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- The document outlines the English teaching policy and strategies used at SK Seri Tunjong from Years 4 to 6. - Teachers follow the same group of students from Years 4 to 6 to get to know them well. Grammar is taught from Year 5 and vocabulary from Year 4. - Drills and exercises are done daily to prepare students for the exam, focusing on comprehension, grammar concepts, and writing complex sentences. Sample answers are provided and mistakes are corrected. - Various techniques are used to engage students such as asking them to form sentences orally and including descriptive words in their writing. Self-discipline from students is also important to ensure effort from both teachers and students.
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This document provides guidance on different writing activities for teaching writing to students, including controlled, guided, and free writing activities. Controlled activities include straight copying, matching, organizing and copying, and delayed copying. Guided activities involve fill-in exercises, dictation, and writing letters, cards, or invitations. Free activities comprise word stars and vocabulary charts to brainstorm vocabulary on a topic before writing. The document advises making dictation short and simple for young learners and providing context. Fill-in exercises are suggested for beginning stages with mostly given language. Word stars and vocabulary charts are presented as pre-writing tools to generate ideas and vocabulary.
Stagesofsecondlanguageacquisition chart-120222185011-phpapp02
This document outlines the typical stages of second language acquisition:
1) Preproduction - Students can point, nod, or use single words but typically do not speak.
2) Early Production - Students begin to speak using simple phrases and short sentences.
3) Speech Emergence - Students use basic sentences and begin to ask questions, though errors are common.
4) Intermediate Fluency - Students speak using complex sentences and share opinions, but may need support with academic language.
5) Continued Language Development - Students can fully participate in grade-level activities with some adaptations. The process from early exposure to fluency typically takes 5-10 years.
Answering skills
1. Note taking is an important practice for capturing information from textbooks and lectures. It improves listening skills, focus, organization of information, understanding, and retention.
2. There are different note taking methods like the Cornell Method and Mapping Method. Effective notes are written legibly using key words and cue words to make them concise.
3. The "5 R's of Note Taking" are: Record, Reduce, Recite, Reflect, and Review. This helps to actively engage with the material by writing, reciting without notes, reflecting on ideas, and reviewing main points.
Lift off 4 teacher book
students learning English in the second term of Intermediate Grade 2 in Saudi Intermediate Schools. Lift Off! 3 and 4 follow Lift Off! 1 and 2, the new Macmillan English course for the First Intermediate Grade. Lift Off! 4 is intended for use in the second term of Second Intermediate Grade. The components of Lift Off! A combined Student’s Book andWorkbook A Teacher’s Book A CD The Student's Book The Student’s Book of Lift Off! 4 begins with a list of contents. This is designed to assist teachers to understand the overall plan of the course, and it is followed by a list of essential rubrics/instructions and grammatical terms that the students will need to understand. The rubrics and instructions are translated into Arabic. There are ten units in the Student’s Book Lift Off! 4. Each unit contains four lessons. The fourth lesson in each unit is a Review. It provides a review of the language in the unit and recycles the grammar, functions and vocabulary of the previous three lessons. No new structures or words are introduced in the Review. There is a dictionary at the end of the book that contains the new vocabulary introduced in Lift Off! 4. Lift Off! 4 includes new topics, functions, grammar and skills practice which build on the language of previous materials. Lift Off! 4 presumes that students have covered the material in Lift Off! 1–3 and that they need to revise and recycle this material. The Workbook A lesson in theWorkbook is designed to follow the corresponding lesson in the Student's Book and should never be taught first. Workbook lessons consolidate and practise the material covered in Student’s Book lessons. As with the Student’s Book, the Workbook contains ten units. The only difference is that there are three lessons in eachWorkbook unit practising the material in lessons 1–3 of each Student’s Book unit. It is important to note that theWorkbook is mainly intended for homework and is not meant for extensive use in class. Special features of the Student’s Book Many lessons contain a Look! box. These boxes explain aspects of language that students may find new, difficult or confusing. Some lessons contain a Pronunciation corner devoted specifically to aspects of pronunciation. Some lessons contain poems and rhymes which students can copy and learn to improve their pronunciation, stress and rhythm when speaking English. 2 Introduction Many lessons contain a pair work icon suggesting that the exercise is best done by students in pairs. Listening exercises are indicated by to show that a CD player and the CD are required. The track number beside the listening exercise lets you know which section of the CD you require for that exercise. When students are required to complete a written exercise they will often see . It is a tenet of Lift Off! that students should, in pairs, check each other’s work. Teachers should, of course, also check that the students are doing this satisfactorily. Every Review lesson contains a Grammar
Teaching Methodology " Teaching Grammar"
This document outlines various methods for teaching grammar to students. It discusses introducing grammar concepts, discovering grammar through exercises, and practicing grammar through activities and games. Some examples provided include having students identify parts of speech in sentences, compare adjective forms, answer survey questions to practice verb tenses, and play team games to create sentences using different grammar structures. The goal is to make grammar engaging and encourage students to think about how language works.
