The document provides a lesson plan for an English class teaching beginner students about what famous people are doing during the pandemic. The lesson plan introduces the present continuous tense through examples of celebrities like Maluma meditating, Bad Bunny training, Karol G cooking, and BTS writing songs now. Students practice forming affirmative and negative sentences in the present continuous and learn about its use for ongoing actions. Tutorial videos and a study guide on forming and spelling rules of the present continuous are provided as additional materials.
This document provides a lesson plan for teaching English to beginner students about celebrities' traditions. The plan introduces vocabulary related to countries, traditions like Halloween and Carnival, and the present simple tense. Activities include warm-up questions about what celebrities are doing now, a reading about traditions in the USA, Colombia, and Korea, exercises to practice the present simple, and a final drawing activity. The lesson will be delivered asynchronously through online tools due to COVID-19 restrictions.
This document contains a lesson plan for a 4-week English class focusing on sexual harassment and the passive voice. The plan includes learning objectives, vocabulary, procedures, activities and materials for synchronous online lessons. Students will discuss sexual harassment, watch a related video, complete grammar exercises on the passive voice and read texts about unusual hotels. The teacher provides clear instructions, links to resources and scaffolds the lessons.
This document outlines a lesson plan for a teacher. The ultimate objective is for students to be able to profile changes in human capabilities. Key functions, grammar, vocabulary, and skills are identified. The plan includes listening exercises to practice modal verbs like can, may, and could. It also covers prefixes used to form opposites. Students will research and write a report on an endangered animal. The lesson aims to develop students' language skills while learning about animal life expectancy.
This document discusses yes/no questions in English. It covers:
- The two types of questions are yes/no questions and wh- questions.
- Yes/no questions are formed by inverting the subject and verb (is, are was, were) or adding auxiliary verbs like do/does.
- Answers to yes/no questions can be short ("Yes", "No") or full sentences. Contractions are common in short negative answers.
- Wh- questions ask for specific information using question words like what, when, where, who, why, how. These follow similar question formation patterns as yes/no questions.
Rediscovering discovery techniques 2011JoAnn MIller
This document discusses using discovery techniques to teach grammar inductively. It argues that letting students explore and work out rules themselves helps capture attention and improves memory compared to deductive approaches. Research shows mixed results on deductive vs. inductive teaching. The document provides examples of activities teachers can use in class, such as having students analyze examples in groups and make rules. It also discusses relating new grammar to students' first language and using charts to illustrate patterns.
The document provides an English grammar lesson on the present tense of the verb "to be" and the simple present tense. It covers conjugations of the verb "to be" in singular and plural forms, questions and short answers, contractions, and negative statements. Examples are provided to illustrate how to use these tenses in sentences when asking or answering questions about personal details like name, occupation, family, interests and routines.
1. The document provides information and examples about various past tenses in English including the past simple, past continuous, past perfect, and past perfect continuous.
2. Examples and explanations are given for how to form and use each tense, including their structures, usages, and how to make negative and question forms.
3. Exercises and links to additional resources are included to help students understand and practice using each past tense form.
This document provides a lesson plan for teaching English to beginner students about celebrities' traditions. The plan introduces vocabulary related to countries, traditions like Halloween and Carnival, and the present simple tense. Activities include warm-up questions about what celebrities are doing now, a reading about traditions in the USA, Colombia, and Korea, exercises to practice the present simple, and a final drawing activity. The lesson will be delivered asynchronously through online tools due to COVID-19 restrictions.
This document contains a lesson plan for a 4-week English class focusing on sexual harassment and the passive voice. The plan includes learning objectives, vocabulary, procedures, activities and materials for synchronous online lessons. Students will discuss sexual harassment, watch a related video, complete grammar exercises on the passive voice and read texts about unusual hotels. The teacher provides clear instructions, links to resources and scaffolds the lessons.
This document outlines a lesson plan for a teacher. The ultimate objective is for students to be able to profile changes in human capabilities. Key functions, grammar, vocabulary, and skills are identified. The plan includes listening exercises to practice modal verbs like can, may, and could. It also covers prefixes used to form opposites. Students will research and write a report on an endangered animal. The lesson aims to develop students' language skills while learning about animal life expectancy.
This document discusses yes/no questions in English. It covers:
- The two types of questions are yes/no questions and wh- questions.
- Yes/no questions are formed by inverting the subject and verb (is, are was, were) or adding auxiliary verbs like do/does.
- Answers to yes/no questions can be short ("Yes", "No") or full sentences. Contractions are common in short negative answers.
- Wh- questions ask for specific information using question words like what, when, where, who, why, how. These follow similar question formation patterns as yes/no questions.
Rediscovering discovery techniques 2011JoAnn MIller
This document discusses using discovery techniques to teach grammar inductively. It argues that letting students explore and work out rules themselves helps capture attention and improves memory compared to deductive approaches. Research shows mixed results on deductive vs. inductive teaching. The document provides examples of activities teachers can use in class, such as having students analyze examples in groups and make rules. It also discusses relating new grammar to students' first language and using charts to illustrate patterns.
The document provides an English grammar lesson on the present tense of the verb "to be" and the simple present tense. It covers conjugations of the verb "to be" in singular and plural forms, questions and short answers, contractions, and negative statements. Examples are provided to illustrate how to use these tenses in sentences when asking or answering questions about personal details like name, occupation, family, interests and routines.
1. The document provides information and examples about various past tenses in English including the past simple, past continuous, past perfect, and past perfect continuous.
2. Examples and explanations are given for how to form and use each tense, including their structures, usages, and how to make negative and question forms.
3. Exercises and links to additional resources are included to help students understand and practice using each past tense form.
Remedial Instruction Workshop at Kapit, Sarawak (2014)Jarod Yong
These were the slides I used in the Remedial Instruction Workshop for the secondary school teachers of the Kapit division organised by PPD Kapit on 14-15 May 2014.
15 teachers represented the 4 secondary schools in Kapit: SMK Kapit, SMK Kapit 2, SMK Selirik & SMK Balleh.
The slides contain basic concepts, pedagogies & activities focused on engaging & developing English language abilities in low proficiency students in Malaysia.
Read about the workshop here: http://www.jarodyong.com/2014/05/remedial-instruction-workshop-in-kapit.html
Remedial Instruction for Secondary School English Language Classrooms Worksho...Jarod Yong
These were the slides I used in the Remedial Instruction for Secondary School English Language Classrooms workshop during Connect_ED by Teach For Malaysia on 14 June 2014.
24 teachers were involved with the 75 minute workshop which is a snippet of a 2 day workshop I conducted for the Song & Kapit districts in Sarawak.
The slides contain basic concepts, pedagogies & activities focused on engaging & developing English language abilities in low proficiency students in Malaysia.
Read about the workshop here: http://www.jarodyong.com/2014/06/tfm-connected-2014.html
Remedial Instructions Workshop at Song, Sarawak (2013)Jarod Yong
These were the slides I used in the Remedial Instructions Workshop for the secondary school teachers of the Song district organised by PPD Song on 21-22 October 2013.
10 teachers represented the 2 secondary schools in Song: SMK Katibas & SMK Song.
The slides contain basic concepts, pedagogies & activities focused on engaging & developing English language abilities in low proficiency students in Malaysia.
Read about the workshop here: http://www.jarodyong.com/2013/11/remedial-instructions-workshop-for.html
- The document is a lesson plan submitted by a student teacher for a virtual English lesson with 14 second year students focused on revising content from previous lessons.
- The plan includes reviewing vocabulary related to the Simpsons characters through pictures, completing sentences about the family tree, and forming a rule for the have/has got form.
- Scaffolding strategies like saying word initials, definitions, and examples are incorporated to support students. The plan aims to address learning objectives like evacuating doubts, revising forms and vocabulary, and developing language skills.
