Taxonomy of tasks
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This document provides a taxonomy and analysis of the tasks in Unit 4A of the New English File Upper Intermediate coursebook. It breaks down each exercise by its focus on specific skills like grammar, vocabulary, reading, listening, speaking, and pronunciation. It also analyzes the purpose and methodology behind each task, such as activating schema, developing context, encouraging peer communication, reinforcing vocabulary, and providing practice across various language skills. The level of detail in the taxonomy and analysis provides teachers and course designers insight into how the different tasks target different skills and learning objectives.
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Taxonomy of tasks
This document provides a taxonomy and analysis of the tasks in Unit 4A of the New English File Upper Intermediate textbook. It outlines the learning objectives, skills focus, and purpose of each exercise. The exercises target grammar, vocabulary, reading, listening, speaking, and pronunciation skills. They include matching, gap fills, discussions, sentence comparisons, and other standard tasks. The analysis suggests the exercises follow publishers' requirements while also developing students' language skills through peer communication, problem solving, and guided speaking practice.
Constructing rubrics to assess productive skills
This document discusses rubrics for assessing student work. It defines a rubric as a scoring tool that lists criteria and performance levels. Five reasons for using rubrics are provided: they clarify expectations, set standards, help students take responsibility, have value for stakeholders, and tell students to do careful work. The main components of rubrics are identified as dimensions, criteria, descriptors, and a scale. A rubric template is shown. Steps for constructing rubrics are outlined, including identifying the learning goal, task, and criteria. Examples of holistic and analytic rubrics for speaking and writing are also provided. Web resources for finding and sharing rubrics are listed at the end.
08 speaking
This document outlines the aims and tasks for a teaching speaking lesson. It includes defining terminology related to speaking, identifying speaking subskills and strategies, matching descriptions to example speaking activities, determining whether activities are useful for speaking lessons, and ordering the typical steps for a speaking lesson. Learners are asked to choose a speaking activity to plan and teach to their classmates. The overall goals are to familiarize learners with concepts and techniques for teaching speaking skills.
Day 1 course description and diagnostic
This course focuses on analyzing and improving grammar and vocabulary in academic speech. The goals are to identify and think critically about grammatical and lexical patterns in student and expert academic discussions, and to produce grammatical patterns to convey ideas for academic speaking tasks. The class will involve diagnostics like completing verb tense exercises, transcribing and analyzing sample conversations to identify correct and incorrect verbs and words to improve, and partner work practicing improved conversations.
1 course description and diagnostic
This document provides an overview and agenda for a course called "Grammar for Interactions" taught in Spring 2016. The course aims to help students comprehend and revise grammatical and lexical structures in academic speech through collaborative review and revision of student and expert speech. By the end of the course, students will be able to identify and think critically about grammar and vocabulary patterns in academic speech, and produce grammatical patterns to convey ideas for academic speaking tasks. The diagnostic section of the agenda involves grammar and vocabulary exercises related to revising a sample conversation.
Week2 what's the point
This document summarizes an English public speaking class. It includes the following:
1) The class covered language knowledge through a listening exercise where students identified whether events were finished, unfinished, or present.
2) As an example, the class watched a presentation and critiqued things the presenter did poorly using a checklist.
3) Students then worked in groups to create presentations about the important aspects of giving a good presentation, such as organization, using the checklist and class materials as references. The class provided feedback on each group's presentation.
Week4 linking the parts
The document outlines the schedule and activities for a presentation skills class. It includes: checking attendance; reviewing language focus points for introducing oneself and a talk; listening practice; language focus exercises; presentation organization; midterm speech preparation; and mini-presentation practice. Students are instructed to practice introducing themselves, outline a midterm speech topic, and give a mini-presentation using linking words and following the presentation organizational chart.
Assessing grammar & vocabulary
This document discusses assessing grammar and vocabulary in language assessment. It covers three main points:
1. Assessing grammar involves evaluating correct grammatical form, meaning, and use in communication. Grammatical competence has four components: grammatical, sociolinguistic, discourse, and strategic.
2. Various assessment tasks for grammar are described, including selected response, limited production, and extended production tasks.
3. Assessing vocabulary involves evaluating knowledge of words, phrases, and their appropriate use. Receptive and productive vocabulary tasks are outlined.
Recommended
Taxonomy of tasks
This document provides a taxonomy and analysis of the tasks in Unit 4A of the New English File Upper Intermediate textbook. It outlines the learning objectives, skills focus, and purpose of each exercise. The exercises target grammar, vocabulary, reading, listening, speaking, and pronunciation skills. They include matching, gap fills, discussions, sentence comparisons, and other standard tasks. The analysis suggests the exercises follow publishers' requirements while also developing students' language skills through peer communication, problem solving, and guided speaking practice.
