This document outlines the content of an English language textbook for 7th grade students. It includes:
- The objective is to develop English language skills of listening, speaking, reading and writing to interact in daily life situations using basic vocabulary, phrases, and readings related to modern life.
- The content is organized into 7 units covering topics like introductions, social networks, famous explorers, inventions and famous people.
- Each unit focuses on specific grammar structures, vocabulary, language functions and assessment indicators for the four language skills.
This document outlines the annual curricular plan for an English as a Foreign Language class in 2016-2017. The plan includes 6 teaching units covering topics such as breakthroughs in science and technology, travel and adventure, hobbies and leisure, amazing facts around the world, jobs and occupations, and lifetime achievements. Each unit lists specific learning objectives, content, methodological orientations, and assessments. The plan was created by teacher Henry Guatemal and approved by administrators Lic. Aida Castro and Lic. Cesar A. Cruz.
The document discusses the development of linguistic skills including oral and written expression and comprehension. It covers four main language skills - listening, speaking, reading, and writing. For each skill, it outlines principles for practice, including input preceding output, realism, and variety. It also discusses communicative competence and subcompetences including grammatical, discourse, sociolinguistic, strategic, and sociocultural competence.
The document discusses the stages of reading development from emergent literacy to advanced reading. It describes the key characteristics of each stage, including how children develop phonemic awareness, knowledge of the alphabetic system, decoding and encoding skills, fluency and comprehension. The corresponding stages of spelling development are also addressed at each reading stage. Suggested instructional approaches that support reading at each level are provided.
This document provides guidance for teachers on developing students' reading and writing skills in English. It discusses reading and writing as receptive and productive macroskills and emphasizes the importance of meaning. Several activities are suggested to help students connect sounds and letters, recognize words and phrases, develop reading independence, and enjoy the writing process. The document stresses linking reading and writing to students' existing knowledge and creating purposeful opportunities for communication.
The document provides guidance for activities and techniques to promote speaking skills in English language learners. It recommends that teachers create a communicative classroom where students can engage in authentic tasks that require real-life communication, such as group discussions, role plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, class reporting, playing cards, picture sequencing/narrating, picture describing, and finding differences in pictures. The document also provides suggestions for teachers, such as providing opportunities for student speaking time, reducing corrections, involving speaking practice both in and out of class, and diagnosing individual student difficulties.
The document discusses teaching speaking skills from theory to practice. It outlines three types of speaking: interaction, transaction, and performance. For each type, it describes key features and implications for teaching. It also discusses approaches to teaching speaking, including direct and indirect approaches. As an example, it summarizes a task-based approach used to teach oral communication skills to engineering students in India. This involved activities like presentations, discussions, and role-plays to improve students' confidence and ability to communicate effectively in academic settings.
Recent approaches to literacy education have expanded the definition of literacy and how it is taught. Three recent approaches are:
1) The Construction of Meaning Approach focuses on how readers actively construct meaning during reading.
2) The Sociocultural Literacy Approach views literacy as a social practice and emphasizes the cultural and contextual aspects of reading.
3) The Critical Literacy Approach aims to develop readers' ability to question and challenge assumptions and perspectives in texts. It focuses on issues of power, inequality, and social justice.
This document outlines the annual curricular plan for an English as a Foreign Language class in 2016-2017. The plan includes 6 teaching units covering topics such as breakthroughs in science and technology, travel and adventure, hobbies and leisure, amazing facts around the world, jobs and occupations, and lifetime achievements. Each unit lists specific learning objectives, content, methodological orientations, and assessments. The plan was created by teacher Henry Guatemal and approved by administrators Lic. Aida Castro and Lic. Cesar A. Cruz.
The document discusses the development of linguistic skills including oral and written expression and comprehension. It covers four main language skills - listening, speaking, reading, and writing. For each skill, it outlines principles for practice, including input preceding output, realism, and variety. It also discusses communicative competence and subcompetences including grammatical, discourse, sociolinguistic, strategic, and sociocultural competence.