- The document is a lesson plan for a 2nd year English class on the topic of clothes.
- The lesson aims to review and teach vocabulary related to family members, physical appearance, and clothes. It also aims to develop students' listening, writing, speaking and reading skills.
- Activities include a warm up reviewing family vocabulary, introducing new clothing vocabulary by describing what singers Pink and Ricky Martin are wearing in pictures, and a worksheet activity where students write what clothes the singers have based on descriptions.
This document appears to be a lesson plan for a class on comparing the past and present ("Then and Now"). The objectives are for students to make a differences poster, use the simple past tense, describe a leader's biography, report past events, and describe historic places using relative pronouns. The lesson covers grammar like the simple past tense and relative pronouns. It includes vocabulary, skills building, and practice activities. The teacher invites students to describe how a city has changed from the colonial period to present. Sample dialogues are provided to practice using "used to" to talk about past habits.
This document provides guidance for English language activities focused on films, TV, music and mobile phones. It includes 3 activities:
1) Students generate English words related to the themes and work in groups to create a master list, surprising the teacher with how many words they know.
2) Students form groups and mime film titles for others to guess, translating titles to practice English.
3) Choosing a film title, students brainstorm related English words which are written on the board, allowing further activities like sentence building.
The activities aim to build on students' familiarity with popular themes through vocabulary development, miming, translation and sentence work to improve English language skills while maintaining student interest.
This lesson plan focuses on teaching modals to 7th grade students. It includes objectives of appreciating a song about modals, analyzing a comic strip using modals, and composing sentences with modals. Activities include viewing a music video, a vocabulary activity matching words by meaning, analyzing a comic strip, answering questions about modal uses, and completing exercises practicing modal uses. The plan aims to help students understand and apply modals.
Lesson plan 08/07 - Muller Lilia - Practica Docente IIILiliaMuller
The document provides a lesson plan for a 2nd year English class with 14 elementary level students. The 70-minute lesson focuses on clothing vocabulary and aims to review family members and physical descriptions while developing listening, writing, speaking and reading skills. Key planned activities include a warm-up video, vocabulary presentation using singer images, a worksheet to label singer outfits, drawing an assigned outfit, and a song guessing game. Scaffolding such as modeling, questioning, and encouragement is included to support student participation.
1) The student completed their practicum teaching English to a group of secondary students attending a public night school in their city. The students were shy and quiet, rarely speaking even in Spanish, which made teaching difficult.
2) If given the opportunity to do the practicum again, the student would choose a different school, as attendance was inconsistent and it was hard to teach the whole group the same lesson. Individualized learning would be better for this group.
3) The student confirmed theories learned in their course but saw a lack of communicative approach at this school. Students were not used to communicating in English and the teacher did not seem to motivate them to improve.
Final project for lesson 1 updated with soundMuoi Nguyen
This document provides an overview of modal verbs in English. It defines modal verbs and provides examples of common modal verbs like can, may, must, should, etc. It explains how modal verbs are used to indicate ability, permission, obligation, expectation, and probability. It also categorizes modal verbs as single concept modal verbs, double concept modal verbs, and modal verbs used in the past tense. The document concludes by recommending online resources for students to practice using modal verbs.
The document outlines a didactic unit for an English class focusing on communication, with 24 students at the elementary level. It discusses learning focuses on the simple past tense and used to, as well as lexicon related to communication. A variety of materials will be used including authentic materials from the internet, with attention to diversity and different learning styles. The unit will involve students discussing changes in communication over time, both before and during quarantine.
- The document is a lesson plan submitted by a student teacher for a lesson with 14 second-year elementary students.
- The lesson aims to review family vocabulary, physical appearance, clothes, and develop students' language skills.
- Activities include reviewing vocabulary through presentations, identifying common mistakes, and describing singers using target language in sentences with mistakes to find.
During this lesson, students will learn about crime and violence against women. They will develop their listening skills by listening to and interpreting the song "Jealous Guy". Students will also practice talking about past events using the past simple and past continuous tenses. They will role play as detectives interrogating a suspect about a crime by completing a conversation with verbs in the past continuous form. Finally, students will summarize what the victim and suspect were doing the night of the crime and decide if the suspect is guilty based on their answers.
The document outlines an English lesson plan following the PPP model (Presentation-Practice-Production). It includes the stages, procedures, skills, timing, and interactions for each part of the lesson. The lesson teaches idiomatic expressions related to love and has students do matching, fill-in-the-blank, and writing activities using the idioms. It provides the teacher's script and instructions for each section as well as sample worksheets used in the lesson.
Lesson Plan 27/08-21 - Muller Lilia - PDIII - PassLiliaMuller
- The document is a lesson plan submitted by a student teacher for a lesson on abilities in English. It includes the aims, language focus, procedures and activities for a 70 minute virtual lesson on Zoom.
- The lesson aims to develop students' reading, writing, speaking and listening skills through activities practicing describing abilities, family members and possessions. It includes a warm-up reviewing previous lessons, a presentation of new vocabulary, two paired activities and a game to review the lesson.
- The plan demonstrates coherence and sequencing of stages and activities. It provides scaffolding such as modeling, eliciting answers and feedback. The tutor's feedback praises the ideas and organization but notes some spelling errors and the need for lesson recordings.
This document outlines lessons on yes/no questions and the word "where" from an English language learning program. It provides learning objectives for the lesson, including combining sentences using "to be" and adjectives/prepositions, asking and answering yes/no questions with "to be" and "where", describing using adjectives and prepositions, and articulating preferences regarding free time and vacations. It then reviews grammar concepts and provides examples and exercises for students to practice these skills.
College life in the United States involves a variety of teaching methods used by instructors, from formal lectures to informal discussions, while students have access to libraries, learning centers, and recreational facilities on campus. American teachers have different styles, with some giving daily assignments and others only occasional assignments, while some follow course outlines and textbooks and others assign projects requiring library research. Overall, American colleges provide students with diverse educational experiences in and out of the classroom.
Nadya Rutherford is a student teacher completing her teaching practice at EPJA n° 15 secondary school. She has planned an 80 minute English lesson for an elementary level 3rd year class of 8 students. The lesson aims to teach the past tense verb "to be" through a reading comprehension about The Beatles and listening to one of their songs. The lesson follows the PPP approach and integrates the four skills. It includes a warm-up activity to introduce the teacher, a presentation on The Beatles using a text and song, practice activities using "was" and "were", and a closure getting students to talk about past events in their own lives. Homework is assigned through the classroom blog.
This mock lesson plan aims to teach students about gender stereotypes. It includes two 60-minute lessons. In the first lesson, students will identify gender stereotypes in media, exercise critical thinking, and work collaboratively. Activities include discussing stereotypes, analyzing advertisements for stereotypes, and describing themselves without stereotypes. In the second lesson, students will further identify gender stereotypes in their social environment through a video analysis and reading about breaking stereotypes. Both lessons aim to develop students' understanding of gender stereotypes.
The document is a lesson plan for a 4th year English class. The plan includes the learning objectives of reviewing future tense with "be going to" and developing speaking, writing, listening skills. The lesson has several activities - a warmup discussing winter break, watching a video about characters' future plans, writing sentences using "be going to", and envisioning their own future plans. The plan provides scaffolding such as modeling, explaining and assisting students throughout the various stages.
Remedial Instruction Workshop at Kapit, Sarawak (2014)Jarod Yong
These were the slides I used in the Remedial Instruction Workshop for the secondary school teachers of the Kapit division organised by PPD Kapit on 14-15 May 2014.
15 teachers represented the 4 secondary schools in Kapit: SMK Kapit, SMK Kapit 2, SMK Selirik & SMK Balleh.
The slides contain basic concepts, pedagogies & activities focused on engaging & developing English language abilities in low proficiency students in Malaysia.