Constructing rubrics to assess productive skills
This document discusses rubrics for assessing student work. It defines a rubric as a scoring tool that lists criteria and performance levels. Five reasons for using rubrics are provided: they clarify expectations, set standards, help students take responsibility, have value for stakeholders, and tell students to do careful work. The main components of rubrics are identified as dimensions, criteria, descriptors, and a scale. A rubric template is shown. Steps for constructing rubrics are outlined, including identifying the learning goal, task, and criteria. Examples of holistic and analytic rubrics for speaking and writing are also provided. Web resources for finding and sharing rubrics are listed at the end.
08 speaking
This document outlines the aims and tasks for a teaching speaking lesson. It includes defining terminology related to speaking, identifying speaking subskills and strategies, matching descriptions to example speaking activities, determining whether activities are useful for speaking lessons, and ordering the typical steps for a speaking lesson. Learners are asked to choose a speaking activity to plan and teach to their classmates. The overall goals are to familiarize learners with concepts and techniques for teaching speaking skills.
Day 1 course description and diagnostic
This course focuses on analyzing and improving grammar and vocabulary in academic speech. The goals are to identify and think critically about grammatical and lexical patterns in student and expert academic discussions, and to produce grammatical patterns to convey ideas for academic speaking tasks. The class will involve diagnostics like completing verb tense exercises, transcribing and analyzing sample conversations to identify correct and incorrect verbs and words to improve, and partner work practicing improved conversations.
1 course description and diagnostic
This document provides an overview and agenda for a course called "Grammar for Interactions" taught in Spring 2016. The course aims to help students comprehend and revise grammatical and lexical structures in academic speech through collaborative review and revision of student and expert speech. By the end of the course, students will be able to identify and think critically about grammar and vocabulary patterns in academic speech, and produce grammatical patterns to convey ideas for academic speaking tasks. The diagnostic section of the agenda involves grammar and vocabulary exercises related to revising a sample conversation.
Week2 what's the point
This document summarizes an English public speaking class. It includes the following:
1) The class covered language knowledge through a listening exercise where students identified whether events were finished, unfinished, or present.
2) As an example, the class watched a presentation and critiqued things the presenter did poorly using a checklist.
3) Students then worked in groups to create presentations about the important aspects of giving a good presentation, such as organization, using the checklist and class materials as references. The class provided feedback on each group's presentation.
Week4 linking the parts
The document outlines the schedule and activities for a presentation skills class. It includes: checking attendance; reviewing language focus points for introducing oneself and a talk; listening practice; language focus exercises; presentation organization; midterm speech preparation; and mini-presentation practice. Students are instructed to practice introducing themselves, outline a midterm speech topic, and give a mini-presentation using linking words and following the presentation organizational chart.
Assessing grammar & vocabulary
This document discusses assessing grammar and vocabulary in language assessment. It covers three main points:
1. Assessing grammar involves evaluating correct grammatical form, meaning, and use in communication. Grammatical competence has four components: grammatical, sociolinguistic, discourse, and strategic.
2. Various assessment tasks for grammar are described, including selected response, limited production, and extended production tasks.
3. Assessing vocabulary involves evaluating knowledge of words, phrases, and their appropriate use. Receptive and productive vocabulary tasks are outlined.
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The document discusses various methods for teaching and assessing grammar in the writing classroom, including weekly mini-lessons, student presentations, conferences, and independent study. It provides examples of how to structure each approach and considerations for implementation, such as focusing on one grammatical concept or error at a time and allowing students to identify and correct errors themselves. The document also offers strategies for marking errors in student papers and following up to ensure errors are addressed.
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The document describes the format and objectives of the Cambridge English: Preliminary (formerly PET), Cambridge English: First (FCE), and Cambridge English: Advanced (CAE) exams. The Preliminary exam tests reading, writing, listening, and speaking skills at an intermediate level. It aims to assess practical English skills for everyday use. The First exam tests skills such as reading business publications and producing different types of writing at an upper-intermediate level for business contexts. The Advanced exam is a high-level qualification taken globally that proves proficiency in English for business purposes through sections assessing reading, writing, listening, and speaking abilities.
ECML20140218
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2) A survey of teachers found that the selected descriptors were deemed appropriate. Interviews with student teachers found that using the descriptors helped strengthen their confidence, find gaps between university and school experience, and identify needs for new learning.
3) The study aimed to determine which J-POSTL descriptors were suitable for foreign language teaching and how their use affected student teacher learning. Results suggested the descriptors supported student teacher development and identified areas for further research with more participants.
Testing Listening and Reading
The document discusses key concepts for valid and reliable testing of reading and listening skills for language learners. It outlines important considerations for test design including using authentic texts, clear instructions, and ensuring each skill is adequately represented. It also describes stages of reading and listening like prediction, scanning, and interpretation. Different task types are explained as being more or less controlled. Validity and reliability are important to ensure tests accurately measure the intended skills.
