Sdl lesson plan (1)
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This lesson plan aims to help students comprehend information about daily schedules from audio recordings. The teacher will elicit students' prior knowledge of daily routines and vocabulary. Students will then listen to recordings and complete tasks like ticking words they hear and ordering sentences. The teacher will monitor students and check their understanding. As homework, students must create a poster about their own daily schedule and present it in the next class.
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First conditional lesson plan for secondary level students
This lesson plan aims to teach students about the first conditional in English. The main objective is for students to recognize and use the grammar structures, vocabulary, and clauses related to conditional sentences in the context of "Election Day". Key activities include filling in gaps and writing a proposal using first conditional sentences to make promises, offers, and warnings for an election. The lesson involves a presentation of the grammar point, controlled practice with examples, and a group production activity where students write election proposals and present them to the class.
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Lesson plan
This lesson plan outlines 4 stages of a class introducing greetings and present simple verb forms. In stage 1, the teacher will introduce himself, explain class rules, and address any vocabulary issues. Stage 2 involves students introducing themselves by stating their names, ages, and favorite foods. Stage 3 covers additional greetings and present simple forms. Stage 4 has the teacher work through exercises from the book, addressing any unclear words, before reviewing unclear topics and assigning homework.
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Lesson Plan: greeting with the verb to be using positive and negative statements in the simple present
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The lesson plan teaches students how to greet others and use verbs, pronouns, and statements in the present tense. Students will receive a handout and work in pairs to practice asking and answering questions using "to be" verbs like "am", "is", and "are" with pronouns like "I", "you", "he", "she", and "it". Examples include a student asking "How are you?" and their partner responding "I am fine". The lesson includes modeling, guided practice converting statements to questions, independent practice asking and answering questions in pairs, and assessment of student understanding.
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Students learned about giving advice using the modal verb "should".
The teacher presented examples such as "You should get a part time job" and "You should pay attention in class".
Students then practiced rearranging sentences using the structure Subject + Should + Verb + Complement.
As a production activity, students worked in pairs to write three pieces of advice each for three teenagers with problems, using "should".
2016 Spring TC CEP I3 - W1D5 Lesson Plan
This was the Lesson Plan I used with my Intermediate 3 class at the Community English Program at Teachers College, Columbia University.
This lesson was planned for Week 1 Day 5.
B04.docx
This lesson plan outlines activities for three English lessons focusing on reacquainting someone, showing concern about an injury, and suggesting a new remedy. Each lesson includes a warm-up activity, vocabulary exercises, grammar explanations and practice, listening comprehension activities, pronunciation drills, conversation models, and a wrap-up. The teacher provides structured support and feedback at each stage to help students improve their English language skills through sustained practice of complex language functions.
Parte 1
The document provides a lesson plan for a 90-minute English class for 2nd grade high school students. The lesson aims to teach students how to retell what other people have said about hoaxes. The plan includes lead-in activities to introduce the topic, practice identifying reported speech, and a production activity where students report a mobile phone conversation in pairs.
B05.docx
This lesson plan outlines activities for a class on providing personal information. It includes the following:
1. The class will be divided into groups to write verbs in past participle as a warm up activity.
2. Vocabulary on countries and a map activity to locate them. Sample questions students can ask each other to practice.
3. A listening activity with conversations providing personal information. A related information gap activity in pairs.
4. To wrap up, students will take turns discussing the personal information of people in the listening conversations.
File 3 third_am_level_work_and_play_ (enregistré automatiquement)
Salam , MS3 Level : File 3 " Work & Play" The file is planned with PPu & PDP listening & reading frame works and PIASP teaching grammar and pronunciation item I included many worksheets that may help remedy any weaknesses in TD sessions Good Luck By: Mr Samir Bounab ( teacher trainer at MONE) The links:
lesson plan 1 (2)
This lesson plan is for a 9th grade English class focusing on daily life vocabulary. The lesson aims to help students develop understanding and recognition of target vocabulary words, and relate frequency adverbs to percentages. The teacher will engage students with a warm-up activity identifying vocabulary words. Students will then work individually and in groups to find word meanings in dictionaries and match frequency adverbs to percentages. To evaluate learning, the teacher will play a game where students describe vocabulary words to a peer sitting in front of the class.