Read about the workshop here: http://www.jarodyong.com/2014/05/remedial-instruction-workshop-in-kapit.html
Remedial Instruction for Secondary School English Language Classrooms Worksho...Jarod Yong
These were the slides I used in the Remedial Instruction for Secondary School English Language Classrooms workshop during Connect_ED by Teach For Malaysia on 14 June 2014.
24 teachers were involved with the 75 minute workshop which is a snippet of a 2 day workshop I conducted for the Song & Kapit districts in Sarawak.
The slides contain basic concepts, pedagogies & activities focused on engaging & developing English language abilities in low proficiency students in Malaysia.
Read about the workshop here: http://www.jarodyong.com/2014/06/tfm-connected-2014.html
Remedial Instructions Workshop at Song, Sarawak (2013)Jarod Yong
These were the slides I used in the Remedial Instructions Workshop for the secondary school teachers of the Song district organised by PPD Song on 21-22 October 2013.
10 teachers represented the 2 secondary schools in Song: SMK Katibas & SMK Song.
The slides contain basic concepts, pedagogies & activities focused on engaging & developing English language abilities in low proficiency students in Malaysia.
Read about the workshop here: http://www.jarodyong.com/2013/11/remedial-instructions-workshop-for.html
- The document is a lesson plan submitted by a student teacher for a virtual English lesson with 14 second year students focused on revising content from previous lessons.
- The plan includes reviewing vocabulary related to the Simpsons characters through pictures, completing sentences about the family tree, and forming a rule for the have/has got form.
- Scaffolding strategies like saying word initials, definitions, and examples are incorporated to support students. The plan aims to address learning objectives like evacuating doubts, revising forms and vocabulary, and developing language skills.
- The document is a lesson plan for a 2nd year English class on the topic of clothes.
- The lesson aims to review and teach vocabulary related to family members, physical appearance, and clothes. It also aims to develop students' listening, writing, speaking and reading skills.
- Activities include a warm up reviewing family vocabulary, introducing new clothing vocabulary by describing what singers Pink and Ricky Martin are wearing in pictures, and a worksheet activity where students write what clothes the singers have based on descriptions.
This document appears to be a lesson plan for a class on comparing the past and present ("Then and Now"). The objectives are for students to make a differences poster, use the simple past tense, describe a leader's biography, report past events, and describe historic places using relative pronouns. The lesson covers grammar like the simple past tense and relative pronouns. It includes vocabulary, skills building, and practice activities. The teacher invites students to describe how a city has changed from the colonial period to present. Sample dialogues are provided to practice using "used to" to talk about past habits.
This document provides guidance for English language activities focused on films, TV, music and mobile phones. It includes 3 activities:
1) Students generate English words related to the themes and work in groups to create a master list, surprising the teacher with how many words they know.
2) Students form groups and mime film titles for others to guess, translating titles to practice English.
3) Choosing a film title, students brainstorm related English words which are written on the board, allowing further activities like sentence building.
The activities aim to build on students' familiarity with popular themes through vocabulary development, miming, translation and sentence work to improve English language skills while maintaining student interest.
This lesson plan focuses on teaching modals to 7th grade students. It includes objectives of appreciating a song about modals, analyzing a comic strip using modals, and composing sentences with modals. Activities include viewing a music video, a vocabulary activity matching words by meaning, analyzing a comic strip, answering questions about modal uses, and completing exercises practicing modal uses. The plan aims to help students understand and apply modals.
Lesson plan 08/07 - Muller Lilia - Practica Docente IIILiliaMuller
The document provides a lesson plan for a 2nd year English class with 14 elementary level students. The 70-minute lesson focuses on clothing vocabulary and aims to review family members and physical descriptions while developing listening, writing, speaking and reading skills. Key planned activities include a warm-up video, vocabulary presentation using singer images, a worksheet to label singer outfits, drawing an assigned outfit, and a song guessing game. Scaffolding such as modeling, questioning, and encouragement is included to support student participation.
1) The student completed their practicum teaching English to a group of secondary students attending a public night school in their city. The students were shy and quiet, rarely speaking even in Spanish, which made teaching difficult.
2) If given the opportunity to do the practicum again, the student would choose a different school, as attendance was inconsistent and it was hard to teach the whole group the same lesson. Individualized learning would be better for this group.
3) The student confirmed theories learned in their course but saw a lack of communicative approach at this school. Students were not used to communicating in English and the teacher did not seem to motivate them to improve.
Final project for lesson 1 updated with soundMuoi Nguyen
This document provides an overview of modal verbs in English. It defines modal verbs and provides examples of common modal verbs like can, may, must, should, etc. It explains how modal verbs are used to indicate ability, permission, obligation, expectation, and probability. It also categorizes modal verbs as single concept modal verbs, double concept modal verbs, and modal verbs used in the past tense. The document concludes by recommending online resources for students to practice using modal verbs.
The document outlines a didactic unit for an English class focusing on communication, with 24 students at the elementary level. It discusses learning focuses on the simple past tense and used to, as well as lexicon related to communication. A variety of materials will be used including authentic materials from the internet, with attention to diversity and different learning styles. The unit will involve students discussing changes in communication over time, both before and during quarantine.
- The document is a lesson plan submitted by a student teacher for a lesson with 14 second-year elementary students.
- The lesson aims to review family vocabulary, physical appearance, clothes, and develop students' language skills.
- Activities include reviewing vocabulary through presentations, identifying common mistakes, and describing singers using target language in sentences with mistakes to find.
During this lesson, students will learn about crime and violence against women. They will develop their listening skills by listening to and interpreting the song "Jealous Guy". Students will also practice talking about past events using the past simple and past continuous tenses. They will role play as detectives interrogating a suspect about a crime by completing a conversation with verbs in the past continuous form. Finally, students will summarize what the victim and suspect were doing the night of the crime and decide if the suspect is guilty based on their answers.
The document outlines an English lesson plan following the PPP model (Presentation-Practice-Production). It includes the stages, procedures, skills, timing, and interactions for each part of the lesson. The lesson teaches idiomatic expressions related to love and has students do matching, fill-in-the-blank, and writing activities using the idioms. It provides the teacher's script and instructions for each section as well as sample worksheets used in the lesson.
Lesson Plan 27/08-21 - Muller Lilia - PDIII - PassLiliaMuller
- The document is a lesson plan submitted by a student teacher for a lesson on abilities in English. It includes the aims, language focus, procedures and activities for a 70 minute virtual lesson on Zoom.
- The lesson aims to develop students' reading, writing, speaking and listening skills through activities practicing describing abilities, family members and possessions. It includes a warm-up reviewing previous lessons, a presentation of new vocabulary, two paired activities and a game to review the lesson.
- The plan demonstrates coherence and sequencing of stages and activities. It provides scaffolding such as modeling, eliciting answers and feedback. The tutor's feedback praises the ideas and organization but notes some spelling errors and the need for lesson recordings.
This document outlines lessons on yes/no questions and the word "where" from an English language learning program. It provides learning objectives for the lesson, including combining sentences using "to be" and adjectives/prepositions, asking and answering yes/no questions with "to be" and "where", describing using adjectives and prepositions, and articulating preferences regarding free time and vacations. It then reviews grammar concepts and provides examples and exercises for students to practice these skills.
College life in the United States involves a variety of teaching methods used by instructors, from formal lectures to informal discussions, while students have access to libraries, learning centers, and recreational facilities on campus. American teachers have different styles, with some giving daily assignments and others only occasional assignments, while some follow course outlines and textbooks and others assign projects requiring library research. Overall, American colleges provide students with diverse educational experiences in and out of the classroom.
