This document is a student's self-study portfolio for Level 6 of the Stairway to English program. It includes exercises completed from the student book and workbook for the week. The portfolio provides a record of the student's work and helps with systematic English learning. The student has included writing assignments, responses to letters, advertisements they wrote, sentences using future probability and prefixes/suffixes, question tags, and conditional sentences. The portfolio is to be submitted by email no later than Wednesday, June 1 at 7:00 pm.
There are the principles and procedures of material development by Brian Tomlinson and many researchers. The PPT explains about how to make materials for material development, or we called teacher. So, teacher should fulfill these procedures and principles when teach students.
Teaching Speaking - Talk As InteractionRin Rissaid
TEFL (Teaching English as Foreign Language) - Teaching Speaking - Talk As Interaction.
Sumber: Richard, Jack C.(2008). Teaching Listening and Speaking. United States of America. Cambridge University Press.
There are the principles and procedures of material development by Brian Tomlinson and many researchers. The PPT explains about how to make materials for material development, or we called teacher. So, teacher should fulfill these procedures and principles when teach students.
Teaching Speaking - Talk As InteractionRin Rissaid
TEFL (Teaching English as Foreign Language) - Teaching Speaking - Talk As Interaction.
Sumber: Richard, Jack C.(2008). Teaching Listening and Speaking. United States of America. Cambridge University Press.
Three Purposes of the Instructional Design ProcessMichael Payne
Three Purposes of the Instructional Design Process:
1. To identify the outcomes of the instruction
2. To guide the developing the instructional content (scope and sequence)
3. To establish how instructional effectiveness will be evaluated.
Individualization, Self-Access and Learner Training & Observing the Language ...Dewi Nurul
This presentation was presented in RBL Materials Development class as a group project. The topics covered in this presentation are Individualization, Self-Access and Learning Training as well as Observing the Language Classroom. Each topic consists of several sub-topics which are featured with brief explanation.
Lesson Planning - An Overview of the ImportanceBeth Sockman
This is a basic presentation of the purpose of lesson planning. The Third slides uses the "Jain Story" - Story: A Jain version of the story:
Six blind men were asked to determine what an elephant looked like by feeling different parts of the elephant's body.
The blind man who feels a leg says the elephant is like a pillar; the one who feels the tail says the elephant is like a rope; the one who feels the trunk says the elephant is like a tree branch; the one who feels the ear says the elephant is like a hand fan; the one who feels the belly says the elephant is like a wall; and the one who feels the tusk says the elephant is like a solid pipe.
A wise man explains to them:
"All of you are right. The reason every one of you is telling it differently is because each one of you touched the different part of the elephant. So, actually the elephant has all the features you mentioned."[1]
From: http://en.wikipedia.org/wiki/Blind_men_and_an_elephant
Remember - “lesson planning can be like feeling parts of the elephant. If you do not understand the whole, you only understand the part - the the particular lesson plan…”
In this class we take a look at the process of designing goals and objectives for language courses. We also explore some of the alternatives to objectives such as competencies and standards
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Alternative ways of teaching grammar
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
Three Purposes of the Instructional Design ProcessMichael Payne
Three Purposes of the Instructional Design Process:
1. To identify the outcomes of the instruction
2. To guide the developing the instructional content (scope and sequence)
3. To establish how instructional effectiveness will be evaluated.
Individualization, Self-Access and Learner Training & Observing the Language ...Dewi Nurul
This presentation was presented in RBL Materials Development class as a group project. The topics covered in this presentation are Individualization, Self-Access and Learning Training as well as Observing the Language Classroom. Each topic consists of several sub-topics which are featured with brief explanation.
Lesson Planning - An Overview of the ImportanceBeth Sockman
This is a basic presentation of the purpose of lesson planning. The Third slides uses the "Jain Story" - Story: A Jain version of the story:
Six blind men were asked to determine what an elephant looked like by feeling different parts of the elephant's body.
The blind man who feels a leg says the elephant is like a pillar; the one who feels the tail says the elephant is like a rope; the one who feels the trunk says the elephant is like a tree branch; the one who feels the ear says the elephant is like a hand fan; the one who feels the belly says the elephant is like a wall; and the one who feels the tusk says the elephant is like a solid pipe.