Tpd 2017 secondary level - lesson plan - mestreflorencia
This document provides a lesson plan for an English class focusing on time and the simple present tense. The lesson will have 9 students who are beginners in English. It includes aims to identify simple present forms, describe time, and improve listening and pronunciation skills. Stages include a warm-up with greetings, a presentation on clock times and periods of the day, a development activity matching words to a word search, and a closure activity answering questions in pairs from the textbook. Homework involves creating sentences using simple present forms.
B12.docx
The lesson plan outlines activities for teaching a class about troubleshooting problems and discussing ethical choices on the internet. It includes warm-up activities, vocabulary lessons, grammar explanations, conversation models, and opportunities for student practice and feedback. Scarlett Aragon teaches the class over several dates, with objectives that progressively build students' language skills through reciprocal teaching methods that emphasize complex language use and sustained practice.
Tpd schulze secondary - class 1-passed
This document provides details for an English lesson plan for a 4th year secondary school class in Neuquén, Argentina. The lesson focuses on revising tenses and introducing the definite article. It includes the teaching points, aims, language focus, teaching approach using the Natural Approach and PPP method. It outlines warm-up activities having students discuss their English learning experiences in small groups. It also includes a communicative activity, activity to review tenses, and a presentation activity introducing the definite article. It provides assessment of students' comprehension and details potential problems and solutions.
Similar to Sdl lesson plan (1) (20)
File 3 third_am_level_work_and_play_ (enregistré automatiquement)
File 3 third_am_level_work_and_play_ (enregistré automatiquement)
Tpd 2017 secondary level - lesson plan - mestreflorencia
Tpd 2017 secondary level - lesson plan - mestreflorencia
More from Katherine Nicole Jofre Novoa
Classroom observation task 1 options and decisions
The document summarizes a classroom observation task where the observer was asked to note:
1) Examples of classroom situations and the action the teacher took.
2) Other options the teacher could have taken but did not.
Several classroom situations are described, such as a student arriving late, students not answering a question, instructions being misunderstood, and students completing a worksheet. For each, the teacher's action is described and alternative options presented, such as asking why the student was late or using a visual aid for instructions.
Essay methodology (1)
This document discusses the relationship between methodology and lesson planning for language teachers. It defines methodology as the systematic process of teaching a second language, involving analysis of teaching techniques and learner needs. Lesson planning is considered an important part of methodology, as it allows teachers to implement different methods and achieve learning goals. While planning takes time, it is especially useful for novice teachers facing unexpected challenges. The document advocates planning as a guide rather than a rigid sequence, to allow flexibility for students' spontaneous ideas.
Reaction paper assignment (2)
This reaction paper discusses a news article about student protests in Chile over education reforms. It outlines the key demands of Chilean students, including the improvement of school quality, better training for teachers, and making private universities more affordable. While not advocating for a completely free education system, the paper agrees with many of the student demands and believes scholarships should be increased rather than making education entirely free.
Article the perfume
The document summarizes the plot of the novel "Perfume: The Story of a Murderer" by Patrick Süskind. It describes how the main character Grenouille is obsessed with creating the perfect perfume and commits multiple murders of women to capture their scents. His lack of a personal body odor drives his obsession and crimes. In the end, Grenouille is consumed by a crowd who is bewitched by his perfect perfume creation, demonstrating how his lack of human connections like family and love due to being abandoned led to his amoral and fatal actions.
Instructional decision making
The student analyzed the responses of students to their first lesson. Most students responded as predicted, though some needed clarification of instructions. For the next lesson, the student will improve how they deliver instructions by using the board and including more pantomime. The whole class achieved the learning goals as shown through their work. Two focal students - Nelson and Valeria - achieved the goals though Valeria struggled more due to a low English level. The most helpful instructional strategies were modeling instructions, giving examples for worksheets, and interactive activities. The student reflected on learning about planning, having backup activities, and addressing diverse student needs. Areas for growth include instructional strategies and continuing to build content knowledge.
Reflection task
An effective teacher is one who can help all students develop their skills, gives extra help to struggling students, provides clear explanations to help students learn rather than confuse them, engages students through various resources, and teaches passionately. Effective learning means retaining knowledge long-term and finding real-world applications, not just answering tests. For the Chilean education system to succeed it needs good teachers from the start, with universities properly training and only allowing experts to teach. The author hopes to contribute by putting in maximum effort to become a good teacher who considers all student needs and learning styles.