ilep presentation
The document discusses strategies for teaching Korean language and culture to students. The teacher aims to create an environment where students feel comfortable using the language authentically. Some strategies discussed are increasing elaborated input by giving simple instructions in Korean, singing songs, and having students recognize words without translation. The teacher also prepares fun activities like arts and crafts, games, and stories to make learning enjoyable. Examples provided include making origami and playing counting games. The next steps mentioned are gathering more evidence of learning, sharing experiences with other teachers, and focusing more on pronunciation, writing, and creating authentic situations for language use.
Rpp bahasa inggris ktsp smk kelas xi
This document is a lesson plan (Rencana Pelaksanaan Pembelajaran/RPP) for teaching English to 11th grade students at a vocational high school in Indonesia. The topic is "Daily Activities". The plan allocates 20 hours to teach the competencies of understanding simple daily conversations, expressing daily activities, reading about daily activities, and writing descriptions of daily activities. The teaching methods include question and answer, role playing, lectures, and contextual approach. Students will listen to dialogs, identify expressions, create dialogs, answer reading comprehension questions, and write descriptions as part of speaking, reading and writing exercises to practice the target language functions. Assessment includes written and oral tests with sample test questions provided
Planning your lessons
The document provides guidance for teachers on effectively planning and teaching English in the classroom, including maintaining proficiency in English, using a course book and other resources to supplement lessons, and planning lessons with clear routines, sequencing of activities, and opportunities for students to practice listening, speaking, reading and writing skills.
Tefl
This document summarizes the Grammar Translation Method (GTM) of teaching foreign languages. GTM is the oldest method, introduced to India and Pakistan by the British. It involves translating English texts word-for-word into the students' native language. The teacher reads sentences aloud and translates individual words and phrases. Students practice translating and memorizing vocabulary. While GTM is easy and time-efficient, it focuses only on grammar rules and reading rather than speaking skills, and discourages creative expression in the target language. The document provides suggestions for supplementing GTM with more immersive language practice.
10. DIRECT METHOD in language teaching .pptx
The direct method teaches foreign languages exclusively through the target language without using the student's native language. Classroom instruction, vocabulary lessons, and grammar instruction are all conducted in the target language. Translation is completely banned. The teacher introduces new vocabulary through pictures and objects and demonstrates grammar inductively. Students are encouraged to think and speak in the target language from the beginning. Techniques include reading aloud, question-and-answer exercises, dictation, map drawing and paragraph writing to encourage communication in the target language. Advantages include quick understanding of spoken language and better oral skills, while disadvantages include difficulty with large classes and explaining abstract concepts.
Lift off 4 teacher book
This document provides an introduction and overview of the Lift Off! 4 English textbook for intermediate students in Saudi Arabia. It describes the components of the Lift Off! series, including the student's book, workbook, teacher's book, and accompanying CD. It outlines the organization of the student's book into 10 units with lessons, vocabulary lists, and characters. It also summarizes features of the workbook and teacher's book, including lesson plans, activities, and answer keys.
Lesson Plan ( Writing )
This lesson plan outlines a writing lesson for a 10th grade English class on descriptive texts. The objectives are for students to write descriptive texts with the correct structure. Vocabulary and grammar focuses on describing people. Activities include the teacher providing an example text, explaining the text structure, and playing a ball toss game ("CSW game") where students answer questions to describe a person in one word at a time to build a paragraph. Students then work in groups to arrange the sentences into a descriptive text which one student presents. The lesson concludes with the teacher summarizing descriptive texts and assigning homework to write a descriptive text based on a picture.
