Adjectives and Adverbs with Motivation Shiela Capili
The document provides instructions for an activity involving three groups watching movie clips and identifying movie titles or acting out lines from the movies. It then provides examples of adjectives and adverbs, explaining the difference between the two parts of speech. It gives examples of identifying adjectives and adverbs in sentences and using words as both adjectives and adverbs. Finally, it provides a quiz to test identifying adjectives and adverbs.
The document discusses various reading approaches that can be used in the EFL Emirati classroom, including phonics, look-say, choral reading, reading aloud, shared reading, reader's theatre, sustained silent reading, and the language experience approach. Each approach is defined and examples are provided of how to implement the approaches in the classroom, such as using word walls, games, and group activities. The role of the teacher in facilitating the approaches is also addressed.
Dramatic interpretation involves portraying life, character, or telling a story through action and dialogue for a theatrical performance. It requires analyzing a literary piece to understand the author's meaning and communicating those elements to an audience. Effective dramatic interpretation requires selecting a piece that appeals to you, thoroughly reading and understanding it, considering elements like word choice and pronunciation, and trusting yourself and the author during the performance to engage the audience.
This lesson plan aims to teach students about the different types of sentences according to structure. Students will work in groups to arrange words into declarative, interrogative, imperative and exclamatory sentences. The teacher will then discuss each sentence type with examples and have students do a group activity requiring the use of all sentence types. To assess learning, students will identify the function of given sentences and complete a comic strip assignment using different sentence structures.
The document discusses assessing 4 major language skills: listening, speaking, reading and writing. It provides definitions and examples of assessment tasks for each skill level of listening (imitative, intensive, selective, extensive) and speaking (imitative, intensive, responsive, interactive, extensive). The skills are assessed through tasks such as repetition, question-answering, role plays, interviews, presentations and more to evaluate elements like vocabulary, fluency and comprehension.
The document discusses various types of word relationships and vocabulary concepts. It defines terms like collocations, clines, clusters, configuration, creativity, context, clipping, and the different types of word relationships such as similarity, contrast, cause and effect, part-whole, classification, predication, derivation, sound, modification, completion, and association. Examples are provided to illustrate each concept. The purpose is to help understand how words are related and how understanding word relationships can improve vocabulary.
This document outlines principles for teaching listening skills to students. It discusses listening as an interactive process involving many cognitive steps. It presents taxonomies of listening microskills and strategies that can be developed for students, including predicting, guessing meaning from context, and recognizing discourse patterns. When designing listening activities, teachers should follow principles like making activities motivating, using authentic materials, carefully structuring listener responses, and encouraging bottom-up and top-up processing. Activities should include clear pre-listening, listening, and post-listening stages. Consistent use of English in the classroom also helps develop listening.
Adjectives and Adverbs with Motivation Shiela Capili
The document provides instructions for an activity involving three groups watching movie clips and identifying movie titles or acting out lines from the movies. It then provides examples of adjectives and adverbs, explaining the difference between the two parts of speech. It gives examples of identifying adjectives and adverbs in sentences and using words as both adjectives and adverbs. Finally, it provides a quiz to test identifying adjectives and adverbs.
The document discusses various reading approaches that can be used in the EFL Emirati classroom, including phonics, look-say, choral reading, reading aloud, shared reading, reader's theatre, sustained silent reading, and the language experience approach. Each approach is defined and examples are provided of how to implement the approaches in the classroom, such as using word walls, games, and group activities. The role of the teacher in facilitating the approaches is also addressed.
Dramatic interpretation involves portraying life, character, or telling a story through action and dialogue for a theatrical performance. It requires analyzing a literary piece to understand the author's meaning and communicating those elements to an audience. Effective dramatic interpretation requires selecting a piece that appeals to you, thoroughly reading and understanding it, considering elements like word choice and pronunciation, and trusting yourself and the author during the performance to engage the audience.
This lesson plan aims to teach students about the different types of sentences according to structure. Students will work in groups to arrange words into declarative, interrogative, imperative and exclamatory sentences. The teacher will then discuss each sentence type with examples and have students do a group activity requiring the use of all sentence types. To assess learning, students will identify the function of given sentences and complete a comic strip assignment using different sentence structures.