Planning
The document outlines a lesson plan for teaching students to describe activities that people are doing in the present using affirmative and negative forms. It includes the aim, learning outcome, target language forms, procedures, and stages of the lesson. The lesson will begin with an introduction and presentation of the grammar forms. Students will then practice through a worksheet, board game, and miming activity. The goal is for students to be able to orally and in writing describe what people are doing at the present moment using affirmative and negative sentences.
Obs task 4 (1)
This document describes an observation task for students in an English teaching program to analyze teaching skills and strategies. It involves observing teacher presentations and recording what teachers do and what students do. Students are asked to identify key components of effective presentations. They also observe how teachers give instructions and manage student errors. The purpose is for students to become aware of effective teaching techniques for skills like classroom presence, voice quality, instruction delivery, and error correction.
Obs task 2
The document summarizes an observation of an English language classroom. It notes that the teacher mainly talked at the beginning of class without engaging students. This lack of interaction between the teacher and students impacted the learning environment. Students were not engaged during the class, as many were on their phones or left the classroom, showing a lack of interest in the activity. The teacher used some tools like a handout and humor but did not address unexpected events like a student leaving. The class ended with the teacher checking answers, demonstrating students understood the listening task. However, more engagement of students is needed to achieve good results.
Obs task 1 1
The document summarizes an observation of an English lesson with the following key details:
- The classroom had 22 students, 15 girls and 7 boys, who were all Chilean between the ages of 18-20.
- The teacher used various attending strategies like eye contact, smiling, and using students' names to engage with each student.
- The teacher stood at the front of the class and was stationary for most of the lesson, but stood up at the end.
- It was considered a good listening lesson because the teacher involved students by asking questions and checking their answers.
Rubric
This document provides a rubric for evaluating student posters about their daily schedules. The rubric includes categories for required elements, attractiveness, grammar, and knowledge gained. Points are awarded based on whether the poster includes all required elements, is well designed and neat, has few grammatical mistakes, and demonstrates learning of new vocabulary related to daily schedules.
Sdl lesson plan (1)
This lesson plan aims to help students comprehend information about daily schedules from audio recordings. The teacher will elicit students' prior knowledge of daily routines and vocabulary. Students will then listen to recordings and complete tasks like ticking words they hear and ordering sentences. The teacher will monitor students and check their understanding. As homework, students must create a poster about their own daily schedule and present it in the next class.
Collaborative roleplaying rubric.
This document contains a rubric for evaluating student participation in collaborative roleplaying. It includes categories for enthusiasm, comprehension of the topic, use of complete sentences, and collaboration with peers. Each category is scored on a scale of 1 to 4, with specific descriptions provided for the type of performance that would merit each score.
Ppp lesson plan format (listo
1) The document outlines a lesson plan about using adverbs of frequency to describe daily routines.
2) It includes the aim, which is for students to describe daily routines using adverbs of frequency orally and in writing.
3) The procedures include introducing vocabulary through pictures, watching a video example, practicing sentence structures in pairs, and doing a role play activity where students take turns being the doctor or patient.
Essay multiculturalism
Canada was the first country to adopt multiculturalism as a policy to promote diversity and integration. It has developed policies supporting multiculturalism to avoid discrimination and encourage people of diverse cultures to participate in Canadian society. Canada's multicultural policies allow people to keep their own beliefs and religions, as religious freedom is protected by the constitution. Surveys show that while most Canadians are Christian, many do not follow any religion, and other faiths such as Hinduism, Buddhism, and Islam are present. By embracing multiculturalism, Canada creates a tolerant society where people of all cultures and backgrounds feel welcome and comfortable expressing themselves.
Concept map.
The document discusses an assignment completed by two students, Tania Contreras Novoa and Katherine Jofre Novoa, for their course "Learning and Acquisition of English as a Foreign Language" taught by their teacher Iris Roa. They were tasked with creating a concept map on the audio-lingual method.
Language learner profile
The document provides a language learner profile of a student named Javiera Olivares. It identifies several linguistic needs in phonetics and grammar based on an analysis of an interview with Javiera. Specifically, it finds issues with omitting final 's' sounds, influence of spelling on pronunciation, use of the present continuous tense, omission of articles, and subject-verb agreement. It proposes focusing on pronunciation practice and embedding grammar techniques to help Javiera improve accuracy.