Nadya Rutherford is a student teacher completing her teaching practice at EPJA n° 15 secondary school. She has planned an 80 minute English lesson for an elementary level 3rd year class of 8 students. The lesson aims to teach the past tense verb "to be" through a reading comprehension about The Beatles and listening to one of their songs. The lesson follows the PPP approach and integrates the four skills. It includes a warm-up activity to introduce the teacher, a presentation on The Beatles using a text and song, practice activities using "was" and "were", and a closure getting students to talk about past events in their own lives. Homework is assigned through the classroom blog.
This mock lesson plan aims to teach students about gender stereotypes. It includes two 60-minute lessons. In the first lesson, students will identify gender stereotypes in media, exercise critical thinking, and work collaboratively. Activities include discussing stereotypes, analyzing advertisements for stereotypes, and describing themselves without stereotypes. In the second lesson, students will further identify gender stereotypes in their social environment through a video analysis and reading about breaking stereotypes. Both lessons aim to develop students' understanding of gender stereotypes.
The document is a lesson plan for a 4th year English class. The plan includes the learning objectives of reviewing future tense with "be going to" and developing speaking, writing, listening skills. The lesson has several activities - a warmup discussing winter break, watching a video about characters' future plans, writing sentences using "be going to", and envisioning their own future plans. The plan provides scaffolding such as modeling, explaining and assisting students throughout the various stages.
The document provides a lesson plan for teaching English to elementary level students focusing on gender violence. Over two weeks, students will learn about different types of gender violence, develop listening, speaking, reading and writing skills, and learn the first conditional tense. Activities include a PowerPoint presentation, videos, worksheets, and an online game. The lesson will be delivered via Zoom and include discussion of topics, practice exercises, and sending follow-up work for students to complete. The goal is for students to understand gender violence concepts and be able to talk about things that can or may happen in the future depending on circumstances.
This document contains a lesson plan for a 4th year English class focusing on making future plans and predictions. The lesson plan includes aims, language focus, teaching approach, materials, seating arrangement, cooperative work elements, possible problems and solutions, language challenges students may face, and assessment. A variety of activities are outlined, including a warm-up on future intentions, presentation of target grammar, reading and comprehension exercises, a listening activity, pair work to ask and answer questions using the future tense, and a writing assignment where students draft an email about future travel plans.
Practica II - Muller- Romero - Collaborative assignment 1LiliaMuller
Students will watch Simpsons videos, describe characters, and create their own using provided materials. The lesson incorporates warm-up, presentation, practice, and game activities with scaffolding such as pictures, questions, and repetition.
- The document is a lesson plan submitted by student teacher Lilia Muller for a lesson on physical appearance vocabulary with 2nd year elementary students.
- The 80 minute lesson includes warm up activities reviewing family vocabulary, a presentation introducing new vocabulary for describing physical appearance, two worksheet activities for students to practice the new vocabulary, and a game for students to describe famous singers.
- Scaffolding strategies such as modeling, encouraging participation, and clarification of instructions are incorporated throughout the lesson.
Lesson plan 30/06 - Muller Lilia - Practica Docente IIILiliaMuller
- The document is a lesson plan for an English class focused on physical appearance vocabulary.
- It includes aims, language focus, materials, procedures divided into warm up, presentation, activities, and a game to wrap up the lesson.
- The lesson will describe physical appearance vocabulary like hair, eyes, and occupations through a warm up, presentation, worksheet activities, and group game to practice the new vocabulary.
This lesson plan is for a 3rd grade beginner English class on the topic of food. It includes several activities to revise and learn vocabulary related to food and drinks. Students will play guessing games to practice vocabulary, match words to pictures, and write sentences using new grammar structures for expressing likes and dislikes. The plan incorporates songs, games, and visual aids to engage students and scaffold their learning.
The lesson plan aims to introduce students to vocabulary related to personal information such as name, age, and country of origin. It includes 6 activities to practice this new vocabulary, such as introducing themselves, learning numbers to state their age, identifying countries on a map, and learning about four influential teenagers from around the world. Scaffolding strategies such as repetition and modeling are incorporated throughout to support student understanding and speaking practice.
Rodrigues - TPD - Segundo período - Planificación 2 Natyrod1984
This document provides a lesson plan for a 6th grade English class focusing on the present continuous tense. The lesson includes activities to introduce family vocabulary, practice asking and answering questions about what people are doing, and watching a video about Mr. Bean to reinforce the target grammar point. Formative assessment is conducted through interactive activities and checking student understanding throughout the lesson.
- The document is a lesson plan submitted by a student teacher for a 2nd year English class of 14 students focusing on the topic of sports.
- The lesson aims to develop the students' language skills while learning about the Olympic Games. It includes activities where students read about sports, match sports to pictures, and play a drawing game to practice "can" and "can't" sentences.
- The teacher uses slides, worksheets, and games to keep students engaged while reviewing vocabulary and scaffolding their understanding through questions, examples, and encouragement.
Lesson Plan 19/08/21 - Muller Lilia - PDIII - PassLiliaMuller
- The document provides a lesson plan for a 2nd year English class focusing on abilities.
- The plan includes aims, language focus on vocabulary and structures for expressing abilities, procedures for introduction, presentation and two activities, as well as transition comments between sections.
- The lesson concludes with a game to review abilities where students ask questions to identify partially covered photos of athletes.
This synchronous lesson plan is for a 4th year English class with 26 students. The lesson focuses on describing people and uses activities from The Simpsons cartoon to practice new vocabulary like tall, short, fat, slim.
The 40-minute lesson begins with a routine to review weather, days of the week and take attendance. Students then review hairstyles by identifying characters. New vocabulary is presented through questions about Simpsons characters.
Students then create their own character by listening to descriptions and pasting cutouts, or drawing the character. They play a game to review vocabulary by unscrambling words and sentences. The lesson aims to reinforce grammar structures while integrating reading, writing and speaking skills.
The document provides a lesson plan for a class of beginner English students. The lesson aims to develop students' speaking, reading, listening and writing skills. Students will review present tenses and vocabulary for describing interests and hobbies. They will then read about an exchange student named Mandy and answer questions about her profile. Finally, students will write their own personal profiles describing their basic information, activities, entertainment interests and sports to practice new vocabulary and structures.
This document outlines a lesson plan for a secondary English class. The lesson focuses on reviewing the present perfect tense and introducing the adverbs "for" and "since." Key activities include watching videos to identify uses of the present perfect, completing exercises about sentences with already, just and yet, creating dialogues in small groups, and performing role plays. The lesson aims to develop students' speaking, listening, reading and writing skills through communicative activities integrating various skills.
This lesson plan aims to help students identify and raise awareness of gender stereotypes. It includes three activities: a warm-up listening activity to revise vocabulary from the previous lesson, watching a video to promote critical thinking about gender stereotypes, and a writing activity where students reflect on themselves. Adaptations are provided for students with dyslexia, such as using images and highlighting verbs. The lesson concludes by having students post their work on Instagram to share with others.
This document provides a lesson plan for a 60-minute English class for 28 secondary school students on the topic of gender stereotypes. The lesson plan includes several activities: a listening warm-up activity to review vocabulary from the previous lesson, watching a video to raise awareness of gender stereotypes, learning and practicing new verbs in the past tense, a writing activity where students reflect on themselves, and a closure activity where students post their work on Instagram. Scaffolding strategies are provided to support students throughout the lesson.
- The lesson plan is for a 1st year secondary school English class with 24 students focused on describing people's physical appearance.
- Students will play a puzzle game to introduce stereotypes, then watch a presentation and video about beauty stereotypes. They will discuss stereotypes and complete worksheets to develop reading, speaking, and writing skills.
- The last part of the class will involve answering student questions to check comprehension of describing people and stereotypes.
- The lesson plan is for a 1st year secondary school English class with 24 students focused on describing people's physical appearance.
- Students will play a puzzle game to introduce stereotypes, then watch a presentation and video about beauty stereotypes. They will discuss stereotypes and complete worksheets to develop reading, speaking, and writing skills.