10. DIRECT METHOD in language teaching.pptx
The direct method teaches foreign languages exclusively in the target language without using the native language of the students. It focuses on developing oral proficiency through activities like questioning and answering, conversation practice, and self-correction. The teacher acts as a facilitator, introducing new vocabulary visually and inductively teaching grammar. Students are encouraged to think and communicate in the target language from the beginning. While it is effective for pronunciation and oral skills, it requires small class sizes and more teachers due to its immersive approach.
Cnoe.presentation.feb.2011.before
The document outlines a workshop on improving English skills for Korean elementary students. It discusses keys to teaching English, including being fun and engaging in the classroom. It provides goals and strategies for developing reading, writing, listening and speaking skills for different grade levels. Activities are suggested such as reading aloud, vocabulary cards, dramatic retelling and games to encourage student interaction. Websites with additional resources are also listed.
Warm up activities-uü
This document discusses the importance of warm-ups for English as a Foreign Language (EFL) teachers and students. It states that warm-ups help get students in the correct mindset for learning English by focusing on the language after they have been using their native language all day. The document recommends that warm-ups be an easy daily exercise that engages all students and creates an enjoyable focus on English. Specific warm-up activities are described for preparing students for reading, listening, and writing lessons by activating their background knowledge on topics.
Hello my name is dwayne williams
Mr. Williams outlines his expectations and classroom setup for the first day of the second grade school year. He will arrange desks in clusters of four to create a warm environment. Different learning areas will be designated, including a word wall, math wall, and quiet reading nook. Safety procedures like fire drills will be reviewed. Students will be expected to follow rules respectfully and maintain self-discipline in their behavior.
Hello%20my%20name%20is%20 mr. Williams
Mr. Williams outlines his expectations and classroom setup for the first day of the second grade school year. He will arrange desks in clusters of four to create a warm environment. Different learning areas will be designated, including a word wall, math wall, and quiet reading nook. Safety procedures like fire drills will be reviewed. Students will be expected to follow rules respectfully and maintain self-discipline in their behavior.
Teaching Grammar. CRMEF_SM 2021
The document provides an overview of teaching language skills, with a focus on teaching grammar. It defines grammar and discusses considerations for teaching grammar, including the differences between fluency and accuracy. It also presents various approaches to teaching grammar, such as deductive versus inductive, and frameworks like PPP and PPU that incorporate presentation, practice and production stages. Controlled and free activities are also addressed.
teaching guide.pptx
This document provides guidance for teachers to improve their English classes through better teaching methods. It recommends that teachers ask more questions of students to encourage participation, pay attention to students' reactions and adjust accordingly, and provide language structures when needed. Teachers should avoid simply playing songs or having students read texts multiple times without interaction. When using questions, teachers are advised to ask open questions about who, what, when, where to engage students at their level. Examples of effective questioning techniques are also provided.
Sadia
The document outlines a lesson plan to teach students how to describe personalities and write simple articles about horoscopes. It involves showing posters of horoscopes, birthdays of family members, personality traits, and having students describe themselves and their families. Students are assigned to write a short article describing two family members using five simple sentences for homework. The lesson aims to improve students' writing skills through description and incorporates materials like posters and a website with writing tips.
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Stagesofsecondlanguageacquisition chart-120222185011-phpapp02
Stagesofsecondlanguageacquisition chart-120222185011-phpapp02
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C419 blog post 1
The document describes the experiences of the author as a participant in a teacher training course. During the first week of orientation activities, the facilitators treated the participants like children through strict rules and humiliating punishments that went past midnight. While common for orientation, the author and others found it degrading as they were older with prior jobs and responsibilities. The stressful activities made the author cry and take time to recollect. The principles of adult learning discussed later seemed true for the author, who sought practical application of lessons to their job.
RIDDLE SKYPE 2019
Opening the classroom to the world is one of the cultures in 21 Century Learning. This view is aligned with our 6 Aspirations in the Malaysia Educational Blueprint. The project aspires to ignite the students' leadership skills, dual-language competency, empower knowledge, fostering good ethics, encourage higher-order thinking skills and embracing national identity. The students are expected to play riddles with their counterparts, using their background knowledge of the world around them and work collaboratively with their teachers and friends.
