TEC Pre-primary _ Experiments.pptx TEC Pre
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This document outlines the steps for conducting experiments in pre-primary education: 1) The teacher states the learning objective, 2) demonstrates the experiment, 3) checks students' understanding, 4) provides instructions, 5) students work individually, 6) work in groups, 7) document observations in an experiment log, and 8) display results in a gallery for discussion. The goal is for students to actively engage in an experiment, use targeted language skills to describe their observations individually and collaboratively, and reinforce the language learning through documentation and exhibition of their work.
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Writing IPT PT.pdf
Este documento descreve as etapas típicas de uma aula de escrita em inglês para alunos dos anos finais do ensino fundamental e ensino médio. As etapas incluem: 1) aquecimento, 2) contextualização, 3) leitura para compreensão, 4) análise de modelo, 5) prática, 6) planejamento e 7) tarefa escrita. Cada etapa tem como objetivo preparar os alunos para produzir um texto escrito.
Speaking.pptx
This document discusses the key features of spoken language. It notes that unlike written communication, speaking is unscripted and spontaneous, occurring in real-time. It also tends to be lighter and more digestible than dense written texts. Speaking is an interactive process that requires listening skills and the ability to reshape conversations through quick decision making. Cultural conventions also influence speaking styles as conversations have an interactive rhythm like a dance.
TEC Secondary _ Language.pptx
This document outlines the typical stages of a language lesson for secondary students: warm-up, lead-in, presentation, practice, and production. It provides examples for activities at each stage, including a warm-up game, eliciting questions from students in the lead-in, modeling sentences and vocabulary in the presentation, drilling vocabulary in pairs for practice, and having students interview each other to produce language in the final stage.
A sample writing lesson - Read-Only.pptx
This document provides instructions and activities for students to practice writing an email about sports. It includes suggesting organizing an email into paragraphs about beginning the email, the reason for writing, including two main ideas, and ending the email. It then provides several activities for students, such as rewriting an email into paragraphs, answering true/false questions about an example email, labeling sports in pictures, discussing sports they play, and answering questions to prepare to reply to the example email about sports activities at their own school.
TEC Secondary _ Writing.pptx
This document outlines the stages of a speaking lesson for secondary students: 1) Warm-up - a quick fun activity to engage students; 2) Lead-in - another quick activity to set the context using questions, pictures, music etc.; 3) Reading for comprehension - students read a sample text with a simple comprehension task; 4) Model analysis - examining a model text to raise awareness of genre conventions; 5) Practice - activities relevant to the writing aspects analyzed; 6) Planning - time for students to think about what and how they will write; 7) Writing task - students write their piece, which can be a draft or final version. Each stage should not exceed 5 minutes except the writing task.
TEC Secondary _ Speaking.pptx
This document outlines the stages of an effective speaking lesson for secondary students: 1) Warm-up - a quick fun activity to engage students; 2) Lead-in - use of pictures, music, or questions to set the topic context; 3) Generate ideas - brainstorming or providing a model for students to develop speaking points; 4) Language clarification - introduce vocabulary and structures needed; 5) Practice - allow preparation time; 6) Speaking task - have students perform the speaking activity; 7) Reformulation - allow repetition of the task with feedback. Each stage should be brief except the speaking task.
Task set-up.pptx
This document provides guidance for setting up and managing classroom tasks. It outlines a six step process for teachers to follow: 1) grab students' attention using visual or auditory cues; 2) hold up materials needed for the task; 3) give clear, simple instructions using imperatives; 4) demonstrate the task; 5) check that students understood instructions through questioning; 6) monitor students as they work, providing encouragement and feedback. The goal is to engage students and ensure they understand expectations before beginning independent work.
TEC Sec _ 14 to 17.pptx
This document discusses the characteristics of 14 to 17 year olds. Physically, boys and girls have completed puberty and physical growth. Mentally, older teenagers have begun to develop their own identity and independence from groups. They are able to work independently and manage tasks with less supervision. Relationships become more individualized rather than group-focused. Older teenagers also begin to understand that issues are complex with multiple perspectives rather than single right answers.
TEC YLS _ Reading.pptx
The document outlines the stages of an effective reading lesson for primary learners: 1) Warm-up - a quick game to engage learners; 2) Lead-in - use of questions, pictures or clips to set the context; 3) Pre-reading - teach vocabulary and have students predict the text; 4) While reading (1) - first reading focusing on general ideas; 5) While reading (2) - second reading finding specific details; 6) Post-reading - students react to and discuss the content of the text. Each stage has time limits and focuses to make lessons comprehensive yet concise.
TEC YLS _ Listening stages.pptx
The document outlines the stages of a reading lesson for primary learners. It describes 6 stages: 1) Warm-up - a quick game to get students settled, 2) Lead-in - a brief activity to set the context, 3) Pre-listening - prepares students with vocabulary, 4) While listening (1) - students listen for the first time and focus on general ideas, 5) While listening (2) - students listen again and find specific details, 6) Post-listening - students react to and discuss the content. Each stage has guidance on time limits and focus.
TEC YLS _ Listening.pptx
This document provides examples of listening activities for a teacher education course on primary education. It describes exercises where students listen for mistakes, put pictures in the correct order based on a text, fill out questionnaires, color pictures while listening to instructions, and fill in missing words. It recommends that students can also create their own listening tasks and activities to practice their language skills. The key activities involve listening closely to instructions and using visual aids to demonstrate comprehension.