- The last part of the class will involve answering student questions to check comprehension of describing people and stereotypes.
This document provides a lesson plan for a 60-minute English class for 28 secondary school students on the topic of gender stereotypes. The lesson plan includes the following activities: a warm-up activity revising vocabulary from a previous lesson through a song ordering activity; presenting new vocabulary related to gender stereotypes and teaching past verb forms through a video; a practice activity rewriting sentences in the past tense; a writing activity where students reflect on themselves using the new vocabulary; and a closure activity where students post their work online with a hashtag. Accommodations for potential students with dyslexia are also included, such as providing the video to support the audio for the warm-up activity.
The second Didactic Unit - Secondary Levelmarielagisela
This document outlines the materials and activities used in a didactic unit to teach students about traditions and the present simple tense. Various pictures, texts, and worksheets were used to introduce traditions celebrated by Lady Gaga, Maluma, BTS, and others in their home countries. Comprehension was checked through matching exercises, fill-in-the-blank activities, listening exercises, and creative tasks such as illustrating a tradition or writing an interview. The overall goal was to review vocabulary and consolidate understanding of the present simple tense in its affirmative, negative, and interrogative forms.
Materials The first Didactic Unit- secondary levelmarielagisela
The document summarizes a didactic unit that was used to introduce the Present Continuous tense and raise awareness about bullying. It included a series of activities over four weeks using worksheets, online games, recordings, and creative apps. The goals were to teach the forms and use of the Present Continuous tense, understand bullying, and review/consolidate the vocabulary and tenses through interactive exercises.
Teachers have several responsibilities when planning lessons for secondary level courses. They must create an appropriate learning environment to give students different opportunities to learn, foster classroom interaction, and use a variety of techniques. Teachers also need to promote diversity and inclusion by implementing specific techniques for students with special needs. It is important for teachers to develop students' motivation and autonomy by choosing engaging materials and exercises that encourage decision-making. When deciding on classroom dynamics, teachers should consider how students like to work and maximize interaction through seating arrangements and interesting language practice activities. Lessons should have clear aims and be based on contexts relevant to students' lives. Finally, teachers should evaluate whether lessons helped students learn and reflect on their own performance.
Mariela completed her teaching practicum virtually due to the pandemic. She planned activities to teach English tenses but only two of her five students submitted the tasks. She felt disappointed and discussed the issue with the English teacher and headmaster. They suggested contacting parents but the situation did not improve. Through reflection, Mariela realized she should have maintained better rapport with students and emphasized the importance of English learning. For future teaching, she will seek advice and solutions if students do not participate.
La escuela se encuentra en una zona rural aislada con clima extremo y carencia de servicios. Cumple un rol social importante al brindar educación y vivienda a los hijos de familias de escasos recursos. Implementó un plan de continuidad pedagógica virtual durante la pandemia para mantener la enseñanza a distancia.
Teachers should consider several factors when planning lessons for secondary students learning a new language. First, teachers must create an engaging learning environment that gives all students opportunities to practice the language through classroom interaction, instructions in English, and a variety of techniques. Additionally, teachers should promote diversity and inclusion by implementing specific techniques for students with special needs. Finally, teachers are responsible for motivating students and developing their autonomy by selecting interesting materials and exercises that encourage decision-making.
This document provides a lesson plan for teaching intercultural reflection to third year secondary students in Argentina. The plan aims to raise students' awareness of intercultural diversity and the influence of Guaraní language on Argentinian Spanish and English. Key activities include listening to audio on Guaraní words used in different regions of Argentina, reading texts on Guaraní influence, and discussing vocabulary. The plan scaffolds support for students and accommodates possible needs of students with dyslexia by limiting new vocabulary.
This lesson plan aims to help elementary students identify and discuss gender stereotypes. It includes a warm-up activity where students identify their prior knowledge of gender stereotypes. In the presentation, students categorize words and phrases related to gender stereotypes in a Venn diagram and watch a video on the topic. For development, students read and discuss the meaning of a song about accepting oneself. They also analyze vocabulary from the song and classify verbs as regular and irregular past tense. The closure has students search online for images representing gender stereotypes and link them to vocabulary from the lesson. Adaptations are included for students with dyslexia, such as limiting new vocabulary and using multi-sensory teaching methods.
The document provides a lesson plan for a class on gender stereotypes. The 60-minute lesson has the following objectives: to help students identify gender stereotypes; raise awareness of stereotypes; promote critical thinking; and develop language skills. Activities include a warm-up where students share stereotypes, a presentation putting stereotypes into categories, reading and discussing the song "Born This Way", and an activity focusing on past tense verbs. The lesson aims to get students thinking critically about stereotypes and how they are represented in media.
The document is a lesson plan for a third year secondary school class focusing on intercultural reflection. The 60-minute lesson has multiple activities to help students learn about the influence of the Guaraní language on Argentinian Spanish and English. Activities include listening to audio about Guaraní words used in different regions, reading texts on the influence of Guaraní vocabulary, and discussing how the language has impacted other languages and cultures. Scaffolding strategies and accommodations for students with dyslexia are provided.
This lesson plan aims to raise students' awareness of indigenous cultures in Argentina. It includes 7 activities: 1) Matching texts and pictures of indigenous cultures. 2) Highlighting examples of passive voice in texts. 3) Researching aspects of assigned indigenous cultures. 4) Posting researched information on a Padlet. 5) Classifying cultural aspects as deep or surface using an iceberg model. 6) Playing a guessing game to review vocabulary. Adaptations for students with dyslexia include using multi-sensory methods like drawing, repeating words, and hand gestures. The plan seeks to develop students' cultural understanding, grammar, research, and vocabulary.
Schneider iannaci assignment unit 2_ special needs- passmarielagisela
This document summarizes the adaptation of activities from an English textbook for a student with dyslexia. Two activities were chosen from the textbook and modified in content, process, and product to be more accessible for the student.
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The second activity asking questions about restaurants was changed to an oral production of statements using the same long adjectives. Flashcards were added and the tutor would model the sentences first to support the student's independent use of comparatives.
The lesson plan is for a 4th grade English class and focuses on teaching daily routines vocabulary. It includes 3 activities: 1) A memory game and word search to practice the new vocabulary. 2) Students work in pairs to match pictures of routines to their names. 3) A game of Chinese whispers to practice listening. Scaffolding such as modeling and repetition is provided. The goal is to introduce vocabulary for routines and foster speaking and listening skills through cooperative and engaging activities.
The document summarizes Mariela Gisela Iannaci's experience completing her teaching practicum for an English class at the primary level. During her practicum, she realized the importance of planning lessons that engage students' interests through meaningful activities. While teaching, she found herself relying too much on students' native language to explain activities. Through feedback and reflection, she learned the importance of using only the target language in class. Going forward, she plans to immerse students in English from the start of class, use visual aids and gestures to support understanding, and incorporate more fun games to build students' confidence speaking the language. Overall, she feels the experience has greatly enriched her teaching practice.
1) The student completed a practicum teaching English as a foreign language to primary students where she provided lessons and observations.
2) During her practicum, she learned the importance of considering students' interests and appropriate contexts and contents when planning lessons. She found students enjoyed activities about famous people.
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The lesson plan is for a 45-minute mixed-age English class of beginners focusing on families. It includes activities to revise vocabulary like mother, father, sister, brother. Students will learn to talk about other people's families using "has" and describe classmates, famous people, and adolescents introduced previously. A running dictation game reviews the lesson's content through fun competition.
The lesson plan aims to revise vocabulary and structures related to describing oneself and one's best friend. Students will introduce themselves, describe their appearance and families, and what activities they can do. They will then describe their best friend using the same structures. Activities include students speaking about themselves, writing descriptions, and playing games to review key words. The lesson provides scaffolding such as visual aids and modeling to support beginner-level English skills.
