Time table for two week course
•Download as DOCX, PDF•
0 likes•130 views
The document provides a time table for a two week English teaching course focusing on teaching English through songs. Week 1 focuses on pronunciation, vocabulary, and intonation patterns. It also covers listening skills and materials. Week 2 focuses on different reading techniques and comprehension strategies like predicting content, scanning for details, and identifying patterns in texts. The time table outlines daily activities and topics to be covered from 9am to 2:30pm across the two weeks.
Report
Share
Report
Share
Recommended
1st Grade CCGPS: ELA
This document outlines the 1st Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational reading skills, writing, and speaking and listening. The standards cover key details, craft and structure, integration of knowledge, range of reading complexity, the writing process, research, comprehension and collaboration, and presenting knowledge.
Luke 4 9 13
The document provides a guided study on Luke 4:9-13, which describes Jesus being tempted by the devil. It contains the following key points:
1. The devil tempts Jesus to prove he is the Son of God by jumping from the temple, citing scripture to manipulate God into protecting him.
2. Jesus responds that one should not test God. The devil will use any means, even sacred texts, to tempt people into glorifying themselves rather than God.
3. When the devil's temptations conclude, he leaves Jesus but only until a more opportune time, showing his persistent nature. Believers must always be on guard against future attacks.
Week 15 - Media
This document discusses the challenges Christians face from media and the prevailing culture. It addresses how ideas, entertainment, social media and disconnected relationships can influence believers. It encourages Christians to thoughtfully engage with media by asking questions about promoted worldviews and impacts. Christians are urged to protect their lives and relationships by being discerning with entertainment choices and avoiding substitutes for real community.
Norma patricia martinez caamaño
This document provides information about a lesson plan for pronunciation training focused on two-syllable nouns. The lesson plan includes icebreaker activities to introduce the theme, extension activities to recognize stressed syllables, personalization through individual practice, transfer activities like partner practice, and consolidation through a role play activity. It also includes a sample weekly timetable for a language awareness course with classes focused on topics like pronunciation, difficult classroom situations, and teaching methodologies.
HOW TO TEACH GRAMMAR
This document provides a training plan and lesson plan for teaching grammar. The training plan includes matching content areas to topics, and developing a two-page lesson plan on two selected topics and a two-page timetable. The sample lesson plan covers presenting grammar structures and applying the four skills. It includes activities such as explaining grammar rules, practicing sentences, and writing examples. The timetable outlines two weeks of instruction covering topics like parts of speech, word formation, and error analysis. It lists learning objectives, topics, activities, resources and assessments.
Topic lesson 1
This document contains a summary of topics and lesson plans for teaching English to adult learners using songs. It includes 12 topics that will be covered in the course over 2 weeks. The topics focus on differences between child and adult language learning, pronunciation, vocabulary, listening skills, and reading skills. Several lesson plans are also provided that describe warm-up activities, previews, predictions, guided practice, and closures. The lesson plans incorporate group work, videos, songs, and other materials. The timetable schedules the topics and lessons across each day of the 2-week period.
Topic lesson 1
This document provides a sample lesson plan template covering two weeks of instruction on teaching English with songs. The plan includes the topic, performance objective, level, group, segment description, didactic resources, materials, and time for each lesson. Week 1 focuses on pronunciation, vocabulary, listening skills, and activities. Week 2 emphasizes reading skills, techniques, and applying patterns and comprehension strategies to short texts. The detailed plan models scaffolding techniques and integrating various skills and media into the English language lessons.
Recommended
1st Grade CCGPS: ELA
This document outlines the 1st Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational reading skills, writing, and speaking and listening. The standards cover key details, craft and structure, integration of knowledge, range of reading complexity, the writing process, research, comprehension and collaboration, and presenting knowledge.
Luke 4 9 13
The document provides a guided study on Luke 4:9-13, which describes Jesus being tempted by the devil. It contains the following key points:
1. The devil tempts Jesus to prove he is the Son of God by jumping from the temple, citing scripture to manipulate God into protecting him.
2. Jesus responds that one should not test God. The devil will use any means, even sacred texts, to tempt people into glorifying themselves rather than God.
3. When the devil's temptations conclude, he leaves Jesus but only until a more opportune time, showing his persistent nature. Believers must always be on guard against future attacks.
Week 15 - Media
This document discusses the challenges Christians face from media and the prevailing culture. It addresses how ideas, entertainment, social media and disconnected relationships can influence believers. It encourages Christians to thoughtfully engage with media by asking questions about promoted worldviews and impacts. Christians are urged to protect their lives and relationships by being discerning with entertainment choices and avoiding substitutes for real community.