The document discusses the stages of reading development from emergent literacy to advanced reading. It describes the key characteristics of each stage, including how children develop phonemic awareness, knowledge of the alphabetic system, decoding and encoding skills, fluency and comprehension. The corresponding stages of spelling development are also addressed at each reading stage. Suggested instructional approaches that support reading at each level are provided.
This document provides guidance for teachers on developing students' reading and writing skills in English. It discusses reading and writing as receptive and productive macroskills and emphasizes the importance of meaning. Several activities are suggested to help students connect sounds and letters, recognize words and phrases, develop reading independence, and enjoy the writing process. The document stresses linking reading and writing to students' existing knowledge and creating purposeful opportunities for communication.
The document provides guidance for activities and techniques to promote speaking skills in English language learners. It recommends that teachers create a communicative classroom where students can engage in authentic tasks that require real-life communication, such as group discussions, role plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, class reporting, playing cards, picture sequencing/narrating, picture describing, and finding differences in pictures. The document also provides suggestions for teachers, such as providing opportunities for student speaking time, reducing corrections, involving speaking practice both in and out of class, and diagnosing individual student difficulties.
The document discusses teaching speaking skills from theory to practice. It outlines three types of speaking: interaction, transaction, and performance. For each type, it describes key features and implications for teaching. It also discusses approaches to teaching speaking, including direct and indirect approaches. As an example, it summarizes a task-based approach used to teach oral communication skills to engineering students in India. This involved activities like presentations, discussions, and role-plays to improve students' confidence and ability to communicate effectively in academic settings.
Recent approaches to literacy education have expanded the definition of literacy and how it is taught. Three recent approaches are:
1) The Construction of Meaning Approach focuses on how readers actively construct meaning during reading.
2) The Sociocultural Literacy Approach views literacy as a social practice and emphasizes the cultural and contextual aspects of reading.
3) The Critical Literacy Approach aims to develop readers' ability to question and challenge assumptions and perspectives in texts. It focuses on issues of power, inequality, and social justice.
1. The document is a syllabus for the subject of English for grade 10 at SMK Tunas Bangsa Tawangsari. It outlines 6 competencies to be achieved over 148 hours of study across 2 semesters.
2. Each competency includes indicators of achievement, materials to be taught, learning activities, assessment methods and allocation of time. Learning materials include textbooks, magazines and other resources. Values such as reading habits, honesty and environmental awareness are also included.
3. The syllabus provides a comprehensive plan for developing students' basic English communication skills including greetings, descriptions, conversations and understanding simple memos, menus and schedules over the 2 semesters.
This document outlines the objectives and approaches for teaching English as a foreign language at the elementary school level in Ecuador. It discusses three main curricular threads: 1) communication and cultural awareness, with a focus on introducing learners to different cultures through the English language; 2) oral communication, including developing listening, speaking, and interaction skills through songs, games, role plays and partner/group work; 3) reading, with an emphasis on developing comprehension, study skills, creating a literacy-rich environment, and incorporating cross-curricular content. The overall goal is to help learners establish a foundation for lifelong English language learning through meaningful, authentic contexts and a learner-centered approach.
This document discusses the English as a Foreign Language curriculum for the elementary level of basic general education in Ecuador. It aims to lay the foundation for developing students' reading, writing, and oral communication skills through meaningful contexts. Students will learn English through fun and engaging tasks and texts rather than rote memorization. The curriculum focuses on introducing students to English in an authentic way through various subjects, activities, songs, and cultural contexts. It emphasizes communication, cultural awareness, listening skills, and developing oral production through repetition, movement, and encouragement.
Balanced literacy and fluency aug 17 presentationjeripowers
The document discusses balanced literacy, which is an approach to reading instruction that incorporates different components. It addresses findings from the National Reading Panel that recommend teaching phonemic awareness, phonics, vocabulary, text comprehension and fluency. Balanced literacy includes shared reading, guided reading, independent reading, literacy centers, and independent and shared writing. It also discusses the importance of fluency, word study, comprehension, and writing and provides ways to incorporate each element into classroom instruction.