The document provides a lesson plan for a mixed-aged beginner English class. The plan aims to revise abilities students and their families can do, introduce the verb "can't" to talk about things they cannot do, and promote language development. Activities include describing abilities through examples, filling in a worksheet about famous people's abilities, and playing a Bingo game using ability vocabulary. Scaffolding strategies such as visual aids, modeling, and feedback are incorporated throughout.
The lesson plan is for a 45-minute mixed-age beginner English class with 7 students. It aims to revise vocabulary and structures about describing people, introduce the verb "can" to talk about abilities, and practice related vocabulary. The plan includes a warm-up drawing activity to describe family members, presenting ability flashcards and modeling example sentences, an activity for students to practice talking about their own abilities and families', and a closing game to review the vocabulary. Scaffolding strategies like visual aids, modeling, and monitoring are incorporated throughout.
The document provides a lesson plan for a mixed-age English class of beginner students. The 45-minute lesson aims to teach vocabulary related to hair styles and describing people's appearances. It includes warm-up activities to review family vocabulary, a presentation of new hair vocabulary, and activities for students to practice the new words through writing sentences, describing classmates' hair, and matching descriptions to photos. The plan demonstrates scaffolding strategies to support students at different stages.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. Práctica Docente III
2020
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Mariela Gisela Iannaci
Tutora: Aurelia Velázquez
Institución educativa: Escuela Hogar nº 16 “Granaderos Puntanos”.
Año: 1st year
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 5
Class time: 40 minutes
Tipo de Planificación: Clase
Unidad Temática:
➢ What famous people are doing these days during the pandemic.
Semana Nº: First week
Learning Aims :
✓ To introduce the “Present Continuous” tense for students to talk about actions
that are happening now or over the present period;
✓ To introduce vocabulary, verbs and time expressions related to actions that are
happening now;
✓ To promote students´ development of the speaking, reading and writing skills;
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
✓ The personal
pronouns: I, he, she
and they.
✓ To talk about
themselves and
other people.
✓ The verb to be in
its present forms:
Am, Is and Are.
2. Práctica Docente III
2020
N
E
W
✓ Vocabulary related to
what famous people
and students
themselves are doing
these days: cook, do
exercise, train,
meditate, and write
new songs.
✓ Time expressions:
Now, right now, at
the moment and
these days.
✓ To talk about
actions that are
happening now or
over the present
period.
✓ Present
Continuous in its
affirmative and
negative forms.
Due to the fact that the school where I am going to do my practicum doesn´t hold Zoom
meetings, I will use tutorial videos.
Materials
• Laptop
• Webtool (Loom, cómica, vocaroo and padlet))
• 2 tutorial videos
• Worksheet
• Cellphones
• Study material
Procedures
ROUTINE : (1 minute)
I will greet students by asking how they are today. Then, I will invite them to get ready
to start with the class.
3. Práctica Docente III
2020
WARM- UP: (2 minutes)
I will start the lesson by introducing myself by saying “I will be your
English teacher for 2 months”. Nice to meet you!” Then, I will tell them
what date it is.
PRESENTATION: (20 minutes)
To introduce the topic, I will tell students “You know we are going through a pandemic
and, as a consequence, we are doing different activities”. After that, I will invite
students to learn about what famous people are doing in this pandemic.
Pre- reading activity: I will ask students “What do you think Maluma is doing these
days?. Then, I will share two pictures of Maluma on the screen and I will ask them:
“Do you think Maluma…
1- is meditating a lot these days?
2- is giving concerts these days?”
These are the photos I will give them:
After that, I will tell students “Now, we are going to check if your prediction is correct.” I
will ask students to read the following text.
4. Práctica Docente III
2020
What is Maluma doing during the pandemic?
Like all of us, Maluma is respecting the quarantine in his town, Medellín,
Colombia. These days, he is meditating a lot. He is happy because he is
preparing a new video. He is not meeting his fans face to face, but he is posting
a lot of photos on Instagram. He is not visiting his friends or going out to
restaurants. Instead, he is spending more time with his family, his dogs, Bonnie
and Clyde and her donkey, Juanita. Surprise! He is also eating a lot!!
This article was adapted from the following website:
https://www.infobae.com/america/entretenimiento/2020/06/08/viajar-en-plena-pandemia-y-una-
exotica-mascota-maluma-esta-en-el-centro-de-la-
polemica/?fbclid=IwAR1iaTj8v8CM4KW3nellfHukZix2Ifw5F7LhVsukqzpM3cwaFZFoLKNy9SQ
Post- reading activity:
To check students’ comprehension, I will ask students to look at all the activities and
put them in the correct column. After that, I will ask students to do this task orally.
5. Práctica Docente III
2020
Look at the photos and put them in the correct column.
What is Maluma doing these days? What is he NOT doing?
6. Práctica Docente III
2020
After that, I will show them a picture of a famous singer (Bad Bunny) and I will ask them
“Do you know who he is?” in order to elicit the famous singer´s name. Later, I will show
them a picture of this singer training and I will ask them “What is he doing these
days?”. Then, I will share the following sentence on the screen “He is training a lot right
now.” Then, I will show students a picture of another singer (Karol G) and I will ask
7. Práctica Docente III
2020
them “Do you know who she is? so as to elicit her name Afterwards, I will show a
picture of her cooking and I will ask them “What is she doing these days?”. I will share
the following sentence on the screen “She is cooking a lot these days.” Finally, I will do
the same showing a photo of the group BTS to elicit the name of the group and after
that, I will show them a photo of them writing new songs. I will ask "What are they
doing?”. I will share the following sentence on the screen “They are writing new songs
at the moment.”
These are the photos I will show them on the screen:
After this, I will share the sentences mentioned before on the screen and I will invite
them to look at them again:
8. Práctica Docente III
2020
He is training a lot right now.
She is cooking a lot these days.
They are writing new songs at the moment.
After that, I will ask students “Do you know the name of the tense used in these
sentences?” I will give them three options to help them choose the correct one. I will
share the options on the screen. I will ask : Is it…
✓ Present Continuous?
✓ Past Continuous?
✓ Or Future Continuous?
Then, I will say: “Yes, it is Present Continuous.” I will invite them to look at the
sentences in detail and I will ask them “How do you form the Present Continuous
tense?” Now, look at the words in green. What do they refer to? What is colour green
highlighting?
Yes! You´re right. The verb “To be”.
Now, look at the parts in yellow. What is this colour highlighting?
Yes! Excellent! The verb in its “ing” form.
So, remember! We form the present continuous by using:
Veb to be (Am, Is or Are) + another verb in the “ing” form.
Then, I will ask students “What form are you using in the sentences mentioned
before?” Are the sentences in the negative or affirmative forms? Yes! They are in their
affirmative forms!”
After that, I will explain to them how to form the Present Continuous tense in the
negative form. I will explain to them that we use the verb “to be” in its negative form , by
adding the word “NOT”.”
9. Práctica Docente III
2020
These are the examples I will share students on the screen:
Bad Bunny is not signing autographs these days. (long form)
Or
Bad Bunny isn´t signing autographs these days. (short form)
After having explained the affirmative and negative forms, I will ask them “Can you
guess when we use the Present Continuous?”. I will show three options on the screen
to help students choose the correct one.
These are the three options I will give them:
Do you think we use it to talk about…
a- actions that are happening now or over the present period?
b- Actions that happened in the Past?
c- Actions that will happen in the future?
I will say to them why the first one is correct. After that, I will make reference to the
following time expressions (now, right now, at the moment and these days) explaining
that “We generally use these expressions to talk about actions that are happening at
the moment of speaking or over the present period.”
I will tell them “There are some spelling rules you need to know. I´ve uploaded study
material and an extra video explaining the “ing” form of verbs and spelling rules.”