Assessing speaking skills
This document discusses strategies for assessing speaking skills in a second language. It describes the characteristics of spoken language, such as variation in speed, loudness, gestures, intonation, stress, rhythm, and pausing. It presents several methods for assessing speaking, including role plays, interviews, oral presentations, picture-cued story telling, and translations. Role plays can be structured or unstructured. Interviews involve warming up, level-checking, probing, and winding down. It's important to determine the appropriate criteria and tasks for assessing fluency versus accuracy in speaking.
Assessing pronuntiation
This document discusses ways to assess pronunciation in language learners. It emphasizes that pronunciation is a subcategory of speaking and should be assessed within the context of communicative tasks. The document outlines several techniques that can be used to assess aspects of pronunciation like consonants, vowels, stress, rhythm, and intelligibility. These include tasks like sentence repetition, reading aloud, and discrimination of word stress patterns. It stresses the importance of teaching pronunciation and preparing specific assessment rubrics that evaluate the aspects targeted in instruction.
3.3 tests of productive skills: workshop CTS-Academic
This document discusses challenges in testing productive language skills, specifically writing and speaking. For writing tests, it addresses issues like time constraints, plagiarism, complexity of instructions, and difficulty assessing multiple writing skills. It suggests making writing tests realistic, valid by focusing only on writing ability, and fairly marked with clear expectations. For speaking tests, it notes difficulties standardizing individual oral exams and determining examiners' roles. The document concludes by having participants watch an example oral exam and discuss considerations for their own speaking tests.
Testing vocabulary and literature
This document discusses different methods for testing vocabulary. It begins by defining vocabulary as the body of words used in a particular language and explores why vocabulary should be tested, such as for feedback and motivation. The document then examines different formats for testing vocabulary recognition, such as multiple choice, matching, and gap filling questions. It also looks at formats for testing vocabulary production, like transformation and table completion items. The document concludes that vocabulary is complex and individuals may know words in different ways based on their various associations and connections to the word.
Assessment of pronounciation
This document discusses assessment of pronunciation in English language learning. It begins by defining assessment and pronunciation. Assessment involves collecting evidence of student learning and performance to inform teaching. Pronunciation refers to producing speech sounds including segments, stress, intonation.
The document then discusses self-assessment, why teaching pronunciation is important for ESL students, and aspects of teaching pronunciation like sounds, stress, intonation, homophones, and rhythm. Several examples are provided to illustrate intonation patterns, word stress, and homophones. The document concludes by thanking the reader.
Week 10 employment
This document provides an overview of the topics and activities covered in a week 10 business English class about human resources. The class included reviewing vocabulary, resumes, interviews, and a case study. Students practiced resume writing, discussed sample resumes, acted out job interviews, and reviewed grammar rules around gerunds and infinitives. The homework assignment was posted on Facebook.
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This document outlines the design of a speaking test to assess English proficiency at the university level. It includes:
1) Test specifications such as purpose, examinees, construct, tasks, and rubric. The test consists of two sections - comparing/contrasting pictures of holidays and discussing the perfect vacation.
2) Descriptions of the two testing tasks - comparing/contrasting pictures and reaching an agreement on the perfect vacation.
3) A sample analytic rubric used to score test takers on vocabulary, fluency, accuracy, organization, and interaction.
4) A sample test paper with the tasks and timing.
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If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
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This document provides an overview of the American English CEF Level B1 Interchange course for young adults and adults. It includes can-do statements describing learners' language abilities at this level. The course focuses on real-world topics, conversational language, and task-based activities. It integrates grammar, vocabulary, pronunciation and skills practice within each unit.
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Group 6 presented on assessing speaking skills. They explored the key points in assessing speaking abilities based on H. Douglas Brown's book "Language Assessment", including the skills to be evaluated, test design, rating scales, scoring methods, and issues. Speaking tests should assess a range of micro skills like pronunciation and macro skills like accomplishing communicative functions. Tasks range from imitative repetition to extensive speaking and include responsive questions, role plays, and oral presentations. Careful consideration of factors like test purpose and test-taker characteristics is needed to develop effective and reliable speaking assessments.
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This document outlines the methodology for an English for Specific Purposes course. It begins with an introduction to methodology and basic principles of language learning, including that it is developmental, active, decision-making, and emotional. It then provides examples of techniques like gaps, variety, prediction, and involvement. A model lesson is described that uses a hotel management case study and group work. Finally, it discusses language learning tasks like role plays, simulations, case studies and projects to integrate skills and encourage creativity.
SIOP LESSON PLAN Teacher’s NameKaty Long .docx
SIOP LESSON PLAN
Teacher’s Name:Katy Long Grade: 6th
Subject(Class): Math Date:
Theme
Expressions and Equations
Lesson Topic
The Order of Operations
Rationale
(The rationale of a lesson is the purpose of teaching the lesson in the way that you are teaching it. It is also helpful to relate what the students will learn in the lesson to meaningful life examples.)