Norma patricia martinez caamaño
This document provides information about a lesson plan for pronunciation training focused on two-syllable nouns. The lesson plan includes icebreaker activities to introduce the theme, extension activities to recognize stressed syllables, personalization through individual practice, transfer activities like partner practice, and consolidation through a role play activity. It also includes a sample weekly timetable for a language awareness course with classes focused on topics like pronunciation, difficult classroom situations, and teaching methodologies.
HOW TO TEACH GRAMMAR
This document provides a training plan and lesson plan for teaching grammar. The training plan includes matching content areas to topics, and developing a two-page lesson plan on two selected topics and a two-page timetable. The sample lesson plan covers presenting grammar structures and applying the four skills. It includes activities such as explaining grammar rules, practicing sentences, and writing examples. The timetable outlines two weeks of instruction covering topics like parts of speech, word formation, and error analysis. It lists learning objectives, topics, activities, resources and assessments.
Topic lesson 1
This document contains a summary of topics and lesson plans for teaching English to adult learners using songs. It includes 12 topics that will be covered in the course over 2 weeks. The topics focus on differences between child and adult language learning, pronunciation, vocabulary, listening skills, and reading skills. Several lesson plans are also provided that describe warm-up activities, previews, predictions, guided practice, and closures. The lesson plans incorporate group work, videos, songs, and other materials. The timetable schedules the topics and lessons across each day of the 2-week period.
Topic lesson 1
This document provides a sample lesson plan template covering two weeks of instruction on teaching English with songs. The plan includes the topic, performance objective, level, group, segment description, didactic resources, materials, and time for each lesson. Week 1 focuses on pronunciation, vocabulary, listening skills, and activities. Week 2 emphasizes reading skills, techniques, and applying patterns and comprehension strategies to short texts. The detailed plan models scaffolding techniques and integrating various skills and media into the English language lessons.
Integrated skills
The document discusses integrating language skills in the classroom. It states that language learning involves acquiring a set of skills, including listening, reading, speaking and writing. It recommends that lessons incorporate meaningful practice of multiple skills and that skills are best learned when integrated, as they are in real life. Two examples are provided of lessons that stage activities focusing on different skills but linked around a common topic, integrating reading, speaking, listening and writing.
What doesn't work and why
This document discusses challenges in teaching literacy to adult learners with very low literacy skills. It provides several examples of literacy activities that did not work well with this population and analyzes why. Key reasons for lack of success included learners having no foundational skills like print awareness, letter knowledge, or phonological awareness. The document emphasizes that this population needs instruction to start at a very basic level by first building important prerequisites through multi-sensory activities before being able to engage with more advanced literacy tasks. A task analysis approach is recommended to identify specific skill gaps for each learner.
Narrative Module
Here is the generic structure analysis of the text:
Orientation:
- Introducing the main character, Batara Guru Sahala.
- Providing background information about him (he was handsome, he liked fishing)
Complication:
- Batara Guru Sahala went fishing and caught a fish
- He was surprised by something he found in/about the fish
Resolution:
- The text does not provide a resolution as it ends after introducing the complication of Batara Guru Sahala finding something surprising in/about the fish he caught.
The text only provides an orientation by introducing the main character and setting up the background information along with a complication by describing the surprising event during
Narrative Module
Here is the generic structure analysis of the text:
Orientation:
- Introducing the main character, Batara Guru Sahala.
- Providing background information about him (he was handsome, he liked fishing)
Complication:
- Batara Guru Sahala went fishing and caught a fish
- He was surprised by something he found in/about the fish
Resolution:
- The text does not provide a resolution as it ends after introducing the complication of Batara Guru Sahala finding something surprising in/about the fish he caught.
The text only provides an orientation by introducing the main character and setting up the background information along with a complication by describing the surprising event during
Vocabulary instruction
The document discusses effective approaches for vocabulary instruction including selecting tier 2 words from texts, providing student-friendly definitions and examples, having students generate their own examples and sentences using the words, and reinforcing meanings through multiple exposures. It also suggests using mental imagery as a comprehension strategy by having students create mental pictures of word meanings. Formative assessment results found that incorporating mental imagery helped students better remember word definitions.