The document discusses assessing 4 major language skills: listening, speaking, reading and writing. It provides definitions and examples of assessment tasks for each skill level of listening (imitative, intensive, selective, extensive) and speaking (imitative, intensive, responsive, interactive, extensive). The skills are assessed through tasks such as repetition, question-answering, role plays, interviews, presentations and more to evaluate elements like vocabulary, fluency and comprehension.
The document discusses various types of word relationships and vocabulary concepts. It defines terms like collocations, clines, clusters, configuration, creativity, context, clipping, and the different types of word relationships such as similarity, contrast, cause and effect, part-whole, classification, predication, derivation, sound, modification, completion, and association. Examples are provided to illustrate each concept. The purpose is to help understand how words are related and how understanding word relationships can improve vocabulary.
This document outlines principles for teaching listening skills to students. It discusses listening as an interactive process involving many cognitive steps. It presents taxonomies of listening microskills and strategies that can be developed for students, including predicting, guessing meaning from context, and recognizing discourse patterns. When designing listening activities, teachers should follow principles like making activities motivating, using authentic materials, carefully structuring listener responses, and encouraging bottom-up and top-up processing. Activities should include clear pre-listening, listening, and post-listening stages. Consistent use of English in the classroom also helps develop listening.
The document discusses teaching listening skills. It outlines micro skills like recognizing grammatical structures and cohesive devices. Macro skills include inferring meaning from context and non-verbal cues. Effective listening instruction exposes students to different texts and tasks, considers text difficulty and authenticity, and teaches strategies. Preparation, multiple exposures, and drawing out meaning are important. Tasks should match the listening stage from straightforward to more complex like note-taking, summarizing, and problem-solving.
The document announces an English festival with the theme of rediscovering, rekindling and reliving the English language through communication. The theme encourages participants to rediscover, rekindle and relive their experience with the English language by communicating with others.
Language focus vs skills focus classes in ESL TeachingFella Boudjema
The document discusses the goals of an English lecturer training program, which are to increase awareness of the English language and provide background knowledge to make informed lesson planning choices. It also discusses psychological differences between students, study habits, personality, and motivation as factors in language learning. Key language learning concepts like interlanguage, grammar, vocabulary, pronunciation, context, and functions are defined. Productive and receptive language skills and the typical ratio of language to skills practice in lessons are also mentioned.
The document discusses integrating the four language skills of reading, writing, listening and speaking by teaching them together in a coherent way. It explains that the simplest form of integration is moving from receptive to productive skills, while more complex integration combines multiple skills linked thematically. Some limitations of integration are that it can be time-consuming for teachers and difficult to design suitable materials, but these should not prevent using an integrated approach.
The document provides a story map for summarizing the short story "Strange Messages" by Thompson. It includes blanks for student names and dates. The story map lists 7 key events from the story that students should number in the order they occurred, including Gordon dreaming of Lord McCoy, the four friends discussing the ghost at the hotel, Duncan deciding to frighten Gordon, Gordon seeing the sword and claiming to see "The Real McCoy", Gordon deciding to sleep in Lord McCoy's bedroom, Gordon meeting his friends, and Gordon hearing noises and fleeing the room.
This document discusses various topics relating to behaviorist, cognitive, and affective views of learning, including:
1. How behaviorist drills conflict with cognitive and affective views by not allowing for problem-solving or viewing the learner as a thinking being.
2. The value of structural pattern drills for beginners as they can feel a sense of meaningful accomplishment when completing tasks.
3. The importance of viewing language learning as rule-governed rather than habit-forming, allowing learners to apply prior knowledge to new tasks.
4. Setting principles for a learning-centered methodology incorporating affective factors, problem-solving, cognitive processing, and minimal external motivation.
The document contains exercises to practice telling time that were covered in a previous lesson. It provides examples of writing out times in words and in digital format, as well as questions asking what time is indicated. The answers show how to express times such as quarter past two, ten to four, and midnight in words and a digital format like seven forty-five.
This document provides examples to practice using "a" and "an" correctly in sentences. It contains two exercises - the first involves completing sentences with "a" or "an" and the second involves filling in a chart with "a" or "an" depending on whether the next word starts with a vowel or consonant. The document then provides the answers for both exercises. In summary, it is a grammar exercise focused on helping learners distinguish between using "a" and "an" in sentences based on the sound of the following word.