Completing tasks in the correct order is an important life skill. There are many tasks that must be completed a certain way in order to get an accurate outcome such as: using a recipe to make a meal, putting together a new bookshelf, preparing a lawn, etc. If one does not use the correct order of operations when solving multi-step math problems, the accurate outcome may not be reached.
Content Area Standard
(The content are standard is taken straight from your state's academic standards for whichever content area the lesson is created for.)
Example:
Common Core Math: 6.EE.1.a - Write and evaluate numerical expressions involving whole-number exponents.
English Language Proficiency Standard
(The English Language Proficiency Standard is taken directly from the English Language Proficiency Standards that your state has adopted.)
Example:
IV-LS-1:B-6 The student will listen actively to the ideas of others in order to acquire new knowledge by following multi-step instructions/ directions, procedures and processes which contain specific academic content vocabulary.
Objectives:
Content
(The content objective is what the students will learn. Often times, it is similar to the actual standard, but written in kid-friendly language.)
Example: Solve expressions using the order of operations.
Objectives:
Language
(The language objective is what the student will do to show they understand the content objective. To write the language objective, you should review the English Language Proficiency Standards so that you can be sure to write a language objective that allows students to access language (reading, writing, listening, speaking) and is specific as to the language they will be using.)
Example: Write simplified number sentences while solving multi-step problems and explain to a partner how you got your answer in complete sentences using key math vocabulary (add, subtract, divide, multiply, exponent, parenthesis).
Learning Strategies
(Learning strategies are the research-based SEI strategies that you will use throughout your lesson to teach and engage students in the lesson)
Example: direct instruction, think-alouds, team discussion role cards, problem-solving roles, numbered heads
Key Vocabulary
(Key vocabulary is the key academic vocabulary that students need to know in order to comprehend the lesson)
Example: order of operations, add, subtract, multiply, divide, parentheses, exponent, base number, evaluate, PEMDAS, number sentence, expression
Materials
(Materials are anything you will need to deliver the lesson; so.
Oral proficiency
This document discusses strategies for developing oral fluency in language learners. It defines oral fluency as the ability to express oneself intelligibly, reasonably accurately, and without too much hesitation. It recommends initially focusing on accuracy through drills and repetition, then shifting to focus on fluency through meaningful activities that encourage personal expression. Some problems with speaking that are addressed include inhibition, lack of vocabulary, and uneven participation. Suggested solutions involve grouping students, preparing topics, and minimizing correction to encourage communication.
10-step guide to teaching effective conversation classes
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533review
The document provides guidance and questions for teachers on effectively implementing the Sheltered Instruction Observation Protocol (SIOP) model to make content comprehensible for English language learners. It addresses topics like setting clear content and language objectives, preparing supplementary materials, ensuring activities are meaningful, building on students' background knowledge, using appropriate speech for students' proficiency levels, providing opportunities for practice and interaction, and conducting ongoing assessment of student comprehension and learning.
Lesson plan 4 intermediate EFL
This lesson plan aims to teach reported speech to intermediate level English students. The main goals are for students to be able to use reported speech correctly and develop their reading and speaking skills. The teacher anticipates that students may struggle with remembering English tenses in reported speech and completing reading tasks. To address these issues, the teacher will provide a handout on reported speech rules and example questions. Monitoring and help will also be provided during reading activities. A card game is planned to consolidate grammar in an engaging way. The lesson will use handouts, a projector, audio, and cards over 50 minutes.
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1.3 tests of grammar and vocabulary: workshop CTS-Academic
The workshop covered why grammar and vocabulary are important to test, how they relate to beliefs about language learning and curricular specifications, different types of grammar and vocabulary test items, and considerations for writing effective test items. Key points included that testing grammar and vocabulary can encourage learning, diagnose weaknesses, and be tested directly unlike skills. Links between testing and beliefs, curriculum, and positive effects on learning were also discussed. Examples of test item types for both grammar and vocabulary were provided along with potential problems to avoid.
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The document describes the format and objectives of the Cambridge English: Preliminary (formerly PET), Cambridge English: First (FCE), and Cambridge English: Advanced (CAE) exams. The Preliminary exam tests reading, writing, listening, and speaking skills at an intermediate level. It aims to assess practical English skills for everyday use. The First exam tests skills such as reading business publications and producing different types of writing at an upper-intermediate level for business contexts. The Advanced exam is a high-level qualification taken globally that proves proficiency in English for business purposes through sections assessing reading, writing, listening, and speaking abilities.
ECML20140218
1) The document describes a case study that implemented the EPOSTL framework in teaching practice for foreign language activities. 47 descriptors from the J-POSTL (Japanese version of EPOSTL) were selected through discussion.