Constructivismo
This document discusses the constructivist approach to teaching second languages. It provides 12 principles of constructivism, including that learning involves constructing one's own understanding, meaningful learning leads to better retention than rote learning, and language learning involves developing a new identity. The document also summarizes different historical approaches like structuralism and behaviorism, and notes that modern language teaching understands diverse contexts, student needs, and effective traits.
Adhd presentation
The document provides information about an ADHD case study of a student named Arturo. It outlines his family background and challenges with attention, impulsivity, and hyperactivity. The implementation plan details objectives to provide strategies for the English classroom and recommendations for parents. Suggested strategies include using visual aids, movement, games, and short activities to maintain attention. The document also provides general guidelines and recommendations for parents on learning about ADHD and setting clear rules.
Adhd presentation with the lesson plan final version
The document provides information about an ADHD case study of a student named Arturo. It describes Arturo's family and social background, challenges with attention, behavior, and academics. The document then outlines an implementation plan and strategies for teaching Arturo, including using visual aids, movement, games, and short activities to maintain attention. It concludes with recommendations for Arturo's parents such as learning about ADHD, setting clear rules, and encouraging physical activity.
The DERF vocabulary
The document discusses strategies for using read-alouds to build vocabulary and comprehension in primary students. It emphasizes using high-quality children's literature and engaging students in discussions to teach Tier 2 words in context. Planning is important, with goals set before, during, and after reading. Fiction and nonfiction require different focuses - fiction on individual words, nonfiction on related word clusters and text structure. Multiple exposures and review are also recommended.
Sample lesson plan 2010 2011[1st]
1. The lesson plan aims to teach students about story plots by defining the key elements of a plot and their significance to comprehending texts.
2. Students will review plot elements through a PowerPoint, reading short stories, and creating their own graphic organizers to diagram plots.
3. The lesson emphasizes that understanding the five major parts of a plot - opening, rising action, climax, falling action, and resolution - helps with comprehending how each part contributes to the overall meaning.
Transfer 9 copy
The document outlines an English curriculum for 9th grade students that focuses on 3 key areas:
1. Developing language skills like vocabulary, structure, dialogues and comprehension of texts through listening, speaking, reading and writing exercises.
2. Learning about English-speaking cultures and traditions and comparing them to the students' own Mongolian culture.
3. Acquiring learning strategies like using dictionaries, working with partners, self-evaluation and applying knowledge to different situations.
The goal is for students to improve their English communication skills and cultural understanding.
a sociocultural view of language and learning
The document discusses sociocultural views of language and learning, including Vygotsky's work on the zone of proximal development and how cognitive development occurs through social interactions and mediation by more knowledgeable others. It also examines registers and the mode continuum in language, showing how context influences language features from informal spoken exchanges to more formal written texts.
Standard A
The lesson plan introduces first grade students to adding the suffix "-s" to words containing glued sounds like "ang" through whole group instruction, individual practice, and interactive activities. Students will learn the new spelling pattern, build words with the teacher, write sentences independently, and reinforce their learning through kinesthetic practice using cookie sheets or whiteboards to form new words. The lesson is aligned to Massachusetts English Language Arts standards and aims to help students understand how to read and spell words with suffixes.
Two sides of the same coin with text 2
This document outlines strategies for using reading materials to promote speaking in the ESL classroom. It discusses how reading and speaking skills are connected and can be developed together. The document provides theoretical background on reading and communicative language teaching. It also gives guidelines and an example lesson plan for using literature to increase vocabulary, cultural knowledge, and generate in-depth classroom discussions. The lesson plan example walks through preparing students, discussing a Langston Hughes poem, and having students engage in role plays or writing to demonstrate comprehension.
Putting wow in the classroom with common core
This document discusses strategies for teaching literacy skills aligned with the Common Core State Standards. It emphasizes developing close reading skills through analyzing text complexity, academic vocabulary, and critical thinking. It also stresses the importance of writing instruction and process writing. The key ideas are that the CCSS focus on learning how to learn through in-depth comprehension and placing equal emphasis on both reading and writing skills.
Teaching students in a common core world decatur training
This document discusses teaching students in a Common Core world. It makes three key points:
1. Common Core State Standards aim to provide all students with the same level of expertise regardless of their backgrounds by focusing on core skill sets.
2. There is a shift from a culture of teaching to a culture of learning, with the standards defining what students should know and be able to do rather than how teachers should teach.
3. Successful implementation of the standards requires a focus on comprehension through close reading of complex texts, as well as scaffolding such as pre-teaching vocabulary to support students in making meaning from what they read.