This is the link to tutorial video I will upload to the platform:
https://www.loom.com/share/3ed5eba55ccb4dc9a3d56cb964e82d47
Scaffolding strategies:
- Explain the Present Continuous use and form;
- Provide students with visual aids to promote their understanding.
This is the study material I will upload to the platform:
10. Práctica Docente III
2020
Present Continuous.
We use Present Continuous to refer to actions that are happening now or over the
present period.
The present continuous tense is formed using
THE VERB “TO BE” (am/is/are ) + VERB in the “ING” form.
Remember!!
I AM
YOU – WE – THEY ARE
HE – SHE – IT IS
For example:
Bad Bunny ………………………………………… (sing) a new song.
Bad Bunny is singing a new song.
Affirmative form.
Bad Bunny is training a lot right now.
11. Práctica Docente III
2020
Carol G is cooking a lot these days.
BTS are writing new songs at the moment.
Negative form.
Negatives are made adding NOT to AM, IS, or ARE. Look at this chart.
AM IS ARE
Long form AM NOT IS NOT ARE NOT
Short form ‘M NOT ISN’T AREN’T
12. Práctica Docente III
2020
Maluma is not playing football with his friends right now. (long form)
Maluma isn´t playing football with his friends right now. (short form)
Karol G is not visiting her friends these days. (long form)
Karol G isn´t visiting her friends these days. (short form)
BTS are not giving concerts at the moment. (long form)
BTS aren’t giving concerts at the moment. (short form)
13. Práctica Docente III
2020
Spelling Rules.
When we add “ing” to verbs, we must consider these spelling rules:
• If verbs end in “e” , we remove “e” and add “ing.”
WRITE - WRITING
He is writing a new song right now.
DANCE - DANCING
She is dancing at the threatre at the moment.
• If verbs end in a consonant + vowel + consonant, we double the final
consonant and add “ing”.
Look at these verbs:
STOP – STOPPING
14. Práctica Docente III
2020
The bus is stopping at the bus stop now.
PUT - PUTTING
She is putting the cup on the table.
• If verbs end in “Y”, we add “ing”.
Look at these examples:
PLAY - PLAYING
15. Práctica Docente III
2020
They are playing football at the moment.
FLY - FLYING
The plane is flying now.
Pay attention!!!
We use Present Continuous with the following time expressions NOW, RIGHT NOW,
AT THE MOMENT and THESE DAYS. We generally use them because we are talking
about actions that are happening at the moment of speaking or over the present period.
For example:
He is training a lot right now.
She is cooking a lot these days.
16. Práctica Docente III
2020
They are writing new songs at the moment.
Transition comments to link each stage of the lesson with the next one:
“Excellent! Let´s move on.”
DEVELOPMENT (PRACTICE and PRODUCTION)
ACTIVITY 1: (2 minutes)
To review and consolidate the new tense, I will tell students that I´ve uploaded a
worksheet to the platform. I will ask them to complete the sentences using Present
Continuous. Then, I will ask them to upload the task to the platform.
This is the worksheet:
Complete the sentences using Present Continuous in its affirmative or negative
forms.
1.
Bad Bunny ………………………………………………. (read) a book these days.
2.
17. Práctica Docente III
2020
Bad Bunny …………………………………………………………………. (train) a lot right
now.
3.
BTS ……………………………………………. (give) concerts right now.
4.
Karol G ……………………………………………… (shop) these days.
5.
Bad Bunny …………………………………………………….( learn) to cook right now.
18. Práctica Docente III
2020
6.
Karol G ……………………………………………….. (do) photo shoots these days.
7.
BTS ………………………………………….. (write) new songs at the moment.
8.
Maluma …………………………………………. (meditate) a lot these days.
19. Práctica Docente III
2020
9.
Karol G ………………………………………….. (give) concerts these days.
10.
BTS ………………………………………….. (have) meetings these days.
11.
Maluma ………………………………………… (visit) his friends these days.
Scaffolding strategies:
- Explain what they have to do.
Transition comments to link each stage of the lesson with the next one:
“Fantastic! Now, what are You doing these days?”
ACTIVITY 2: (10 minutes)
20. Práctica Docente III
2020
In order to practice “The Present Continuous tense”, I will ask students “ What are YOU
doing these days?”. Then, I will say “I´ll tell you about myself.”. I will share the following
examples on the screen:
I´m not meeting my friends these days.
I am teaching right now.
21. Práctica Docente III
2020
I am working at the moment.
Scaffolding strategies:
- Give different examples for students to become aware of the present continuous use
and form;
- Provide students with visual aids and to promote their understanding.
Transition comments to link each stage of the lesson with the next one:
“Great! Let´s put this new tense into practice.”
CLOSURE: (5 minutes)
At this stage, I will show the following photos on the screen and I will explain to them
to create their own sentences using these actions:
22. Práctica Docente III
2020
1- Visit my friends.
2- Clean my room.
3- Watch series on TV.
4- Play video games.
I will ask them to record themselves saying the 4 sentences using the online recorder:
https://vocaroo.com/ and upload their recording to the padlet.
This is the link to the padlet:
https://padlet.com/mariela_iannaci/tfktbboosw8rm29v
Finally, I will say to them “See you next class. Bye! ”
23. Práctica Docente III
2020
Scaffolding strategies:
- Give different examples for students to become aware of the present continuous use
and form;
- Provide students with visual aids and to promote their understanding.
In order to cater for possible SpLD students, I have planned the following
in case I have students with DYSLEXIA.
I think that a good way of fostering diversity and inclusion could be to apply different
techniques that are very useful for any kind of special needs. In order to teach the new
structure and new vocabulary to students with dyslexia, I will implement the use of
multi-sensory methods by using the auditory and visual learning styles to help learners
understand. As I will teach students through tutorial videos and reading material, I will
upload an extra short tutorial video to all students to reinforce the new vocabulary. It is
important to highlight the fact that It will be of great help not only to students with
special needs but also for all the students in the class. I will include the following
sentences in it:
✓ He is training a lot right now.
✓ She is cooking a lot these days.
✓ They are writing new songs at the moment.
I will implement Multisensory techniques by using the color- coding of words or
phrases. I will teach the Present Continuous tense by saying that words in green are
the verb to be, words in yellow are verbs in the “ing” form and words in pink are
subjects in the third lesson. Also, I will include as much visual aid as possible to foster
their understanding.
This is the link to tutorial video mentioned above:
https://www.loom.com/share/3ed5eba55ccb4dc9a3d56cb964e82d47
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual X
24. Práctica Docente III
2020
organization
Coherence and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations
https://talkandcomment.com/p/50d426b7303517c40096a190
Congrats on your hard work!
Please, remember to submit the whole didactic unit in one document, following the
lesson template.
Make sure you include all materials and check links.
ps: I loved your videos!!
FIRST WEEK
SET OF ACTIVITIES
This is the link to the first tutorial video:
https://www.loom.com/share/f6afdd031bb849f3966467f4f8b6d579
This is the link to extra tutorial video:
https://www.loom.com/share/3ed5eba55ccb4dc9a3d56cb964e82d47
25. Práctica Docente III
2020
ACTIVITY 1: READING
WHAT IS MALUMA DOING THESE DAYS?
Pre- reading activity:
What do you think Maluma is doing these days?.
Do you think Maluma…
1- is meditating a lot these days?
2- is giving concerts these days?”
Read the text below and check if your prediction is correct.
What is Maluma doing during the pandemic?
Like all of us, Maluma is respecting the quarantine in his town, Medellín, Colombia.
These days, he is meditating a lot. He is happy because he is preparing a new video. He
is not meeting his fans face to face, but he is posting a lot of photos on Instagram. He is
not visiting his friends or going out to restaurants. Instead, he is spending more time
with his family, his dogs, Bonnie and Clyde and her donkey, Juanita. Surprise! He is also
eating a lot!!