2) A survey of teachers found that the selected descriptors were deemed appropriate. Interviews with student teachers found that using the descriptors helped strengthen their confidence, find gaps between university and school experience, and identify needs for new learning.
3) The study aimed to determine which J-POSTL descriptors were suitable for foreign language teaching and how their use affected student teacher learning. Results suggested the descriptors supported student teacher development and identified areas for further research with more participants.
Testing Listening and Reading
The document discusses key concepts for valid and reliable testing of reading and listening skills for language learners. It outlines important considerations for test design including using authentic texts, clear instructions, and ensuring each skill is adequately represented. It also describes stages of reading and listening like prediction, scanning, and interpretation. Different task types are explained as being more or less controlled. Validity and reliability are important to ensure tests accurately measure the intended skills.
Assessing speaking skills
This document discusses strategies for assessing speaking skills in a second language. It describes the characteristics of spoken language, such as variation in speed, loudness, gestures, intonation, stress, rhythm, and pausing. It presents several methods for assessing speaking, including role plays, interviews, oral presentations, picture-cued story telling, and translations. Role plays can be structured or unstructured. Interviews involve warming up, level-checking, probing, and winding down. It's important to determine the appropriate criteria and tasks for assessing fluency versus accuracy in speaking.
Assessing pronuntiation
This document discusses ways to assess pronunciation in language learners. It emphasizes that pronunciation is a subcategory of speaking and should be assessed within the context of communicative tasks. The document outlines several techniques that can be used to assess aspects of pronunciation like consonants, vowels, stress, rhythm, and intelligibility. These include tasks like sentence repetition, reading aloud, and discrimination of word stress patterns. It stresses the importance of teaching pronunciation and preparing specific assessment rubrics that evaluate the aspects targeted in instruction.
3.3 tests of productive skills: workshop CTS-Academic
This document discusses challenges in testing productive language skills, specifically writing and speaking. For writing tests, it addresses issues like time constraints, plagiarism, complexity of instructions, and difficulty assessing multiple writing skills. It suggests making writing tests realistic, valid by focusing only on writing ability, and fairly marked with clear expectations. For speaking tests, it notes difficulties standardizing individual oral exams and determining examiners' roles. The document concludes by having participants watch an example oral exam and discuss considerations for their own speaking tests.
Testing vocabulary and literature
This document discusses different methods for testing vocabulary. It begins by defining vocabulary as the body of words used in a particular language and explores why vocabulary should be tested, such as for feedback and motivation. The document then examines different formats for testing vocabulary recognition, such as multiple choice, matching, and gap filling questions. It also looks at formats for testing vocabulary production, like transformation and table completion items. The document concludes that vocabulary is complex and individuals may know words in different ways based on their various associations and connections to the word.
Assessment of pronounciation
This document discusses assessment of pronunciation in English language learning. It begins by defining assessment and pronunciation. Assessment involves collecting evidence of student learning and performance to inform teaching. Pronunciation refers to producing speech sounds including segments, stress, intonation.
The document then discusses self-assessment, why teaching pronunciation is important for ESL students, and aspects of teaching pronunciation like sounds, stress, intonation, homophones, and rhythm. Several examples are provided to illustrate intonation patterns, word stress, and homophones. The document concludes by thanking the reader.
Week 10 employment
This document provides an overview of the topics and activities covered in a week 10 business English class about human resources. The class included reviewing vocabulary, resumes, interviews, and a case study. Students practiced resume writing, discussed sample resumes, acted out job interviews, and reviewed grammar rules around gerunds and infinitives. The homework assignment was posted on Facebook.
Speaking assessment test
This document outlines the design of a speaking test to assess English proficiency at the university level. It includes:
1) Test specifications such as purpose, examinees, construct, tasks, and rubric. The test consists of two sections - comparing/contrasting pictures of holidays and discussing the perfect vacation.
2) Descriptions of the two testing tasks - comparing/contrasting pictures and reaching an agreement on the perfect vacation.
3) A sample analytic rubric used to score test takers on vocabulary, fluency, accuracy, organization, and interaction.
4) A sample test paper with the tasks and timing.
Developing and assessing speaking in a competence based
This power point discusses assessing speaking in a competence based curriculum. If you have more ideas, please do add a comment.
Teaching Speaking Part 3
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
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Similar to Taxonomy of tasks
Ict Long
This document provides an overview of the American English CEF Level B1 Interchange course for young adults and adults. It includes can-do statements describing learners' language abilities at this level. The course focuses on real-world topics, conversational language, and task-based activities. It integrates grammar, vocabulary, pronunciation and skills practice within each unit.