Lesson plan
This lesson plan is for an English class for intermediate students aged 20-30. The objectives are to discuss interpersonal communication, describe types of costumes and traditions from different countries, and analyze a video about rare traditions. The class will involve group activities where students perform and discuss traditions from other cultures. The lesson aims to teach grammar points like infinitive and gerund phrases while engaging students in conversations about cultural topics. Potential issues include students not actively participating due to a lack of confidence or not fully understanding reported speech.
M6 a1 flip chart
The document provides examples of strategies to use before, during, and after reading to improve comprehension. Before reading, teachers can activate prior knowledge, have students make predictions, and use graphic organizers. During reading, self-questioning, think-alouds, identifying context clues, monitoring text, and fixing confusion can aid understanding. After reading, question-answer relationships, identifying main ideas and details, asking literal and inferential questions, and summarizing are recommended.
Volunteer project
This document contains the weekly lesson plans for an Exceptional Student Education (ESE) classroom. It provides details on the daily schedule, including time allotted for different subjects like language arts, reading, social skills, science, math, and social studies. For each subject, learning goals and activities are outlined. The schedule is modified from a general education classroom schedule to meet the needs of students in the ESE classroom. Additional artifacts include classroom rules, information on technology used (an interactive whiteboard), and brochures sent home to parents with classroom information. An interview with the teacher provides more context, such as the exceptionalities and ages of students, modifications made to instruction, recommendations from parents, and how education policy impacts teaching in
ENGLISH LESSON PLAN - KEY PRINCIPLES
An example of how an English lesson might take place, focusing on some key principles of Engligh. Literature is at the heart of this plan.
Around the house crossword
This document is a vocabulary worksheet containing a crossword puzzle with words related to rooms in a house and daily activities. Students are to fill in the numbered grid with words provided as clues that are listed as across or down. The clues include items found in different rooms like the bedroom, kitchen, and bathroom as well as common appliances, furniture and other household objects.
Block 4 task 4.6 part 3 (1) ttss
The document discusses various considerations for planning and structuring a training course, including determining objectives, number of participants, venue requirements, and seating arrangements. It provides recommendations for each, describing advantages and disadvantages of different options. For example, it suggests limiting participants to 20 and assessing distractions at the venue. For seating, it analyzes formats like rows of chairs, a U-shape, banquet style, conference tables, and circles of chairs. The goal is to choose arrangements conducive to participation and that facilitate discussions, group work, and trainer movement in the room.
More Related Content
Similar to Time table for two week course
Integrated skills
The document discusses integrating language skills in the classroom. It states that language learning involves acquiring a set of skills, including listening, reading, speaking and writing. It recommends that lessons incorporate meaningful practice of multiple skills and that skills are best learned when integrated, as they are in real life. Two examples are provided of lessons that stage activities focusing on different skills but linked around a common topic, integrating reading, speaking, listening and writing.
What doesn't work and why
This document discusses challenges in teaching literacy to adult learners with very low literacy skills. It provides several examples of literacy activities that did not work well with this population and analyzes why. Key reasons for lack of success included learners having no foundational skills like print awareness, letter knowledge, or phonological awareness. The document emphasizes that this population needs instruction to start at a very basic level by first building important prerequisites through multi-sensory activities before being able to engage with more advanced literacy tasks. A task analysis approach is recommended to identify specific skill gaps for each learner.
Narrative Module
Here is the generic structure analysis of the text:
Orientation:
- Introducing the main character, Batara Guru Sahala.
- Providing background information about him (he was handsome, he liked fishing)
Complication:
- Batara Guru Sahala went fishing and caught a fish
- He was surprised by something he found in/about the fish
Resolution:
- The text does not provide a resolution as it ends after introducing the complication of Batara Guru Sahala finding something surprising in/about the fish he caught.
The text only provides an orientation by introducing the main character and setting up the background information along with a complication by describing the surprising event during
Narrative Module
Here is the generic structure analysis of the text:
Orientation:
- Introducing the main character, Batara Guru Sahala.
- Providing background information about him (he was handsome, he liked fishing)
Complication:
- Batara Guru Sahala went fishing and caught a fish
- He was surprised by something he found in/about the fish
Resolution:
- The text does not provide a resolution as it ends after introducing the complication of Batara Guru Sahala finding something surprising in/about the fish he caught.
