammar.
Why teach pronuciation
The document discusses the importance of teaching pronunciation in English language classes. It provides several reasons why pronunciation is important, including for effective communication, improving other language skills, and career development. It also outlines some common challenges in teaching pronunciation and describes various techniques and activities that can be used, such as drilling, minimal pairs, listening activities, and games involving sounds.
Lesson plan 1
The document summarizes a teaching practice session given by Natalia Klein. It took place at Cem 24 school with 20 elementary level students. The 40-minute class focused on revising jobs vocabulary and introducing plural forms of the verb "to be". Students practiced identifying jobs, answering questions, and correcting sentences. They worked individually, in pairs, and groups. The class aimed to develop reading, listening, and language skills through integrated activities using articles, interviews, and exercises.
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This document summarizes a study where the author engaged English language learners in examining and discussing language teaching research articles during their lessons. The students compared their own language learning experiences to the findings in the research articles. This helped the author learn about the students' pride in their language learning knowledge, understanding of themselves as individuals in the learning process, and concern for how outside factors impact their learning. Most importantly, it showed how the students developed as reflective, critical thinkers about language learning by directly engaging with both the processes and products of research.
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In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
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The document discusses micro-teaching which is described as a good way for teachers to improve their skills through observation and feedback. It also provides examples of surveys carried out by different teachers to learn more about their students' interests and backgrounds in learning English. One teacher shares details of her survey that helped her understand students better and prepare more suitable lessons for them.
Reflexión Final - Secondary Level
1. The document describes the author's experience completing her third practicum period as an English teacher trainee at I.F.D. No13.
2. Over the course of 8 lessons with a fifth year class of 17 students, the author focused on improving her use of the target language, incorporating technology and audiovisual materials, and making lessons more communicative and student-centered.
3. While the experience was positive overall, it was impacted by the school's building problems which led to suspended lessons and an inability to finish the practicum period with that class. The author reflects on the challenges but also potential for improvement in state education.
Second version of my project in a digital portfolio.
This document summarizes Janeth Castillo Rubiano's midterm evaluation for her teaching practicum at Corporación Universitaria del Caribe CECAR. It describes her classroom research project aimed at improving English language skills at Pio XII school. Through diagnostic testing, she found students had low English levels in areas like pronunciation, speaking, and writing. Her project identified causes like unqualified teachers, investigated consequences, and proposed solutions like teacher training to improve students' English academic performance. The project was developed with guidance from teacher Luz Marina Rubiano and involved data collection methods like teacher surveys and student tests.
Language Learner Profile
Leonardo is a 19-year-old English language learner from Chile who was interviewed about his English acquisition experience. The summary analyzes his speaking skills based on the interview. It finds that Leonardo has significant grammar deficiencies, using incorrect tenses and word order. He also struggles with pronunciation, omitting final sounds. This is likely due to receiving English instruction only in Spanish. To improve, the summary proposes Leonardo practice grammar structures and pronunciation through computer programs and recording himself to identify mistakes.
Research propossal
Students at a Colombian high school lacked English listening and speaking skills. While learning a new language is a long process, listening from an early stage is important even if students understand little at first. In the observed class, there was no interaction in English, a focus only on writing and reading, and the teacher spoke only in Spanish. To develop English skills, teachers must set a rule to use only English in class and incorporate audio tools to expose students to real English pronunciation and accents, as the teacher was non-native.
Pa final project
The document discusses a teacher's plans to incorporate phonemic awareness strategies into their 9th grade English inclusion class to help struggling readers who are reading between a 2nd to 4th grade level, including using segmentation and blending activities with new vocabulary words from an assigned novel.
Journal entries Secondary Level
Fernanda observed her first class with a group of 5th year secondary students. She found the students seemed indifferent to her presence and the teacher said their English level was beginner despite being in their last year of secondary school. The class involved revising vocabulary through games with students enthusiastic to compete but showing little interest in learning English. Fernanda is encouraged to continue working with this challenging group.
Maya Saputri Power Point Oral Work
The document discusses oral work and teaching speaking skills to young children learning English as a foreign language. It outlines several methods for presenting new language orally, including using puppets and mascots. It also describes controlled practice activities like telling time and guided practice with limited choices. Role plays and dialogues are recommended as they require using language naturally. Free activities focus on meaning over correctness and include pairwork, groupwork, and whole class games and questionnaires to encourage speaking. Correcting mistakes is important for proper learning. Overall, oral work requires balancing practice opportunities both in and out of the classroom while making the learning fun and accessible for young learners.
Research propossal
Students at a Colombian high school lacked English listening skills. While learning a new language is a long process, listening from an early stage is important. The students had not been exposed to much interaction or listening practice in English in their classes. The teacher spoke exclusively in Spanish. To develop listening skills, teachers must expose students to authentic English audio tools, as most are not native English speakers. This will help students learn to understand different English accents in a increasingly globalized world.
Reflexión Final - Primary Level
The document summarizes the author's experience completing their second practicum period as an English student teacher at a primary school. Some key points:
- The author focused on using more English in the classroom and recognizing different needs of students. They planned six lessons incorporating technology, reading, writing and other skills.
- Lessons included interactive activities like games and videos to motivate students. Visual materials helped engage those learning English for the first time.
- While progress was made using a more communicative approach, planning remained challenging with students having little English. The author believes better training for current teachers could improve language instruction overall.