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Group 6 presented on assessing speaking skills. They explored the key points in assessing speaking abilities based on H. Douglas Brown's book "Language Assessment", including the skills to be evaluated, test design, rating scales, scoring methods, and issues. Speaking tests should assess a range of micro skills like pronunciation and macro skills like accomplishing communicative functions. Tasks range from imitative repetition to extensive speaking and include responsive questions, role plays, and oral presentations. Careful consideration of factors like test purpose and test-taker characteristics is needed to develop effective and reliable speaking assessments.
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SIOP LESSON PLAN
Teacher’s Name:Katy Long Grade: 6th
Subject(Class): Math Date:
Theme
Expressions and Equations
Lesson Topic
The Order of Operations
Rationale
(The rationale of a lesson is the purpose of teaching the lesson in the way that you are teaching it. It is also helpful to relate what the students will learn in the lesson to meaningful life examples.)
Completing tasks in the correct order is an important life skill. There are many tasks that must be completed a certain way in order to get an accurate outcome such as: using a recipe to make a meal, putting together a new bookshelf, preparing a lawn, etc. If one does not use the correct order of operations when solving multi-step math problems, the accurate outcome may not be reached.
Content Area Standard
(The content are standard is taken straight from your state's academic standards for whichever content area the lesson is created for.)
Example:
Common Core Math: 6.EE.1.a - Write and evaluate numerical expressions involving whole-number exponents.
English Language Proficiency Standard
(The English Language Proficiency Standard is taken directly from the English Language Proficiency Standards that your state has adopted.)
Example:
IV-LS-1:B-6 The student will listen actively to the ideas of others in order to acquire new knowledge by following multi-step instructions/ directions, procedures and processes which contain specific academic content vocabulary.
Objectives:
Content
(The content objective is what the students will learn. Often times, it is similar to the actual standard, but written in kid-friendly language.)
Example: Solve expressions using the order of operations.
Objectives:
Language
(The language objective is what the student will do to show they understand the content objective. To write the language objective, you should review the English Language Proficiency Standards so that you can be sure to write a language objective that allows students to access language (reading, writing, listening, speaking) and is specific as to the language they will be using.)
Example: Write simplified number sentences while solving multi-step problems and explain to a partner how you got your answer in complete sentences using key math vocabulary (add, subtract, divide, multiply, exponent, parenthesis).
Learning Strategies
(Learning strategies are the research-based SEI strategies that you will use throughout your lesson to teach and engage students in the lesson)
Example: direct instruction, think-alouds, team discussion role cards, problem-solving roles, numbered heads
Key Vocabulary
(Key vocabulary is the key academic vocabulary that students need to know in order to comprehend the lesson)
Example: order of operations, add, subtract, multiply, divide, parentheses, exponent, base number, evaluate, PEMDAS, number sentence, expression
Materials
(Materials are anything you will need to deliver the lesson; so.
Oral proficiency
This document discusses strategies for developing oral fluency in language learners. It defines oral fluency as the ability to express oneself intelligibly, reasonably accurately, and without too much hesitation. It recommends initially focusing on accuracy through drills and repetition, then shifting to focus on fluency through meaningful activities that encourage personal expression. Some problems with speaking that are addressed include inhibition, lack of vocabulary, and uneven participation. Suggested solutions involve grouping students, preparing topics, and minimizing correction to encourage communication.
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Lesson plan 4 intermediate EFL
This lesson plan aims to teach reported speech to intermediate level English students. The main goals are for students to be able to use reported speech correctly and develop their reading and speaking skills. The teacher anticipates that students may struggle with remembering English tenses in reported speech and completing reading tasks. To address these issues, the teacher will provide a handout on reported speech rules and example questions. Monitoring and help will also be provided during reading activities. A card game is planned to consolidate grammar in an engaging way. The lesson will use handouts, a projector, audio, and cards over 50 minutes.
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The document provides guidance on teaching speaking skills in the classroom. It begins by defining speaking and outlining the major speech types. It then discusses the linguistic elements involved in speaking and some of the difficult aspects. The document emphasizes teaching students to overcome these difficulties. It also outlines the micro and macro skills needed for oral communication and discusses factors that can affect students' spoken abilities. Principles for teaching speaking are presented along with sample lesson plans, activities for teachers and students, and suggestions to improve student responses.
Eal toolkit, Mike Gershon (TES)
The document provides strategies for supporting students learning English as an additional language in the classroom. It includes tips such as "buddy up" students with strong English speakers, using pictures to supplement rules and instructions, providing dictionaries, pre-teaching vocabulary, asking open questions, allowing thinking time, modeling speaking and listening, highlighting key words, encouraging use of first language, and focusing talk with clear roles. The strategies aim to increase engagement, comprehension, and language development for EAL students.