Perky Piung 2019 Project Report
This project is an initiative under the Highly Immersive Programme aimed at collaboration between Pejabat Pendidikan Daerah Hulu Terengganu and schools in the vicinity through vocabulary learning. The collaboration requires the teacher to guide learners where they are expected to use their background knowledge in designing short vocabulary lessons as well as interacting with the world around them in physical and digital form.
Injecting the element of fun by using a realia called Perky Piung, it promotes experiences that are active, social, contextual and engaging. Through this project, the collaboration became personal and tangible post-project via interaction on the various social media platform. In conclusion, this project aspires to ignite positive relationship thus providing opportunities for higher-order thinking, oral communication, and leadership skills in the parties involved.
Jaringan Kepakaran SISC+ Terengganu: Inovasi Bimbingan
Bimbingan berkelompok SISC+ bersama guru Bahasa Inggeris yang melaksanakan intervensi seperti berikut:
Analisis Data
Membincangkan Profil Murid
Menyenaraikan Keperluan Dan Kehendak Sekolah
Membincang Jadual Pelaksanaan
Sesi Perkongsian Bersama Guru Subjek
Sesi ‘Individual Coaching’ Atau ‘Group Coaching’ Bersama Calon SPM
Perky Piung Paperwork
A HIP initiative for 2019. Contact me if your school would like to join!
Link to Appendix 1:
https://www.slideshare.net/asniemca/perky-piung-words-adventure
Perky Piung Words Adventure
Appendix 1: The workflow of the programme.
Check out the paperwork here:
https://www.slideshare.net/asniemca/perky-piung-paperwork
Training Classroom Language to Teachers
This document contains the trainer's notes for a workshop on classroom language. The workshop will last 90 minutes and have 20 participants. It aims to help participants identify and use appropriate classroom language for different needs. The session will include introductions, explaining the objectives and rules, a morning circle activity where participants act as students, group work to learn different types of classroom language, and a settler and explorer activity to teach each other. The session will end with a debrief and reflection.
Fun time module
The document provides a novice guide for teaching exam-focused content in a fun manner. It includes ideas for teaching grammar, reading, and writing in engaging ways for Form 5 and Year 6 students. The ideas are divided into induction, presentation, practice, production, and closure steps. They involve activities like charades, group work, and using colorful visuals. The goal is to help students learn important concepts for their exams while reducing stress and encouraging creativity.
Save the turtle text
There are four species of sea turtles found in Malaysia: the green turtle, hawksbill turtle, leatherback turtle, and olive-ridley turtle. All four of these sea turtle species are endangered. Protecting these endangered sea turtles is important for maintaining biodiversity in Malaysia's oceans.
Lesson Note for Year 6
This lesson plan is for a 30-minute workshop on sea turtles for a Year 6 class. The objectives are for students to demonstrate understanding of a text by accurately drawing scenes from a passage. Activities include the teacher reading a passage using turtle dolls, putting students in groups to read scenarios and draw related pictures, and discussing ways to help sea turtles. Students will then view each other's work and answer post-reading questions before recapping the lesson techniques and dancing to a song.
Slot Bahasa Melayu
Murid dapat mengasah bakat menulis mereka selama cuti sekolah dengan menulis karangan tentang aktivitas liburan menggunakan peta pemikiran seperti peta alir yang disediakan guru. Guru dapat melatih murid menggunakan peta sebelum liburan dimulai.
3S: SISC+ Perlis
Seminar Pendidikan Perlis 2016 diadakan pada 7 Oktober. Acara tersebut meliputi slot presentasi tentang pengajaran dan pembelajaran bahasa Inggris dan matematik, ceramah tentang guru abad ke-21, bengkel penilaian autentik di beberapa sekolah, perjumpaan mingguan komite SISC+, dan simposium di ELTC Nilai. Tuan Pengarah turut hadir dalam acara tersebut.