The commercial uses humor and stereotypes to associate the Mercedes Benz car with luxury, status and beauty.
9. How effective was the commercial in
getting its message across using humor
and stereotypes? Justify your answer.
10. Do you think humor and stereotypes
should be used in advertising? Why/Why
not? Justify your answer.
This document discusses teaching speaking skills in a second language classroom. It begins by outlining the objectives and reasons for teaching speaking, such as its importance for language learning and students' evaluations of their progress. It then defines speaking and describes its features. Next, it defines teaching speaking and the rationale for using communicative approaches and collaborative learning. Some examples of communicative activities are then provided, such as discussions, role-plays, simulations and storytelling. Guidelines for teachers on conducting speaking activities are also outlined.
The document provides information about the Key Stage 1 English curriculum expectations for reading and writing in Years 1 and 2. It outlines what children are expected to be able to do in reading and writing by the end of each year. Mixed ability groupings are used and children are challenged and encouraged to progress at their own pace. Assessment focuses on formative assessment to understand children's comprehension. The SATs administered at the end of Year 2 are outlined which assess reading, grammar, punctuation and spelling.
The document discusses characteristics and goals of beginning readers in kindergarten and early first grade. Beginning readers know less than half the alphabet, have little phonemic awareness, and can recognize a few sight words. They are working on using pictures and context clues to predict words, discussing story elements, and establishing reading habits like predicting words while maintaining meaning. Goals include following directionality, matching voice to print, recognizing 10 sight words, and distinguishing beginning and ending sounds. The document provides tips for parents and teachers to support beginning readers.
Academic English Skills: Reading ComprehensionIwan Syahril
The document discusses reading comprehension and strategies. It introduces schema theory, which explains that readers bring their own knowledge and experiences to a text to construct meaning. There are two categories of schema: content schema about people and the world, and formal schema about discourse structure. The document also discusses skimming and scanning as strategies to quickly get the main idea or find specific information when reading.
This document outlines four approaches to beginning reading instruction:
1) Genuine Love for Reading which includes pre-reading activities to engage students
2) Critical Thinking which involves post-reading discussion of elements of the story
3) Grammar and Oral Language Development which teaches grammar concepts
4) Transfer Stage where decoding and encoding skills are developed
It then provides details on implementing each approach, including techniques for vocabulary development, comprehension questions, and sequencing of reading skills.
1. The document discusses the development of language skills, including oral and written comprehension and expression. It covers listening, speaking, reading, and writing skills.
2. It defines language and the skills needed to master a language: listening, speaking, reading, and writing. These can be classified as receptive skills (listening and reading) or productive skills (speaking and writing).
3. The document also discusses integrated skills activities that combine multiple language skills and the concept of communicative competence, which has four subcompetencies: linguistic, sociolinguistic, discourse, and strategic competence.
ABC song for kids an easy and effective way to learn English alphabet. Songs rhymes for kids in English help your children to develop their memory and improve listening skill. For more Information Visit here. https://bit.ly/2UzT4Q6
The document discusses new approaches to teaching English in India. It advocates moving away from conventional grammar-based and rote learning methods towards more activity-oriented and self-learning approaches. The national curriculum framework recommends linking learning to students' lives outside school to reduce the gap between school, home, and community. It also discourages strictly separating subject areas. The document discusses constructing knowledge through interaction and experience. It outlines the four skills of language learning - listening, speaking, reading, and writing - and provides examples of activities to develop each skill. It advocates continuous and comprehensive evaluation over high-stakes exams to improve the teaching-learning process.
This document provides information about a writing workshop for parents at Marlow CE Infant School. It discusses the aims of the workshop, which are to help parents understand how children's writing develops, how writing is taught at the school, and how parents can support writing at home. It then covers various aspects of writing including the stages of development, transcription and composition, forms of writing taught, handwriting, spelling and grammar curriculum, and different sentence types.