This article was adapted from the following website:
https://www.infobae.com/america/entretenimiento/2020/06/08/viajar-en-plena-
pandemia-y-una-exotica-mascota-maluma-esta-en-el-centro-de-la-
polemica/?fbclid=IwAR1iaTj8v8CM4KW3nellfHukZix2Ifw5F7LhVsukqzpM3cwaFZFoLKN
y9SQ
Post- reading activity:
Read the text again and put the photos in the correct column. Upload the task to the
platform.
28. Práctica Docente III
2020
ACTIVITY 2 : WRITING
Complete the sentences about Maluma, Carol G., Bad Bunny and BTS using Present
Continuous in its affirmative or negative forms. Upload the task to the platform.
1.
Bad Bunny ………………………………………………. (read) a book these days.
2.
Bad Bunny …………………………………………………………………. (train) a lot right now.
3.
BTS ……………………………………………. (give) concerts right now.
4.
29. Práctica Docente III
2020
Karol G ……………………………………………… (shop) these days.
5.
Bad Bunny …………………………………………………….( learn) to cook right now.
6.
Karol G ……………………………………………….. (do) photo shoots these days.
7.
BTS ………………………………………….. (write) new songs at the moment.
8.
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2020
Maluma …………………………………………. (meditate) a lot these days.
9.
Karol G ………………………………………….. (give) concerts these days.
10.
BTS ………………………………………….. (have) meetings these days.
11.
Maluma ………………………………………… (visit) his friends these days.
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2020
ACTIVITY 3: SPEAKING
Now, I would like to know about YOU. What are YOU doing these days ? I´ll tell you
about myself:
I am not meeting my friends these days.
I am teaching right now.
32. Práctica Docente III
2020
I am working at the moment.
Create your own sentences using these actions :
1- Visit my friends.
2- Clean my room.
3- Watch series on TV.
4- Play video games.
Record yourselves saying the 4 sentences using the online recorder:
https://vocaroo.com/ and upload your recording to the padlet.
The link to the padlet is the following:
https://padlet.com/mariela_iannaci/tfktbboosw8rm29v
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
33. Práctica Docente III
2020
Visual
organization
X
Coherence and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Excellent job!
You used celebrities to give examples of the grammar point. Will they be the thread
in your lessons?
Remember to use the lesson template!
SECOND WEEK
SET OF ACTIVITIES
This is the link to tutorial video :
https://www.loom.com/share/8ebcbec36dff4c539539f5b6b42af876 Comentado [A1]: This tutorial video should be shared
before the reading activity.
34. Práctica Docente III
2020
ACTIVITY 1 : WRITING
Create a comic about two famous people you like and write what they are/ are not
doing these days. Write 2 sentences in the affirmative form and 2 in the negative form.
Work in groups using the app called “Cómica” which you learnt about in the subject
“Tics” with your teacher Remedios. You can choose your classmates. Remember! You
can get in touch with your classmates through your cellphones.
When you finish the task, upload it to the padlet I have created.
The link to the padlet is the following:
https://padlet.com/mariela_iannaci/tfktbboosw8rm29v
ACTIVITY 2 : READING
Read Melina´s story.
Melina ´s story.
This is Melina. She is crying because she is suffering from verbal bullying and
cyber bullying. Her schoolmates are laughing at her because she is wearing ugly
glasses and old clothes and because she is listening to cumbia music. Her friends
are sending her mean messages and sharing photos of her on Instagram without
permission. Her brother is telling lies about her and spreading rumours about her
on Facebook.
Post- reading activity:
How much do you remember about Melina? Play the following online game to check.
This is the link to the online game: https://wordwall.net/resource/4050030/copy-true-or-false
Comentado [A2]: You could write examples of your own,
and upload them to the padlet.
Comentado [A3]: Private… I cannot access.
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2020
ACTIVITY 3 : WRITING
Imagine your friend is sad because he/she is suffering from bullying.
Write 2/3 sentences about why your friend is crying. You can include pictures. Then, upload
the task to the padlet.
This is the link to the padlet:
https://padlet.com/mariela_iannaci/tfktbboosw8rm29v
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Great ideas!
Nice video! I´d have second thoughts as regards the last slide – after dealing with
such a serious topic, bullying, the sign “ENJOY” might not be appropriate. You could
even comment on the topic and explain what they will be doing on this issue.
Remember to provide your own examples.
Comentado [A4]: Are you using the same padlet to share
all activities?
I think you should think of different padlets or tools.
36. Práctica Docente III
2020
THIRD WEEK
SET OF ACTIVITIES
This is the link to tutorial video :
https://www.loom.com/share/db425211104e4ca187cec0fec6213400
ACTIVITY 1:
Do you remember Melina’s story?
Play an online game to consolidate the vocabulary learnt. Put the words in the correct
order to make sentences about Melina.
This is the link to the online game:
https://wordwall.net/es/resource/3953458/put-words-correct-order-make-
sentences
ACTIVITY 2: LISTENING
Listen to Lady Gaga. She explains what she is doing to promote “respect
for others”. Upload this task to the platform.
Tick the sentences you hear.
You will find the link to the Lady Gaga´s audio on your platform.
Listen and tick the sentences Lady Gaga says.
We are helping adults who are suffering from bullying.
We are teaching parents and students how to ignore a bully.
We are fighting against bullying.
We are creating amazing projects for schools.
We are helping students understand the seriousness of bullying.
Comentado [A5]: I´m afraid the video should go before
activity 2.
Comentado [A6]: Link??
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2020
ACTIVITY 3:
Imagine you are interviewing Lady Gaga about her actions against bullying.
Listen to the audio in ACTIVITY 2 again. Connect the two parts to create the
questions.
Upload this task to the platform.
1. What are you … a. …understand the seriousness
of bullying?
2. Are you helping students … b. … advice?
3. Are you visiting … c. … doing to help adolescents?
4. Are you informing … d. … anti bullying document for
schools?
5. Are you creating an … e. … schools?
6. Are you giving students … f. … how to ignore a bully?
7. Are you teaching parents and
students …
g. … students and parents about
the dangers of bullying?
38. Práctica Docente III
2020
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
X
Language
accuracy
X
Observations You went back to celebrities! Well done!
I loved the video. You used a colour code, great!!
Lovely game! Keep an eye on organization, though.
Providing examples is another important scaffolding strategy you
should implement.
FOURTH WEEK
SET OF ACTIVITIES
ACTIVITY 1. WRITING.
Imagine you are talking with your friend about what famous people are/ aren´t
doing during the Pandemic.
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2020
Ask and answer using Present continuous.
1.
What is Maluma doing these days?
…………………………
…………………………
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2020
ACTIVITY 2. LISTENING
This is the link to tutorial video:
https://www.loom.com/share/21103ca39a354fb88697e84f93b16c8f
Listen to the audio in ACTIVITY 2 again. Choose and draw 2 actions showing what Lady Gaga is
doing to promote respect for others. Use the online app “Pizarra Mágica” to draw Lady Gaga ´s
actions. Upload the task to the padlet.
The link to the padlet is the following:
https://padlet.com/mariela_iannaci/tfktbboosw8rm29v
ACTIVITY 3. SPEAKING
Imagine you are a famous person (choose the one you like). Using the app TikTok,
record a video saying 2 actions you are doing to promote respect for others and fight
against bullying. Use our own creativity using different filters and effects on this app.
Upload the task to the padlet.
The link to the padlet is the following:
https://padlet.com/mariela_iannaci/tfktbboosw8rm29v
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Comentado [A7]: Which audio???
Comentado [A8]: This might be optional.
So as to stick to the context, you may refer to celebrities and
how they use Tiktok to have fun and to give serious
messages, as well.
Comentado [A9]: Here, your own example would be truly
useful.