TEC YLS _ Vocab YLS.pptx
The document provides a framework for presenting vocabulary in primary classrooms with 4 steps: 1) Introduce meaning with visuals, 2) Check understanding through actions and pointing, 3) Drill pronunciation in groups and individually, 4) Present the written form. Some techniques for checking meaning include having students point to images around the room or show flashcards, while pronunciation drills include choral, slow, fast and covered repetitions. The framework emphasizes introducing meaning first before practicing pronunciation and viewing written words.
TEC YLS _ 8 to 11.pptx
Children ages 8 to 11 have formed basic concepts about the world and have strong views. They can distinguish between fact and fiction and frequently ask questions. They rely on both spoken language and physical experiences to understand meaning. They are starting to make some decisions about their own learning and have clear preferences. They also have a developing sense of fairness and may question teacher decisions. They can work cooperatively with others and learn from peers. By age 10, children have a well-developed native language and understand basic syntax rules. They can comprehend abstractions, symbols, and begin to generalize and systematize.
TEC YLS _ Task set-up.pptx
This document outlines steps for an effective task cycle for teachers. The task cycle includes 6 steps: 1) grab students' attention, 2) hold up materials, 3) set clear instructions using short sentences and imperatives, 4) demonstrate the task, 5) check that students understand the instructions, and 6) monitor students as they complete the task. Following these steps can help teachers effectively engage students and ensure they understand assignments.
TEC YLS_Framework.pptx
This document outlines the stages of a writing lesson for primary learners. It includes: 1) a warm-up activity to engage learners, 2) a lead-in activity to set the context, 3) exposing learners to a model text to analyze, 4) pre-writing activities like brainstorming to generate ideas, and 5) the writing task where learners produce their own text with guidance and support from the teacher. Each stage should be brief, no more than 5 minutes, and build upon the previous activities to scaffold the writing process for young learners.
TEC YLS _ Writing 2.pptx
This document discusses various writing activities for primary classrooms, divided into controlled, guided, and free activities. Controlled activities focus on copying and dictation to reinforce language. Guided activities include fill-in exercises, half dictation sentences, and letter writing. Free activities allow more creative expression, as students will listen to a teacher discuss how to structure freer writing for young learners. The document provides examples of different types of age-appropriate writing exercises teachers can use in primary classrooms.
Writing in the primary classroom
This document discusses the benefits of writing in the primary classroom. It notes that writing adds a physical dimension to learning by engaging hands as well as eyes and ears. It allows students to express their personalities and choices. Writing activities also help balance learning across skills by consolidating learning from other areas and aiding memory. Specifically, writing supports language development by providing time for conscious reflection and use of a more advanced vocabulary. There is also achievement value in seeing one's work in print and having written something to share publicly.
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TEC Pre-primary _ Experiments.pptx TEC Pre
- 1. TEACHER EDUCATION COURSE PRE-PRIMARY EDUCATION EXPERIMENTS a step-by-step guide
- 2. The stages of an experiment in pre-primary school are: 1. Setting the objective 2. Demonstrating 3. Checking understanding 4. Setting instructions 5. Individual work 6. Group work 7. Experiment log 8. Gallery
- 3. SETTING THE OBJECTIVE The teacher clearly states what the children will learn and do during the lesson. Examples of what can be done: "Today, we will learn about how plants drink water."
- 4. DEMONSTRATING The teacher performs/shows the experiment first, using simple language and gestures to ensure comprehension. This models the expected actions and language use. Examples of what can be done: The teacher places a white carnation in colored water and says, "Look, I am putting the flower in blue water."
- 5. CHECKING UNDERSTANDING The teacher asks questions about the demonstration to ensure students have understood the steps and can follow them. Examples of what can be done: After the demonstration, the teacher asks, "What did I put in the water? What color was the water?"
- 6. SETTING INSTRUCTIONS The teacher gives clear, step-by-step instructions for the students to follow during their individual work. Examples of what can be done: "First, fill the cup with water. Next, add three drops of food coloring. Then, put your flower in the cup."
- 7. INDIVIDUAL WORK Each student performs the experiment on their own, allowing the teacher to assess individual comprehension and abilities. Examples of what can be done: Students are given the materials and time to carry out the experiment with the colored water and flowers independently.
- 8. GROUP WORK Students are divided into groups to discuss what they observed during the individual work, practicing their language skills collaboratively. Examples of what can be done: Students talk in groups about their flowers, using sentences like, "My flower is drinking blue water. What color is your flower drinking?"
- 9. EXPERIMENT LOG After completing the experiment, each student (or group) records their observations, results, and any other relevant information in a simple log. This log can include drawings, dictated sentences, photos, videos or written words depending on the students' literacy levels. Examples of what can be done: The teacher provides a template with sections labeled "What I did," "What I saw," and "What I learned." For pre-primary students, this may involve drawing the flower before and after the experiment, with the teacher helping to write down simple observations the child dictates, such as "The flower was white. Now it is blue." This reinforces the language used during the experiment and solidifies the connection between the activity and the language learning objectives.
- 10. GALLERY The finished work or the process is displayed, and students can walk around the 'gallery' to observe and discuss each other's experiments. The teacher should also consider how students will take their experiments home. Examples of what can be done: Each group's flower is placed on a table, and students walk around with the teacher, discussing the changes observed in each flower, using the target language.