Pstti enhancing reading skills to a preschoolerPSTTI
The document discusses ways to enhance reading skills in pre-schoolers. It notes that pre-school is a critical learning period, so reading skills should be developed. Some challenges pre-schoolers face with reading include seeing letters and numbers as alike and finding reading boring. The document recommends activities like using flashcards to learn letter sounds, reading aloud together, sequencing stories, and visiting the library to develop interest and skills. The goal is to make reading an enjoyable habit for children at this age.
This document discusses teaching English to young learners. It begins by outlining the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills, while older learners show more analytical thinking and developed literacy skills. The document recommends teaching listening and speaking skills first through a natural approach. It also discusses several theories that inform teaching English to young learners, including the importance of comprehension over production, scaffolding learning, and creating a print-rich environment. The document concludes by outlining some strategies and classroom language for teaching English to young learners in Indonesia.
This document provides guidelines for early writing instruction. It emphasizes using meaningful contexts to teach writing mechanics like handwriting and spelling. It recommends using students' oral compositions to give insights into writing and keeping the benefits of writing clearly in mind. Teachers should read to students and discuss genres to serve as models. Developing natural curiosity and thinking skills is also important. The document outlines proper handwriting formation, slant, size, alignment and spacing. It suggests using worksheets and fun, non-mechanical copying activities to practice handwriting.
Vocabulary is the most important feature of written English. There are two main techniques for improving vocabulary - passive learning through daily activities like reading, and active learning through conscious effort. Some tips for building vocabulary include using new words immediately, learning word roots, using a thesaurus, keeping a vocabulary journal, doing word puzzles, and learning one new word every day. Regular practice in divergent ways and asking for feedback can help commit new words to long-term memory.
If you have a student headed to college in the fall, you’ll need to start putting together a plan to pay the college bill. We’ve created a presentation below that walks through all of your options, as well as explaining your financial aid, the college waitlist, and the timeline of the next few months.
Learn all of the nuts and bolts of the CSS/Financial Aid PROFILE, a financial aid application required by over 400 colleges and universities across the country.
1. The document is a syllabus for the subject of English for grade 10 at SMK Tunas Bangsa Tawangsari. It outlines 6 competencies to be achieved over 148 hours of study across 2 semesters.
2. Each competency includes indicators of achievement, materials to be taught, learning activities, assessment methods and allocation of time. Learning materials include textbooks, magazines and other resources. Values such as reading habits, honesty and environmental awareness are also included.
3. The syllabus provides a comprehensive plan for developing students' basic English communication skills including greetings, descriptions, conversations and understanding simple memos, menus and schedules over the 2 semesters.
This document outlines the objectives and approaches for teaching English as a foreign language at the elementary school level in Ecuador. It discusses three main curricular threads: 1) communication and cultural awareness, with a focus on introducing learners to different cultures through the English language; 2) oral communication, including developing listening, speaking, and interaction skills through songs, games, role plays and partner/group work; 3) reading, with an emphasis on developing comprehension, study skills, creating a literacy-rich environment, and incorporating cross-curricular content. The overall goal is to help learners establish a foundation for lifelong English language learning through meaningful, authentic contexts and a learner-centered approach.
This document discusses the English as a Foreign Language curriculum for the elementary level of basic general education in Ecuador. It aims to lay the foundation for developing students' reading, writing, and oral communication skills through meaningful contexts. Students will learn English through fun and engaging tasks and texts rather than rote memorization. The curriculum focuses on introducing students to English in an authentic way through various subjects, activities, songs, and cultural contexts. It emphasizes communication, cultural awareness, listening skills, and developing oral production through repetition, movement, and encouragement.
Balanced literacy and fluency aug 17 presentationjeripowers
The document discusses balanced literacy, which is an approach to reading instruction that incorporates different components. It addresses findings from the National Reading Panel that recommend teaching phonemic awareness, phonics, vocabulary, text comprehension and fluency. Balanced literacy includes shared reading, guided reading, independent reading, literacy centers, and independent and shared writing. It also discusses the importance of fluency, word study, comprehension, and writing and provides ways to incorporate each element into classroom instruction.