Ines Showcase Presentation
Ines Cilmi conducted an investigation at Lalor East Primary School to demonstrate how learning Italian can support English literacy. She created a language alphabet display and had students identify foreign words used in English from supermarket catalogs. Students compared catalogs and recorded their findings. Cilmi found that the activities engaged students and they enjoyed sharing their cultural knowledge. She realized the activities helped students understand how the English language incorporates influences from other languages.
Language Learner Profile
This document provides an analysis of an English language learner based on an interview. It identifies some of the student's strengths, such as an acceptable level of fluency, but also weaknesses in grammar knowledge and vocabulary. The analysis examines three examples from the interview transcript that illustrate issues with using past tense verbs, sentence structure, and lack of vocabulary. It then provides recommendations to address these weaknesses, such as practicing past tense verbs through listening activities, focusing on sentence structure through self-monitoring, and expanding vocabulary through reading texts. The analysis also identifies pronunciation errors like omitting final sounds and issues differentiating similar sounds. It recommends techniques like minimal pair practice and increased pronunciation feedback and correction.
The use of radio programs in the efl classroom
The document describes a language learning activity using radio programs for an English as a foreign language class. The activity aims to improve 9th grade students' speaking skills by having them listen to and fill in blanks from scripts of English language radio broadcasts. After listening, each student will write a sentence summarizing what they heard and explain it orally to their classmates for over a minute. The teacher found the students were shy at first but got more confident. Most students did well on the activity. In the future, the teacher would allow students to choose the topic for the radio program.
Jacks Robert
The document describes a language learning activity using radio programs for EFL students in the 9th grade. The activity aims to improve students' speaking skills by having them listen to and fill in blanks from English language radio passages. Students will summarize what they heard in writing and orally to their peers. While the students were initially shy, most did well on the activity. The teacher found it helped foster speaking skills and added variety to the class. In the future, the teacher would allow students more choice in selecting the radio topic.
Task design using radio
The document describes a language learning activity using radio programs for EFL students in the 9th grade. The activity aims to improve students' speaking skills by having them listen to and fill in blanks from English language radio passages. Students will summarize what they heard in writing and orally to their peers. While the students were initially shy, most did well on the activity. The teacher found it helped foster speaking skills and added variety to the class. In the future, the teacher would allow students more choice in selecting the radio topic.
Final reflection pl
This document summarizes the student's experience completing their teaching practicum with a class of 34 primary school students in Argentina. Some of the key challenges included motivating unengaged students, dealing with personal issues and school closures, and having lesson plans reviewed by two teachers. The student worked to make lessons engaging by including games and speaking English. Over time, student participation improved. The experience helped the student develop strategies for motivating reluctant language learners and improved their confidence in managing a large class.
Reflexión Final - Kindergarten Level
This document is a reflection by Emili López on her first practicum period teaching English to first year primary students in Zapala, Neuquén. Some key points:
- She taught 16 students who were having their first experience with English.
- She aimed to give students a different experience than the typical grammar-translation approach used by their regular teacher.
- Over 5 lessons she incorporated games, songs, videos and other activities to make lessons more communicative and student-centered.
- She reflected on challenges like students' lack of English skills and distance from advisors, but felt she created a relaxed learning environment.
Phonemic Awareness Project
The document provides directions for a final project template on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on phonemic awareness and assessments, example activities and assessments, analysis of student assessments, instructional strategies and activities, relevant standards, use of technology, and a reflection. The template is to be completed throughout a training course and submitted at the end for feedback.
Final_project_presentation_Arturo_Arjona_Yeladaqui
Final project presentation about my research. It is about motivation as an important factor to produce the language orally in the classroom.
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Research question describing the problem
- 1. RESEARCH QUESTION How to improve the pronunciation through the use of short stories? My preliminary project has taken place in Celmira Huertas high school. This place is a well-known, and I decided to start with my project there because I consider that it will be a good environment for my research project. When I began this process I had a short interview with the English teacher because for me was necessary to know what kind of students (behavior, learning strategies, cognitive and effective) I had to observe in 55 minutes for each English class. Then, when I was doing my class observations, I began this one gathering data about everything that I was seeing in the classroom because from that information I had to sort out which issues the students have in the moment to acquire another language different to their mother language. Also, I observed the teacher and students from 11th grade which were 32. I did it because I needed to know what were their issues (teacher-student, student-student, and student- teacher) and then, I had to get my research question guaranteeing that it will be feasible for the field where I´m going to develop it. On the other hand, this process was done in a natural way of three sessions in which the first two were done writing down what was happing during the classroom. The third class observed I recorded with a video camera to know what were the performance during that class where they were doing a reading activity using a brochure that themselves did for a special event. I found many problems in the classroom but according to what I had observed I focused on the way they pronounce English words because the reading activity was something familiarizes for them because they were working on it some weeks ago. Besides, they didn´t read with a proper pronunciation and intonation the brochure. The only people participating were the same four or five students and the rest of students didn’t participate in the reading activity. The reading activities were worked in the three sessions observed sometimes for the teacher or students, but probably, the students from 11th grade don´t have the appropriate bases to do reading activities or maybe they are so shy. Also, they aren’t interesting in the material worked in the English classes. They haven´t worked in those reading exercises. They don´t like to read. They don´t like to sound as a native English speaker. They don´t do it frequently. They consider the reading activities unnecessary. All of those things that I saw in my class observations belong to the pronunciation problem because all of them are factors related with it. Finally, observing those English classes and seeing the way how they pronounce in English is what I want to investigate using some special material according to their English level. Fabian Amado Soto Semester V Research I