The text only provides an orientation by introducing the main character and setting up the background information along with a complication by describing the surprising event during
Vocabulary instruction
The document discusses effective approaches for vocabulary instruction including selecting tier 2 words from texts, providing student-friendly definitions and examples, having students generate their own examples and sentences using the words, and reinforcing meanings through multiple exposures. It also suggests using mental imagery as a comprehension strategy by having students create mental pictures of word meanings. Formative assessment results found that incorporating mental imagery helped students better remember word definitions.
Constructivismo
This document discusses the constructivist approach to teaching second languages. It provides 12 principles of constructivism, including that learning involves constructing one's own understanding, meaningful learning leads to better retention than rote learning, and language learning involves developing a new identity. The document also summarizes different historical approaches like structuralism and behaviorism, and notes that modern language teaching understands diverse contexts, student needs, and effective traits.
Adhd presentation
The document provides information about an ADHD case study of a student named Arturo. It outlines his family background and challenges with attention, impulsivity, and hyperactivity. The implementation plan details objectives to provide strategies for the English classroom and recommendations for parents. Suggested strategies include using visual aids, movement, games, and short activities to maintain attention. The document also provides general guidelines and recommendations for parents on learning about ADHD and setting clear rules.
Adhd presentation with the lesson plan final version
The document provides information about an ADHD case study of a student named Arturo. It describes Arturo's family and social background, challenges with attention, behavior, and academics. The document then outlines an implementation plan and strategies for teaching Arturo, including using visual aids, movement, games, and short activities to maintain attention. It concludes with recommendations for Arturo's parents such as learning about ADHD, setting clear rules, and encouraging physical activity.
The DERF vocabulary
The document discusses strategies for using read-alouds to build vocabulary and comprehension in primary students. It emphasizes using high-quality children's literature and engaging students in discussions to teach Tier 2 words in context. Planning is important, with goals set before, during, and after reading. Fiction and nonfiction require different focuses - fiction on individual words, nonfiction on related word clusters and text structure. Multiple exposures and review are also recommended.
Sample lesson plan 2010 2011[1st]
1. The lesson plan aims to teach students about story plots by defining the key elements of a plot and their significance to comprehending texts.
2. Students will review plot elements through a PowerPoint, reading short stories, and creating their own graphic organizers to diagram plots.
3. The lesson emphasizes that understanding the five major parts of a plot - opening, rising action, climax, falling action, and resolution - helps with comprehending how each part contributes to the overall meaning.
Transfer 9 copy
The document outlines an English curriculum for 9th grade students that focuses on 3 key areas:
1. Developing language skills like vocabulary, structure, dialogues and comprehension of texts through listening, speaking, reading and writing exercises.
2. Learning about English-speaking cultures and traditions and comparing them to the students' own Mongolian culture.
3. Acquiring learning strategies like using dictionaries, working with partners, self-evaluation and applying knowledge to different situations.
The goal is for students to improve their English communication skills and cultural understanding.
a sociocultural view of language and learning
The document discusses sociocultural views of language and learning, including Vygotsky's work on the zone of proximal development and how cognitive development occurs through social interactions and mediation by more knowledgeable others. It also examines registers and the mode continuum in language, showing how context influences language features from informal spoken exchanges to more formal written texts.
Standard A
The lesson plan introduces first grade students to adding the suffix "-s" to words containing glued sounds like "ang" through whole group instruction, individual practice, and interactive activities. Students will learn the new spelling pattern, build words with the teacher, write sentences independently, and reinforce their learning through kinesthetic practice using cookie sheets or whiteboards to form new words. The lesson is aligned to Massachusetts English Language Arts standards and aims to help students understand how to read and spell words with suffixes.
Two sides of the same coin with text 2
This document outlines strategies for using reading materials to promote speaking in the ESL classroom. It discusses how reading and speaking skills are connected and can be developed together. The document provides theoretical background on reading and communicative language teaching. It also gives guidelines and an example lesson plan for using literature to increase vocabulary, cultural knowledge, and generate in-depth classroom discussions. The lesson plan example walks through preparing students, discussing a Langston Hughes poem, and having students engage in role plays or writing to demonstrate comprehension.
Putting wow in the classroom with common core
This document discusses strategies for teaching literacy skills aligned with the Common Core State Standards. It emphasizes developing close reading skills through analyzing text complexity, academic vocabulary, and critical thinking. It also stresses the importance of writing instruction and process writing. The key ideas are that the CCSS focus on learning how to learn through in-depth comprehension and placing equal emphasis on both reading and writing skills.