The commercial uses humor and stereotypes to associate the Mercedes Benz car with luxury, status and beauty.
9. How effective was the commercial in
getting its message across using humor
and stereotypes? Justify your answer.
10. Do you think humor and stereotypes
should be used in advertising? Why/Why
not? Justify your answer.
This document discusses teaching speaking skills in a second language classroom. It begins by outlining the objectives and reasons for teaching speaking, such as its importance for language learning and students' evaluations of their progress. It then defines speaking and describes its features. Next, it defines teaching speaking and the rationale for using communicative approaches and collaborative learning. Some examples of communicative activities are then provided, such as discussions, role-plays, simulations and storytelling. Guidelines for teachers on conducting speaking activities are also outlined.
The document provides information about the Key Stage 1 English curriculum expectations for reading and writing in Years 1 and 2. It outlines what children are expected to be able to do in reading and writing by the end of each year. Mixed ability groupings are used and children are challenged and encouraged to progress at their own pace. Assessment focuses on formative assessment to understand children's comprehension. The SATs administered at the end of Year 2 are outlined which assess reading, grammar, punctuation and spelling.
The document discusses characteristics and goals of beginning readers in kindergarten and early first grade. Beginning readers know less than half the alphabet, have little phonemic awareness, and can recognize a few sight words. They are working on using pictures and context clues to predict words, discussing story elements, and establishing reading habits like predicting words while maintaining meaning. Goals include following directionality, matching voice to print, recognizing 10 sight words, and distinguishing beginning and ending sounds. The document provides tips for parents and teachers to support beginning readers.
Academic English Skills: Reading ComprehensionIwan Syahril
The document discusses reading comprehension and strategies. It introduces schema theory, which explains that readers bring their own knowledge and experiences to a text to construct meaning. There are two categories of schema: content schema about people and the world, and formal schema about discourse structure. The document also discusses skimming and scanning as strategies to quickly get the main idea or find specific information when reading.
This document outlines four approaches to beginning reading instruction:
1) Genuine Love for Reading which includes pre-reading activities to engage students
2) Critical Thinking which involves post-reading discussion of elements of the story
3) Grammar and Oral Language Development which teaches grammar concepts
4) Transfer Stage where decoding and encoding skills are developed
It then provides details on implementing each approach, including techniques for vocabulary development, comprehension questions, and sequencing of reading skills.
1. The document discusses the development of language skills, including oral and written comprehension and expression. It covers listening, speaking, reading, and writing skills.
2. It defines language and the skills needed to master a language: listening, speaking, reading, and writing. These can be classified as receptive skills (listening and reading) or productive skills (speaking and writing).
3. The document also discusses integrated skills activities that combine multiple language skills and the concept of communicative competence, which has four subcompetencies: linguistic, sociolinguistic, discourse, and strategic competence.
ABC song for kids an easy and effective way to learn English alphabet. Songs rhymes for kids in English help your children to develop their memory and improve listening skill. For more Information Visit here. https://bit.ly/2UzT4Q6
The document discusses new approaches to teaching English in India. It advocates moving away from conventional grammar-based and rote learning methods towards more activity-oriented and self-learning approaches. The national curriculum framework recommends linking learning to students' lives outside school to reduce the gap between school, home, and community. It also discourages strictly separating subject areas. The document discusses constructing knowledge through interaction and experience. It outlines the four skills of language learning - listening, speaking, reading, and writing - and provides examples of activities to develop each skill. It advocates continuous and comprehensive evaluation over high-stakes exams to improve the teaching-learning process.
This document provides information about a writing workshop for parents at Marlow CE Infant School. It discusses the aims of the workshop, which are to help parents understand how children's writing develops, how writing is taught at the school, and how parents can support writing at home. It then covers various aspects of writing including the stages of development, transcription and composition, forms of writing taught, handwriting, spelling and grammar curriculum, and different sentence types.