Slot Bahasa Inggeris
This document provides tips for students to re-energize their mind and body during the school holidays. It recommends setting process goals for the upcoming semester instead of performance goals. Examples of process goals include doing extra math questions daily or improving physical fitness by completing exercises like pushups and situps. The document also suggests using the free time to learn a new skill, such as public speaking or cooking, and to reconnect with friends and family. Overall, the holidays present an opportunity for students to unwind after a busy semester through self-reflection, goal-setting, engaging in physical activity, acquiring new abilities, and strengthening relationships.
Slot Bahasa Inggeris
The document provides suggestions for students to spend their school holidays improving their English language skills. It recommends playing word games with siblings, doing word puzzles, and taking an English tuition class. It also suggests keeping a vocabulary notebook, reading sample essays and writing essays on their own. Students are encouraged to read novels, magazines and visit book fairs during the holidays.
I do We do You do
This 30 minute English lesson on adjectives has 6 groups of 5 students each and uses a "I do, We do, You do" technique. The teacher will demonstrate adjectives, have students classify them and write sample sentences. Then students will work in groups, taking turns roaming to other groups where they must write sentences using assigned adjectives and receive stickers for correct sentences. Groups with the most stickers at the end win. The lesson aims to practice writing sentences using adjectives through cooperative group work and movement between stations.
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Score A class
- 2. • The policy of SK Seri Tunjong • English teachers~follow the students from Year 4 until Year 6 • Of what reason?? • (the teacher understands and knows the students very well)
- 3. • Focus in teaching Year 6 • Grammar~from Year 5 • Vocabulary~from Year 4
- 4. • Follow the topics(textbook) • Example: Topic:Animals *introduce as many words as we could *make sure the students know the spelling ,meanings *always do the revision
- 5. • Year 5~Easy English. • Introduce and let them understand the basic . • Year 6~Language Usage and Structure. • More details. • Students understand the concept. • Always do the revision. (ask them to explain the concept and give examples) * By July~the book will be completed.
- 6. • How to teach Paper 1 and Paper 2?? • Drillings.~Every day • Exercises.~Every day • Use DIDIK(BERITA HARIAN) for A and B classes
- 7. • Paper 1 *Students do the drillings every day. *discuss the answers Focus~a)meanings(words,sentences) b)grammar concept c)understand the passage(Linear or Non- Linear text) *Ask students to explain *Clues in every question *Encourage the students to get 36 marksand above.
- 8. • Paper 2 *the most difficult part for my students *Question 1/Section A ~ask students to read the instructions ~study the picture >ask action verbs that they get from the picture. >ask them meanings of 10 words given
- 9. • >discuss the answers after they answer the question. ~every pupil answers ~teacher corrects the answers ~write the sample for reference ~focus on writing the complex sentence and compound sentence.
- 10. • Question 2/Section B *study the information carefully *discuss if any difficult words Question 2A *study the arrangement of the three columns *force them/compulsory to get 10 marks *always check the way they write (bad handwriting)
- 11. • Question 2B *help them by giving examples of sentences or reasons *ask them to memorize *discuss the answers *ask them to answer orally *correct their mistakes *write sample of answers
- 12. • Question 3/Section C *read the instructions carefully if there’re any clues *guide the pupils to have: a)introduction b)contents c)conclusion d)use simple Past Tense
- 13. INTRODUCTION • Guide the students to choose a main character for the introduction. • Guide them to write interesting and attractive introduction but it must be related to the contents. • Ex:Ahmad is twelve years old.He studies at Sekolah Kebangsaan Seri Jaya.He is a good boy. :Ahmad who is an excellent and a brilliant boy lives with his beloved parents in a town area.
- 14. • The words given together with the pictures. • Advisable to use the words to ensure our students are in the right track. • Add in flavours *Ex:Suddenly,Immediately,Without wasting any time.
- 15. • Similes *as happy as bees *as happy as a Lark ~Collective Nouns ~Adjectives ~Idioms/Proverbs ~Adverbs *Ask pupils to form sentences orally in the class-guide and encourage them to give ideas.
- 16. • A must to write *Example: ~The old woman thanked Ali for his kindness. ~It was a memorable moment for Ali and his family. >Check answers >Give samples as reference
- 17. • We have various techniques methoda or strategies to teach our students but we must also remember that the students’self- discipline play an important role to ensure that they are serious with their effort and ours.