Teaching students in a common core world decatur training
This document discusses teaching students in a Common Core world. It makes three key points:
1. Common Core State Standards aim to provide all students with the same level of expertise regardless of their backgrounds by focusing on core skill sets.
2. There is a shift from a culture of teaching to a culture of learning, with the standards defining what students should know and be able to do rather than how teachers should teach.
3. Successful implementation of the standards requires a focus on comprehension through close reading of complex texts, as well as scaffolding such as pre-teaching vocabulary to support students in making meaning from what they read.
Lesson plan
This lesson plan is for an English class for intermediate students aged 20-30. The objectives are to discuss interpersonal communication, describe types of costumes and traditions from different countries, and analyze a video about rare traditions. The class will involve group activities where students perform and discuss traditions from other cultures. The lesson aims to teach grammar points like infinitive and gerund phrases while engaging students in conversations about cultural topics. Potential issues include students not actively participating due to a lack of confidence or not fully understanding reported speech.
M6 a1 flip chart
The document provides examples of strategies to use before, during, and after reading to improve comprehension. Before reading, teachers can activate prior knowledge, have students make predictions, and use graphic organizers. During reading, self-questioning, think-alouds, identifying context clues, monitoring text, and fixing confusion can aid understanding. After reading, question-answer relationships, identifying main ideas and details, asking literal and inferential questions, and summarizing are recommended.
Volunteer project
This document contains the weekly lesson plans for an Exceptional Student Education (ESE) classroom. It provides details on the daily schedule, including time allotted for different subjects like language arts, reading, social skills, science, math, and social studies. For each subject, learning goals and activities are outlined. The schedule is modified from a general education classroom schedule to meet the needs of students in the ESE classroom. Additional artifacts include classroom rules, information on technology used (an interactive whiteboard), and brochures sent home to parents with classroom information. An interview with the teacher provides more context, such as the exceptionalities and ages of students, modifications made to instruction, recommendations from parents, and how education policy impacts teaching in
ENGLISH LESSON PLAN - KEY PRINCIPLES
An example of how an English lesson might take place, focusing on some key principles of Engligh. Literature is at the heart of this plan.
Similar to Time table for two week course (20)
Adhd presentation with the lesson plan final version
Adhd presentation with the lesson plan final version
Teaching students in a common core world decatur training
Teaching students in a common core world decatur training
More from Tony Perez
Around the house crossword
This document is a vocabulary worksheet containing a crossword puzzle with words related to rooms in a house and daily activities. Students are to fill in the numbered grid with words provided as clues that are listed as across or down. The clues include items found in different rooms like the bedroom, kitchen, and bathroom as well as common appliances, furniture and other household objects.
Block 4 task 4.6 part 3 (1) ttss
The document discusses various considerations for planning and structuring a training course, including determining objectives, number of participants, venue requirements, and seating arrangements. It provides recommendations for each, describing advantages and disadvantages of different options. For example, it suggests limiting participants to 20 and assessing distractions at the venue. For seating, it analyzes formats like rows of chairs, a U-shape, banquet style, conference tables, and circles of chairs. The goal is to choose arrangements conducive to participation and that facilitate discussions, group work, and trainer movement in the room.
4.6 part 1,,,ttss
This document provides information about a lesson on comparative and superlative adjectives for an English language course. The lesson aims to teach students how to use comparative and superlative adjectives through activities incorporating different learning styles. Warm-up, presentation, practice and production activities are outlined to introduce comparative adjectives, followed by the same for superlative adjectives. The conclusion reflects that addressing different learning styles helped motivate students to learn and achieve the objectives of using both forms of adjectives in context.
Task 4.3 ts
The document provides guidance on tasks by instructing the reader to relate objectives, use exploratory questioning, be patient, and help develop strategies rather than impose them. It also suggests providing "easy wins" like exercises or uses of technology that can be implemented in the next lesson for immediate progression. Checklists are included to evaluate preparation, language use, lesson presentation, classroom management, classroom atmosphere, and use of technology.