Pstti enhancing reading skills to a preschoolerPSTTI
The document discusses ways to enhance reading skills in pre-schoolers. It notes that pre-school is a critical learning period, so reading skills should be developed. Some challenges pre-schoolers face with reading include seeing letters and numbers as alike and finding reading boring. The document recommends activities like using flashcards to learn letter sounds, reading aloud together, sequencing stories, and visiting the library to develop interest and skills. The goal is to make reading an enjoyable habit for children at this age.
This document discusses teaching English to young learners. It begins by outlining the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills, while older learners show more analytical thinking and developed literacy skills. The document recommends teaching listening and speaking skills first through a natural approach. It also discusses several theories that inform teaching English to young learners, including the importance of comprehension over production, scaffolding learning, and creating a print-rich environment. The document concludes by outlining some strategies and classroom language for teaching English to young learners in Indonesia.
This document provides guidelines for early writing instruction. It emphasizes using meaningful contexts to teach writing mechanics like handwriting and spelling. It recommends using students' oral compositions to give insights into writing and keeping the benefits of writing clearly in mind. Teachers should read to students and discuss genres to serve as models. Developing natural curiosity and thinking skills is also important. The document outlines proper handwriting formation, slant, size, alignment and spacing. It suggests using worksheets and fun, non-mechanical copying activities to practice handwriting.
Vocabulary is the most important feature of written English. There are two main techniques for improving vocabulary - passive learning through daily activities like reading, and active learning through conscious effort. Some tips for building vocabulary include using new words immediately, learning word roots, using a thesaurus, keeping a vocabulary journal, doing word puzzles, and learning one new word every day. Regular practice in divergent ways and asking for feedback can help commit new words to long-term memory.
If you have a student headed to college in the fall, you’ll need to start putting together a plan to pay the college bill. We’ve created a presentation below that walks through all of your options, as well as explaining your financial aid, the college waitlist, and the timeline of the next few months.
Learn all of the nuts and bolts of the CSS/Financial Aid PROFILE, a financial aid application required by over 400 colleges and universities across the country.
This document provides information about college admissions and planning from the Massachusetts Educational Financing Authority (MEFA). It discusses trends in admissions, developing a college list, the application process including essays and recommendations, financial aid and affordability research, and resources for college planning. Students are encouraged to stay organized, visit campuses, utilize free online tools from MEFA and the College Board, and meet application deadlines in their college planning process.
It’s important to understand the differences among all of your college loan options. This presentation provides guidance on comparing interest rates, calculating total loan cost, and what to read in the fine print.
The CSS/Financial Aid PROFILE is an online financial aid application required by almost 400 colleges and scholarship programs. It collects more detailed financial information than the FAFSA, allows families to report special circumstances, and permits colleges to ask customized questions. The PROFILE process involves registering with the College Board, filling out the application with information about family income, assets, expenses, and other details, and submitting the application along with any required fees.
This document discusses the importance of higher education and saving for college. It provides statistics showing that those with a bachelor's degree have lower unemployment and higher earnings. It also outlines the average costs of public and private colleges and discusses strategies for saving such as starting early, using automatic transfers, and involving family. The document promotes two savings options in Massachusetts: the U.Fund 529 college investing plan and U.Plan prepaid tuition program. It lists participating colleges and urges readers to start saving and learn more about college costs.
This document summarizes key factors to consider when comparing different student loan options. It discusses loan terminology like annual percentage rate and interest rates. It emphasizes utilizing federal loans first due to their lower fixed rates and flexible repayment options. It also recommends minimizing borrowing by using savings and income when possible. The document provides a comparison of MEFA and Direct PLUS Loans and encourages contacting MEFA for help assessing loan affordability and repayment plans.
The U.Plan Prepaid Tuition Program offers benefits unlike any other savings vehicle. By saving money in the U.Plan, you’ll be locking in today’s rates for college tuition and mandatory fees at every Massachusetts college and university in the U.Plan network. That means the rise in college tuition won’t affect you, and your savings will be used to pay for college at 2016 rates. And if your child doesn’t attend a U.Plan school, you’ll receive your full savings back, with interest calculated at CPI and no penalty, right when your child heads off to college. It’s a powerful and fail-proof savings opportunity.