A wise man explains to them:
"All of you are right. The reason every one of you is telling it differently is because each one of you touched the different part of the elephant. So, actually the elephant has all the features you mentioned."[1]
From: http://en.wikipedia.org/wiki/Blind_men_and_an_elephant
Remember - “lesson planning can be like feeling parts of the elephant. If you do not understand the whole, you only understand the part - the the particular lesson plan…”
In this class we take a look at the process of designing goals and objectives for language courses. We also explore some of the alternatives to objectives such as competencies and standards
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Alternative ways of teaching grammar
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
Teach The Future Continuous – Free ESL Lesson PlanReganMcNeill1
It’s important to teach this topic at the right time. If you start teaching the Future Continuous too early, students can feel overwhelmed or demotivated. This lesson is designed for pre-intermediate students (B1 Level on the CEFR framework). Before you start this lesson, check the following:
Can your students use the present continuous for actions in progress at the time of speaking?
Can your students use the simple future with will?
Have your students had exposure to the past continuous, for actions in progress at a point in the past?
If your students have done all of the above three points, then they are ready to learn the Future Continuous.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Imagenes de algunos proyectos en los que e participado ya sea como Diseñador, Contratista, Presupuestista, Supervisor y/o simplemente levantamiento de modelos en 3D
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Exercises to practice English - Teto's second portfolio
1. UNIVERSIDAD CENTROAMERICANA
School of Humanities and Communication
ForeignLanguage Center
Stairway to English Program
Level 6
My Self-study Portfolio
Dear Students,
By the end of each unit you must submit your portfolio of work carried out during the week.
It includes your assigned tasks: written assignment, video exercises, Student’s book and
workbook exercises. This portfolio will be also of great benefit to your systematic learning
and practicing of English. Hope you enjoy writing your own portfolio.
All the best!
Name of the Course STEP Level 6
Student’s Name Roberto Ruiz Salvatierra
Course date May 4, - June 2, 2011
My Portfolio Name TETO’S SECOND PORTFOLIO
In yourStudent’sbook:
1. Writing | Exercises 10, 11& 12. P. 53.
10. Read the letters/Emails and answer the questions.
Stairway to English Program | Level 6 Page 1
2. |. What is the purpose of each letter /email?
The purpose of the first letter is to invite Sophie at –Gavin’s home to
enjoy a party on Saturday 6th..
In the second letter is for invite Mr. Sharp to speak at conference
about the entrepreneurs for the new millennium.
2. What type of work do you think Maria Pesaro and Paul Sharp do?
I guess that they work in a company or in a program that help micro-
company to develop their plan and improve their strategies.
11. Put the words in the box below in the correct place in the how to… box.
Write/respond to and invitation
Informal: I’m having a party on Saturday 21st June.
Inviting Would you like to come?
Formal: I am writing to invite you to…
How to…
I have enclosed /attached a map/programme.
More information
Can you give confirmation of …
Informal: I’d love to come.
Accepting
Formal: I ambe pleased to attend.
Informal: Sorry, I can’t make it because …
Refusing
Formal: I am afraid I will unable to attend due to …
12. a. You are going to write a letter inviting one of the people in the photos
below to give a talk at your school.
1. Who will you choose? Why?
I choose Dalai Lama because he is a very interesting man, he is very
disciplined with his believe and he always is relax and peaceful, my
reason to invited him is that I want to understand better his ideology.
2. When will they come?
I think that he never coming here because maybe he never read my
letter, I guess that he is a very important person, so that why I
thought that.
Stairway to English Program | Level 6 Page 2
3. 3. What will they talk about and how long?
He talk about his style of life and why he decided take that life, how he
started and perhaps we ask him that if can talk two times around and
hour each time, not necessary the same day can be in one week.
b. Write the letter. Use the how to … box to help you.
Dear Dalai Lama.
I’m writing to invite you to speak at our city Managua in Nicaragua, we
want to know basic things about you and your life style, because we
considerate you like a great person to follow, and we want to educate
to kids for they will be a pleasant people.
The invitation is for to stay two week here, one for your conference
and the other is for to show you a little of our culture, the date of the
event is for the two first weeks of October, if you accept we will be
pleased to meeting with you.
We are waiting for your answer.
Sincerely,
Roberto Ruiz Salvatierra.
2. Writing | Exercise 13. P. 56.
13. Write an advertisement for and object you want to sell. Give details (price
benefit, etc.).