Task 4.2 tr
This document discusses how to introduce peer lesson observations for teacher trainees. It provides suggestions for how to structure an observation form to encourage observers to focus on how new language is introduced and to develop their evaluative skills. The document also offers advice on how to prepare for an observation, including determining the group profile, purpose of the observation, and developing a feedback rubric. It recommends observation times of 25-55 minutes and provides tips for structuring polite written feedback focused on giving advice. Guidance is given on maintaining focus, staying calm, and giving specific feedback during discussions. The document advises that if a trainer fails, the focus should be on learner progress rather than the teacher, and a second visit with a new topic is possible
Task 3.3 (2)
This document lists symptoms of various disabilities and categorizes them. It identifies symptoms such as talking excessively, impulsivity, being extremely orderly or disorderly, inappropriate social interactions, and focusing on one's own interests as potential signs of conditions like ADHD, dyslexia, autism spectrum disorder, and hearing or visual impairments. It then organizes these symptoms under the relevant categories of disabilities, including problems with reading small print, mobility, communication, and repetitive behaviors. The document appears to be providing information to help identify learning disabilities and special needs in students.
2 5 task_format (1)
This document contains evaluations of a teacher's language teaching skills and competencies. The evaluator checked boxes to indicate that the teacher is able to combine theory with practice, acquire methodological skills, understand modern language teaching, reflect on and analyze their own teaching, try new solutions, learn from others, and work with others. In remarks, the evaluator praised the teacher's use of sources to create dossiers, participation in all activities, ability to relate theory to practice while also suggesting improvements, and clear lesson aims. The original evaluation also praised the teacher's reflection, original ideas, collaboration, planning, and presentation of supplemental materials.
2 4 task
This document contains an evaluation of a language teacher's skills and competencies. It is noted that the teacher is aware of concepts related to adult learning psychology and language acquisition theory, and integrates these concepts into lesson planning. The teacher shows an ability to incorporate students' prior learning, present engaging materials, consider student needs and interests, assess language levels, and anticipate and address potential issues. In remarks, the evaluator praises the teacher's ability to engage students and provides a thoughtful self-evaluation. The original evaluation is also included and is largely the same, with additional positive comments about the teacher's lesson preparation and ability to create a stimulating learning environment.
2 3 task
This document contains an evaluation of a language teacher's certification dossier. It evaluates the teacher's ability to plan and evaluate lessons according to a curriculum, understand the institutional context, and prepare students for language examinations. The evaluation marks that the teacher provided evidence of stating objectives, defining lesson aims, and selecting appropriate activities. In remarks, the evaluator praises the teacher for using real situations to put lessons into practice. The original evaluation also positively assessed a series of integrated lessons on planning a meal that incorporated vocabulary from previous lessons and culminated in the students and teacher sharing a meal together.
2.2 task format
This document contains evaluations of language teachers' certification dossiers. The first evaluation finds that the teacher has a very good understanding of cultural aspects in language and uses a variety of effective activities. The comments note the teacher's management of cultural points and use of exercises that help students improve in real situations.
The second evaluation contains the same positive assessment of cultural awareness skills. It notes that one teacher successfully combined grammar revision with a discussion of different countries and cultures to encourage critical cultural thinking in students. The teacher selected appropriate materials and presented them professionally.
The document compares two evaluations that both found evidence the evaluated teachers have strong cultural competency in their language instruction.
2 1 task
This document contains an evaluation of a teacher's language awareness skills and competencies. The evaluator checked boxes to indicate that the teacher is familiar with language analysis tools, can compare languages, and applies this knowledge to lesson planning. Comments praise the teacher's ability to use terminology, set objectives, analyze language, address student difficulties, and provide clear explanations. The evaluator noted that while some goals were not fully appropriate, the teacher successfully adjusted the lesson to keep it relevant for students. Overall, the teacher demonstrated the ability to teach grammar effectively.
Assignment 3
The document discusses reflections from an English language training assignment, including interests in language awareness and difficulties with self-assessment. It proposes ways to keep trainees motivated such as emphasizing benefits of English skills and positive attitude. Methods to check progress are described as having trainees write texts and converse about subjects, and improving autonomy through using technology for research and social networking.
Assignment 2. unit1 (1)
The document provides a reading list for an English language learning assignment. It summarizes three Top Notch textbook series that the author found helpful for teaching English as a second language. They introduce lessons with topics that allow students to learn vocabulary applicable to real life. Each lesson has a self-evaluation section. The lessons are organized without too many images or extra content to avoid distracting students. The reading list also provides references for several other English language textbooks and online worksheets for future trainees.
Assignment1.2 unit1
The document provides a reading list for an English language learning assignment. It summarizes three Top Notch textbook series that the author found helpful for teaching English as a second language. They introduce lessons with topics that allow students to learn vocabulary applicable to real life. Each lesson has a self-evaluation section. The lessons are organized without too many images or extras that could distract students. A list of additional books and online resources is also included.