Oral and written communication
This document discusses various aspects of oral communication and developing oral skills. It begins by defining oral communication as the process of communicating through spoken words. It then provides five golden rules for teaching oral skills, which are to give students practice speaking, provide listening practice, create opportunities for real communication, expand topics discussed, and build discussion skills. The document also discusses other important rules like pronouncing words clearly, avoiding filler words, making eye contact, and using body language. It describes different settings for oral communication like interpersonal, group discussions, and speaking to large audiences. Finally, it discusses what can make speaking difficult, such as clustering, redundancy, rate of delivery, and interaction.
Esl Tools and Strategies by Mike Gershon
This document provides a toolkit of strategies for teaching English as an additional language. It includes over 30 strategies organized under short headings. Each strategy is described in 1-2 sentences and suggests how it could be applied in the classroom to support English language learners. Key strategies include using visuals, modeling language, pre-teaching vocabulary, structured speaking activities, and validating students' first languages.
Selecting aims & classroom management
The document discusses identifying aims for language lessons. It defines aims as what learners should be able to do by the end of a lesson or course. Aims can focus on functions, grammar, or skills. The document differentiates between main aims, subsidiary aims, and personal aims. It provides an example of arranging subsidiary aims in the correct order to match lesson procedures. Finally, it lists factors to consider when planning lessons such as connections between aims and procedures, available materials, and timing.
Inglés
The document summarizes key concepts related to teaching English as a foreign language using a communicative approach. It defines concepts like communicative approach, structural vs functional syllabus, use vs usage, fluency vs accuracy, lexis, lexical approach, chunks and lexical phrases. It also provides context about the English department being formed in 2006 at a school to develop students' English abilities using various textbook series from Hip Hip Hooray to Click On.
Ict Short697
The document provides an overview of the American English CEF Level B1 Interchange course for young adults and adults. It summarizes the course's key features including its focus on real world topics, conversational language, and task-based activities. It also outlines the typical unit format, which integrates topics, functions, grammar and skills through lesson sequences and activities culminating in fluency exercises. Components include student books, workbooks, audio CDs and other supplementary materials to support the four language skills.
Ict Short
The document summarizes the components and features of the American English CEF Level B1 course for young adults and adults from Cambridge University Press. It includes 4 skills instruction over 70-120 hours of material. Key features are real-world topics, conversational language, grammar in context, and task-based activities. Each unit follows a consistent format integrating topics, functions, grammar and skills to build students' communicative competence.
Clil lesson plan about enzymes (e lab for clil) Giuseppe Venturi Pacinotti Ta...
This document outlines a lesson plan for teaching about enzymes using CLIL (Content and Language Integrated Learning) methods. The lesson aims to help students understand the role and classification of enzymes through activities presented in English. It involves students watching videos, doing group work, presentations, and online research about enzymes and their applications. Formative assessment includes students creating a presentation and writing article. The document provides details on the content, objectives, activities, skills developed, and strategies used to integrate language learning with the science content.
Week4 linking the parts
This document outlines the schedule and activities for a class focused on presentations. It includes: checking attendance and materials, reviewing language focus points from previous classes, practicing language focus through exercises, practicing mini-presentations in groups, preparing midterm speeches, and giving in-class mini-presentations. Students are asked to review introductions, differences between internal and external presentations, and language focus transition words. They complete exercises in pairs and prepare short mini-presentations to deliver to their group.
Similar to Taxonomy of tasks (20)
10-step guide to teaching effective conversation classes
10-step guide to teaching effective conversation classes
Clil lesson plan about enzymes (e lab for clil) Giuseppe Venturi Pacinotti Ta...
Clil lesson plan about enzymes (e lab for clil) Giuseppe Venturi Pacinotti Ta...
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Rewiring the brain reading white green 1904
The document discusses how screen-based devices are rewiring the brain through plasticity, the brain's ability to change and adapt by forming new pathways in response to experience. While this plasticity allows old neural networks to change throughout life, it also poses potential downsides. Some scientists worry that modern digital media could reshape our brains in ways that increase attention disorders, screen addictions, and reduce social skills in future generations. However, technologies may also improve creativity when used properly. If the effects of technology are very negative, education may need to be delivered through only brief animations in the future.
Rewiring the brain reading white 1904
Everything we do transforms the connections in our brain through plasticity, the brain's ability to change and adapt by forming new pathways in response to experience. While brain plasticity allows us to learn throughout life, some scientists worry that modern digital media like computers and smartphones could be reshaping our brains in ways that increase attention disorders, screen addictions, and reduce social skills. However, new technologies may also improve creativity if used properly, but education may need to be delivered in short animations if the effects of technology turn out to be very negative.
Rewiring the brain reading blue 1904
This document discusses how screen-based devices may be rewiring the brain through plasticity. Plasticity refers to the brain's ability to change and adapt by forming new pathways in response to experiences. While this allows the brain to learn throughout life, there is a potential downside. Some scientists worry that modern digital media could reshape our brains in ways that increase attention disorders, screen addictions, and reduce social skills in future generations. However, technologies may also improve creativity when used properly. If the effects are very negative, education may need to be delivered through short animations in the future.