Essay
This document provides an overview and comparison of Stephen Krashen and Noam Chomsky's theories of second language acquisition. Both theorists propose that language is acquired naturally and that humans are born with an innate ability to learn language. However, they differ on some key points. Krashen believes language is acquired subconsciously, following a natural order of difficulty, whereas Chomsky argues there is a critical period for language acquisition in infancy/adolescence. The document also discusses factors like motivation, environment, and age that influence the language acquisition process according to these theorists.
Tania conteras and_katherine
The document discusses an audio-lingual method concept map created by Tania Contreras Novoa and Katherine Jofre Novoa for their course on Learning and Acquisition of English as a Foreign Language, which was taught by Iris Roa.
Reaction paper
The document summarizes key ideas from Cook (2010) on the relationship between first and second language acquisition. Specifically:
- First language acquisition is generally successful and not influenced by individual variations, whereas second language acquisition depends on many individual factors and is often less successful.
- While both involve similar cognitive processes, second language learners have their first language already established which can interfere. Additionally, second language learners are generally older and learn in different environments than first language learners.
- Several theories propose language is acquired through interaction with other speakers. While this holds for first language, second language learners may learn in classroom settings without native speakers, making acquisition more difficult.
More from Katherine Nicole Jofre Novoa (20)
Classroom observation task 1 options and decisions
Classroom observation task 1 options and decisions
Sdl lesson plan (1)
- 1. Lesson Shapes: SDL lesson plan Names: Tania Contreras Novoa. Katherine Jofre Novoa. Teacher: María Gabriela Sanhueza. Due date: Monday 15th, 2014.
- 2. Unit : Level Date Length Pre-service Teacher Aims: Students will be able to comprehend specific information from a recording about daily schedule. Learning Outcome: Complete the handout given with the correct answers. Ref Planes y Programas: OF CMO, AE Assumed knowledge ( Content, vocabulary, strategies) Adverbs of frequency Vocabulary related to daily routines Aids Whiteboard Markers Audio player Stages Procedure What am I going to do? What are students going to do? Instructions What am I going to say? Time Objectives (min) Interaction T-Ss;Ss- Ss;etc Pre – T sets the aim of the lesson. T elicits previous knowledge asking students about their daily schedule. T presents strategies for listening. Teacher writes on the board: at the end of this lesson you will be able to comprehend specific information about a daily schedule. What do you usually do in the morning? You do not have to understand each word. You have to pay attention to the specific information that answers the questions you have. You can take notes on your handout. Contextualize. To use strategies. 5 min. T-Ss Ss-T
- 3. While- T gives the instructions. T exemplifies how to complete the task T asks ICQ’s T asks students to predict the possible words or phrases that they might hear Ss write down their predictions T plays the first recording Ss write down their answers Ss listen to the recording twice T asks students to listen the second recording in which they have to listen and write the correct order of the sentences You are going to hear three listening activities. In the first one you have to put a tick in words that you hear from the recording. In the second activity you have write the correct order of the sentences, and in the last one you have to listen and draw what you hear You are going to listen to the each recording twice. You must not talk. Do you have to write all you hear or just the missing word? Now I want you to predict possible words that you are going to hear I want you to pay attention to the next recording Now we are going to listen the recording again Set the task. Make sure that Ss have understood the instructions. To predict new vocabulary Ss complete the task. To identify specific information 25 min. T-Ss Ss-Ss
- 4. T plays the recording Ss write down their answers Ss listen to the recording twice T monitors students work and takes notes about new vocabulary from the recording T asks students to listen and draw what they hear from the last recording T plays the recording Ss compare their answer to their classmates T asks randomly for answer to the activity T corrects and explains answers T asks students about the number of correct answers that they have T reviews new vocabulary I want you to compare your answers with your classmate Now we are going to check the answers and I am going to ask you to read one of your answers How many of you have all the answers correct? To check comprehension and understanding of the task To identify students’ strategies To check pronunciation and meaning of new words
- 5. Post- T asks students to create a poster about their daily schedule T writes the homework on the whiteboard T gives students as homework to bring their posters and to present them next class in short oral presentation T closes the class reminding students about their homework Now you will produce a poster about your own daily schedule, you have to include pictures or images and sentences using new vocabulary presented in class. Next class you have to bring and present your poster in front of the class. You will have no more of 5 minutes to present your daily schedule To check comprehension and understanding of the topic of the lesson 15 min. T-Ss