Task 3.5
This module profoundly moved the student by helping them understand the difficulties faced by people with special needs like cochlear implants, changing their thinking to appreciate the efforts made by individuals and institutions to help those with disabilities live a quality life. The student also expressed interest in experiencing for a day what it's like to have the brain of someone with ADHD or a disability to build more understanding and empathy to create a better society.
Task 3.4
Students with special needs often face difficulties that teachers need to be made aware of, though it can be hard for families to disclose disabilities due to fears of discrimination or lack of support. With professional assessment and counseling, teachers and students can work together to determine the best approaches for each student's needs. For those with ADHD, the traditional classroom setting may not be effective, so tasks should be short and tailored to their learning style, such as using visual content for visually-oriented learners.
Task 3.3
The document lists various symptoms associated with different disabilities including ADHD, dyslexia, autism spectrum disorder, hearing impairment, and visual impairment. Symptoms include difficulty focusing, impulsivity, poor social skills, mobility issues, and sensory processing problems. The disabilities are then categorized based on their associated symptoms such as problems with reading, writing, attention, communication, behavior, and mobility. Common disabilities discussed include ADHD, dyslexia, autism spectrum disorder, hearing impairment, and visual impairment.
Task 3.2
Teachers often encounter students with disabilities but are not always able to identify them or provide appropriate support. While some physical disabilities are easier to identify, learning disabilities can be more difficult to recognize due to issues with language processing. Some students show academic deficits and difficulties with social interaction, indicating a learning disability. Current school programs are often not designed to help or properly integrate these students, highlighting the need to reform teaching methods to better support those with special needs and allow them to fully participate in society.
Task 3
Albert Einstein and Stephen Hawking are examples of celebrities who had disabilities but made significant contributions to society. Millions of people live with and overcome disabilities every day without recognition. The author personally knows many people with disabilities who are admired for pursuing their goals despite being told they cannot succeed due to their condition, sometimes even by their own mothers seeking to protect them from hurt. People with disabilities have strength, a special way of facing difficulties, and a unique perspective on the world, and they deserve respect and love.
2 5 task_format
This document contains an evaluation of a teacher's certification as a language tutor. The evaluator checked boxes to indicate that the teacher demonstrated several key competencies, including the ability to combine theory and practice in language teaching, understand methodology and apply it appropriately, reflect on and analyze their own teaching to improve, try new approaches, learn from others, and work cooperatively. In remarks, the evaluator praised the teacher's dossiers integrating songs, videos and movies into language lessons, noting original successful ideas and strong group work skills. The dossiers were well-written with a variety of supplementary materials beyond textbooks, and visual materials were professionally presented. Overall, the evaluator expressed that the teacher did a great job.
More from Tony Perez (20)
Time table for two week course
- 1. TIME TABLE FOR TWO WEEK COURSE. SUBJECT: TEACHING ENGLISH WITH SONGS. WEEK 1 9-10:30 10:35 -12:00 1:00- 2:30 Monday Using ice breakers. Differences between The brain process: Introduction child and adult foreign lateralization language learning. Tuesday Understanding Examples of strong Adults as an specific differences between accents, broken ESL learning group. child and adult English and other Pronunciation pronunciation process issues. techniques Wednesday sounds Understanding how Learning sounds sounds are perceived different from the by adults native language Thursday Words and intonation. Language learning Understanding adult Main concerns for abilities for adult motivations, adult learners learners. Intonation acquisitions and patterns learning. Friday Listening levels. Listening materials Some activities to Listening skills apply in the classroom WEEK 1 9-10:30 10:35 -12:00 1:00- 2:30 Monday Using ice breakers. Reading short stories Understanding the Introduction (2) contents. Tuesday Read titles. Look at Predicting the . With the above pictures (if there is contents of the information, students any). Read a few of reading by using will predict what the first sentences the pictures happens next first paragraph. Read first line of other paragraphs. Read the sentences of the last paragraph. Wednesday Reading another kind Students practice Discussion about the of printed material: scanning important importance of Magazine data (numbers, dates, scanning for reading Newspaper etc) and then write comprehension An article with them board and in technological their workbook. information Thursday Reading another Students will Students will write short story underline the unknown sentences extracted words, find their form the story in order meaning and try to to understand the understand their meaning. Then they´ll application on the use the same context sentences to write a short text. Friday Students will look for Students will change Group discussion patterns like cause- the pattern of the about the impact of
- 2. effect, comparison and reading the pattern in a short contrasts, etc. story.