A house of your dreams. Only for €50,000. If you buy this house, we
give you a travel for the Latin Caribbean coast, a month of vacation in
cruiser across the Caribbean’s waters.
In your Workbook:
1. Future probability | Exercise 5 P. 27.
5. Write sentences using the prompts. Include the words in brackets.
Stairway to English Program | Level 6 Page 3
4. 1. We’ll probablysee you in the restaurant.
2. Do you think she might say ¨yes¨.
3. I think I’m going to be late for the lesson.
4. You definitely won’t t change money.
5. They’ll certainly ask you for your passport.
6. Wemay not get an answer until tomorrow.
7. I’lldefinitely call her again in the morning.
8. She could arrive at any time.
9. Helga probably won’t go to Russia next year.
10. He might not accept the job he was offered.
11. We probably won’t stay for long.
12. I certainly won’t contact them until I know the answer.
2. Prefixes and Suffixes | Exercise 6 P. 27.
6. use prefixes and suffixes to complete the dialogues.
1. A: How’s your new job?
B: Terrible I’m overworked and underpaid.
2. A: I haven’t seen your girlfriend for a long time. How is she?
B: I don’t know. She’s my ex-girlfriend now.
3. A: I’m afraid I can’t make the meeting tomorrow.
B: That’s not a problem. We can rearrange it.
4. A: Do you get on with your new flat - mate?
B: He’s ok, but he’s very messy.
5. A: I paid over £5,000 for the insurance.
B: That’s unbelievable!
6. A: I love it here. It’s so quiet.
B: Yes is very peaceful.
7. A: Where is Saskia?
B: I don’t know is unusual for her to be late.
8. A: This is a table for six people, but we booked for twelve.
B: I think there’s been a misunderstanding.
Stairway to English Program | Level 6 Page 4
5. 9. A: I wrote the song myself.
B: Did you? That’s very creative!
10. A: I can’t cut this.
B: Try this knife. This one is used for cutting meat.
3. Question tags | Exercise 1. P. 34.
1. What would you say to a friend? Complete the sentences using question
tag. Use the ideas in the brackets.
1. The sky is black and it’s raining heavily. (horrible day).
It’shorrible day isn’t it?
2. Your friend is looking thinner than usual.(not very interesting).
You’ve lose weight, don’t you?
3. You are listening to a boring radio show. (not very interesting).
This isn’t very interesting, Is it?
4. You think your friend secretly ate your last chocolate. (ate).
You ate it, don’t you?
5. You are saying goodbye to a friend who is going travelling. (Write to me).
You will write to me won’t you?
6. You are looking for your sunglasses. (see).
You haven’t see me, have you?
7. Your friend is at your barbecue. You think she is a vegetarian. (eat meat).
You don’t eat meat, do you?
8. You are checking that your friend know how to drive. (can).
You can drive, can’t you?
9. You are talking about your first ever teacher. (wonderful).
She was wonderful, wasn’t she?
10. You check that your friend still runs regularly. (every day).
You still run every day, Don’t you?
4. Modals of obligation / First conditional | Exercise 3. P. 34.
Stairway to English Program | Level 6 Page 5
6. 3. Complete the second sentence so that it means the same at the first. Use
two to four words.
1. Unless we eat early there won’t to be any food left. (if).
If we don’t eat early, there won’t be any food left.
2. Immediately after you arrive, you will receive a ticket. (as).
You will be given a ticket as soon as you arrive.
3. It’s not necessary for us to book a place on the course. (have).
We don’t have to book a place on the course.
4. If I drink to much coffee, I’ll be awake all night. (be).
I won’t be able to sleep if I drink to much coffee.
5. It’s a good idea to call the office first. (phone).
We should phone the office first.
6. Playing ball games is forbidden here. (mustn’t).
You mustn’t play ball games here.
7. She can take the test if she wants to, but it isn’t obligatory. (have).
She doesn’t have to take the test.
8. He won’t come to the meeting unless it’s really necessary. (come).
He’ll come to the meeting if it’s really necessary.
9. You should wash your hands before you eat. (eat).
You shouldn’t eat before washing your hands.
10. When I leave university, I’ll go abroad immediately. (soon).
I’ll go abroad as soon as I leave university.
To be submitted by email on Thursday WednesdayJune 1. 7:00 p.m. the latest.
Stairway to English Program | Level 6 Page 6