The document provides exercises on the Simple Present Tense and Present Continuous Tense for students to practice and test their understanding. It contains fill-in-the-blank, sentence unscrambling, and tense changing exercises of increasing difficulty. The purpose is for students to practice using these tenses in sentences and check their grasp of when to use each one. The exercises focus on common verbs and phrases to be helpful for learning.
The document contains a fill-in-the-blank exercise using common verbs of being (is, are, am, etc.) and rewriting sentences using those verbs correctly. It also provides an example of writing short sentences providing basic facts about people using the specified verbs of being.
This document provides an exercise to practice using "have got" and "has got" in sentences. It includes two parts:
A) Students are asked to complete 15 sentences with either "have got" or "has got". The key provides the correct answers.
B) Students are given a table with information about what items 4 people (Tom, Dave, Jane and John) have. They must then write questions using this information (e.g. "Has Tom got a computer?") and answers either confirming or denying possession. The key provides sample questions and answers.
This document contains a test with 20 multiple choice questions about verbs and subject-verb agreement in English sentences. The questions cover common verbs like "be", "have", and questions involving singular and plural subjects. Sample sentences test things like identifying the correct form of the verb to use with subjects like "I", "you", "he/she/it", "we", and "they".
The document discusses teaching listening skills. It outlines micro skills like recognizing grammatical structures and cohesive devices. Macro skills include inferring meaning from context and non-verbal cues. Effective listening instruction exposes students to different texts and tasks, considers text difficulty and authenticity, and teaches strategies. Preparation, multiple exposures, and drawing out meaning are important. Tasks should match the listening stage from straightforward to more complex like note-taking, summarizing, and problem-solving.
The document announces an English festival with the theme of rediscovering, rekindling and reliving the English language through communication. The theme encourages participants to rediscover, rekindle and relive their experience with the English language by communicating with others.
Language focus vs skills focus classes in ESL TeachingFella Boudjema
The document discusses the goals of an English lecturer training program, which are to increase awareness of the English language and provide background knowledge to make informed lesson planning choices. It also discusses psychological differences between students, study habits, personality, and motivation as factors in language learning. Key language learning concepts like interlanguage, grammar, vocabulary, pronunciation, context, and functions are defined. Productive and receptive language skills and the typical ratio of language to skills practice in lessons are also mentioned.
The document discusses integrating the four language skills of reading, writing, listening and speaking by teaching them together in a coherent way. It explains that the simplest form of integration is moving from receptive to productive skills, while more complex integration combines multiple skills linked thematically. Some limitations of integration are that it can be time-consuming for teachers and difficult to design suitable materials, but these should not prevent using an integrated approach.
The document provides a story map for summarizing the short story "Strange Messages" by Thompson. It includes blanks for student names and dates. The story map lists 7 key events from the story that students should number in the order they occurred, including Gordon dreaming of Lord McCoy, the four friends discussing the ghost at the hotel, Duncan deciding to frighten Gordon, Gordon seeing the sword and claiming to see "The Real McCoy", Gordon deciding to sleep in Lord McCoy's bedroom, Gordon meeting his friends, and Gordon hearing noises and fleeing the room.
This document discusses various topics relating to behaviorist, cognitive, and affective views of learning, including:
1. How behaviorist drills conflict with cognitive and affective views by not allowing for problem-solving or viewing the learner as a thinking being.
2. The value of structural pattern drills for beginners as they can feel a sense of meaningful accomplishment when completing tasks.
3. The importance of viewing language learning as rule-governed rather than habit-forming, allowing learners to apply prior knowledge to new tasks.
4. Setting principles for a learning-centered methodology incorporating affective factors, problem-solving, cognitive processing, and minimal external motivation.
The document contains exercises to practice telling time that were covered in a previous lesson. It provides examples of writing out times in words and in digital format, as well as questions asking what time is indicated. The answers show how to express times such as quarter past two, ten to four, and midnight in words and a digital format like seven forty-five.
This document provides examples to practice using "a" and "an" correctly in sentences. It contains two exercises - the first involves completing sentences with "a" or "an" and the second involves filling in a chart with "a" or "an" depending on whether the next word starts with a vowel or consonant. The document then provides the answers for both exercises. In summary, it is a grammar exercise focused on helping learners distinguish between using "a" and "an" in sentences based on the sound of the following word.