Rewiring the brain listening whitegreen 1904
The document provides listening and discussion questions about how modern technology and screen-based devices may be impacting brain development and thinking patterns across generations. Listeners are asked to consider if they think differently than their parents' generation and discuss factors that could be transforming brain connections. Specific questions probe about findings from neuroscientists and Susan Greenfield's concerns about possible long-term effects of gadgets on future generations versus potential advantages from new technologies.
Rewiring the brain listening white 1904
The document discusses how modern screen-based technologies may affect brain development and thinking in younger generations compared to older generations. It notes that neuroscientists previously thought that brain connections were fixed, but that constant stimulation from devices transforms brain connections. While technologies offer advantages, there is also a worry that overuse of gadgets could impact future generations in unknown ways. Listeners are asked to consider where they stand on technology - whether they share concerns about overuse or embrace advances.
Rewiring the brain listening blue 1904
1. The document discusses how modern screen-based technologies may affect brain development and thinking in younger generations compared to older generations. It notes neuroscientists previously thought the brain was fixed by adulthood but technology use can transform brain connections.
2. It prompts the listener to consider if they think differently than their parents' generation and why, then asks them to answer questions about how screen devices affect the brain, what neuroscientists previously believed, and Susan Greenfield's concerns about technology's effects on future generations.
3. The listener is also asked to discuss where they stand on modern technology and if they share Greenfield's worries or embrace new advances.
Evaluation criteria
This document outlines criteria for evaluating English language teaching course materials, including flexibility, authenticity, topic content, teachability, and design. It examines the extent to which materials support international communication, balance native and non-native speakers, develop cultural awareness, cater to different learning styles and learner needs. It also considers how authentic the listening and reading content is, whether communicative goals and activities are practical, and if materials connect classroom learning to real-life. Additional criteria include the diversity and engagement of topics, the materials' readiness for teachers, and support for localization, personalization, and long-term learning. The evaluation also looks at design elements like layout clarity, logical structure, coherence, and the friendliness of instructions.
Task evaluation
The document discusses tasks in language teaching. It defines tasks according to Richards et al. (1985) as activities carried out through language processing or understanding, and may or may not involve language production. Tasks should have a clear objective and require active language use. The document also discusses the differences between task-based language teaching (TBLT) which uses unfocused tasks to provide communication opportunities, and task-supported language teaching (TSLT) which uses a structural syllabus with practice tasks focusing on form rather than meaning. Finally, it describes the presenter's evaluation of tasks in an English textbook unit with a classmate, where they analyzed tasks by type, skill, and placement to understand the pedagogical purpose.
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Taxonomy of tasks
- 1. Taxonomy of tasks – Unit 4A of New English FileUpper Intermediate Key for skillsfocus: Grammar Vocabulary Reading Listening Speaking Pronunciation Writing Unit 4A – Would you get out alive? Ex 1 Speaking and Reading (establish topic and develop context) a Lead in discussion (activatestudents’ schemata, generate interest) b Gistquestions (skimming,checking students’ comprehension) c jigsawreading (encourage peer-communication, problem solving) d (scanning) readingfor specific detail (trueor false) e guessingmeaningof words from context (reinforce new vocabulary,problemsolving) f discussion (practice productive skills, guided speaking practice) Ex 2 Vocabulary (feelings) a matching exercise– words to definitions (mightbe publisher’s requirement) b vocabulary bank (extra resource, not to overload the page, helping teachers to be flexible with the content, encourage learner’s autonomy, could also be publishers’ requirement) c elicitvocabulary frompictures (helping to memorise vocab by adding visuals, publishers’ requirement to have pics supporting the exercises) d discussion (practice productive skills, guided speaking practice) Ex 3 Grammar a sentence comparison to decipher difference in meaning (model sentences for language analysis, also possible questions to use for controlled and guided speaking practice) b underlinecorrect verb form (noticing, making students be aware of form of Target language) c gap fill (standard, could be a requirement from the publisher as per Paul?) d grammar bank and exercises (extension of grammar activity, publishers’ requirement?) Ex 4 Pronunciation a matching exercise– listening (publishers) and writing (doctor-gloss?) b listen and check (class feedback+)
- 2. c listen,underlinestressed words and repeat (suprasegmental phonology) d writingchains (practice productive skills, guided writing practice) Ex 5 Reading and Listening a discussion (activate studemts’ schemata, practice productive skills, guided speaking practice) b gistquestions/discussion questions (practice productive skills, guided speaking practice) c listeningfor detail questions (practice receptive skills)/discussion questions (practice productive skills, guided speaking practice) d underlineunknown words from tapescript e discussion (open task, practice productive skills, guided speaking practice) Ex 6 Song I will survive–gap fill (reward, end of unit activity, something to do on a Friday of to lighten up the lesson)