The document provides exercises on the Simple Present Tense and Present Continuous Tense for students to practice and test their understanding. It contains fill-in-the-blank, sentence unscrambling, and tense changing exercises of increasing difficulty. The purpose is for students to practice using these tenses in sentences and check their grasp of when to use each one. The exercises focus on common verbs and phrases to be helpful for learning.
The document contains a fill-in-the-blank exercise using common verbs of being (is, are, am, etc.) and rewriting sentences using those verbs correctly. It also provides an example of writing short sentences providing basic facts about people using the specified verbs of being.
This document provides an exercise to practice using "have got" and "has got" in sentences. It includes two parts:
A) Students are asked to complete 15 sentences with either "have got" or "has got". The key provides the correct answers.
B) Students are given a table with information about what items 4 people (Tom, Dave, Jane and John) have. They must then write questions using this information (e.g. "Has Tom got a computer?") and answers either confirming or denying possession. The key provides sample questions and answers.
This document contains a test with 20 multiple choice questions about verbs and subject-verb agreement in English sentences. The questions cover common verbs like "be", "have", and questions involving singular and plural subjects. Sample sentences test things like identifying the correct form of the verb to use with subjects like "I", "you", "he/she/it", "we", and "they".
1. SAYILAR ( NUMBERS ) ALIŞTIRMALAR
Arkadaşlar, aşağıda dünkü konuyla alakalı birkaç alıştırma var. Kendinizi bir test edin. Kolay
gelsin.
A ) Sayıları yazı ile yazınız.
5……………………….
8………………………
11………………………
14………………………
24……………………….
29……………………..
45………………………
78………………………...
88………………………
91……………………..
147……………………….
459………………………
765…………………….
1138………………………
5672………………………
12.297………………….
21.983……………………..
1.253.674………………………..
354.873……………………..
3.546.618.312…………………………………..
B ) Aşağıdaki işle mlerin cevaplarını işlemlerin İngilizcesini de yazarak cevaplayınız.
13 + 10 =……………………….
4 × 7 =…………………..
10 ÷ 2 =………………
12 – 7 =…………………………
600 ÷ 50 =………………..
123+ 124 =………………
99-66 =…………………………...
40 × 10 =…………………
72 ÷ 12 =…………………
CEVAPLAR :
A)
5= five
8 = eight
11= eleven
45= forty-five 78= seventy-eight
14= fourteen 24= twenty-four 29= twenty-nine
88= eighty-eight 91= ninety-one
147= one hundred and forty-seven 459= four hundred and fifty-nine
765= seven hundred and sixty-five 1138= one thousand, one hundred and thirty-eight
5672 = five thousand, six hundred and seventy-two
12.297 = twelve thousand, two hundred and ninety-seven
21.983= twenty-one thousand, nine hundred and eighty-three
354.873 = three hundred and fifty-four thousand, eight hundred and seventy-three
1.253.674 = one million, two hundred and fifty-three thousand, six hundred and seventy-four
2. 3.546.618.312 = three milliard( billion ) , five hundred and forty-six million, six hundred and
eighteen thousand, three hundred and twelve.
Not 1: Amerikan İngilizce’sinde ‘’billion ‘’ ‘’milyar’’ , trillion ‘’trilyon’’ anlamına gelir. Genellikle
Amerikan İngilizce’sindeki ifadeler kullanılır. Ama diğer ifadeler de yanlış değildir.
B)
13+10=23 ( thirteen plus ten is twenty-three 4 × 7=28 ( four times seven is twenty-eight
12 – 7= 5 ( twelve minus seven is five ) 600÷ 50 = 12 ( six hundred divided by fifty is twelve )
123+ 124= 247 (one hundred and twenty three plus one hundred and twenty four is two
hundred and forty-seven )
99-66= 33 ( ninety- nine minus sixty-six is thirty-three )
40 × 10= 400 ( forty times ten is four hundred )
72 ÷ 12= 6 ( seventy-two divided by twelve is six )
Not 2: Çalışma kağıdında ‘’eşittir’’ için ‘’equals’’ kullanıldı. Burada ise ‘’is’’ kullandım. İkisi
de aynı anlama gelir.Fark eden bir şey yoktur. Hatta aynı anlamda yani ‘’eşittir’’ anlamına
gelen tüm ifadeler şunlardır: ‘’ equals, is equal to , is ‘’ Hangisini kullanırsanız kullanın
doğrudur.