Preparing for college with middle schoolersLisa Allard
This document provides information for middle school families on planning and preparing for college. It discusses the importance of education after high school, different college options and costs. Key points include: those with a bachelor's degree earn more and have lower unemployment; college options include 4-year, 2-year, vocational programs; the median earnings and tax payments are higher for those with more education. It provides strategies for academic preparation in middle school, exploring extracurriculars and colleges. Families can use tools like net price calculators, FAFSA, college search sites to understand affordability. The document reviews financial aid, grants, loans and savings vs borrowing. It highlights Massachusetts savings options like U.Fund 529 and U.Plan
The document discusses different types and sources of financial aid for college, including grants, scholarships, work-study, and loans. It explains how financial need is determined based on factors like family income and assets, and how colleges use this information along with the cost of attendance to calculate financial aid packages. The document also provides information on the financial aid application process and resources available to students and families for paying for college.
Is the CSS/Financial Aid PROFILE on your mind? The PROFILE is a financial aid application required by over 400 colleges, universities, and scholarship programs, so if you have a child applying to college, there’s a good chance you’ll need to complete it. Like the FAFSA, the PROFILE asks questions about family income, assets, and household members. It requires more details than the FAFSA, and has its own registration process.
Chapter 1 philosophy of education 3 catrgo (1) (1)Chikt Nathy C
The document provides an overview of the philosophy of education, identifying three major philosophical categories - ideas, experience, and development. It discusses key theorists like Plato, Descartes, and Aristotle who contributed to the category of ideas, which claims that ideas take precedence over experiences. The implications of idealism include an emphasis on theory before practice, logical thinking, and liberal education. The category of experience includes empiricism, which sees the learner as a passive recipient of experiences, and romanticism, which emphasizes active learning. Educational implications of these philosophies are also outlined.
The document provides step-by-step instructions for completing the Free Application for Federal Student Aid (FAFSA). It outlines the information needed to fill out the application, such as social security numbers, tax documents, and bank statements for both the student and parents. The document also reviews the application process, available resources for assistance, and what happens after the application is submitted.
Chapter 1 philosophy of education 3 catrgo (1) (1)Chikt Nathy C
The document provides an overview of the philosophy of education, identifying three major philosophical categories - ideas, experience, and development. It discusses key theorists like Plato, Descartes, and Aristotle who contributed to the category of ideas, which claims that ideas take precedence over experiences. The implications of idealism include an emphasis on theory before practice, logical thinking, and liberal education. The category of experience includes empiricism, which sees the learner as a passive recipient of experiences, and romanticism, which emphasizes active learning. Educational implications of these philosophies are also outlined.
If you’re beginning repayment on a student loan soon (or know someone who is), it’s important to understand the process and to stay on track. Keeping up to date with student loan payments is necessary to build a solid credit history and maintain strong financial health.
The Language Experience Classroom Presentation Changed For Blogndaviskunyung
This document provides guidance on implementing a language experience approach in early childhood classrooms. It discusses the importance of oral language development and emphasizing children's personal experiences. The key aspects of this approach are that children can talk about what they can think about, write about what they can say, and read what they can write. The approach should be interwoven with best practices of early childhood education and focus on developing children's communication, literacy, and inquiry skills.
The document provides guidance for teaching listening and speaking skills. It discusses developing listening ability through exposing learners to different text types to improve sound recognition, pronunciation and understanding. For speaking, learners are taught to ask questions, give responses and express themselves confidently using appropriate language. Sample lesson plans are provided focusing on vocabulary, comprehension, functions and grammar using the story "Nickey the Caterpillar" over six lessons. Suggested guidelines for other lessons include activities before, during and after listening to discriminate sounds like suffixes.
The document discusses teaching listening skills. It defines listening as an active process where the listener tries to understand meaning from sounds. Listening was historically overlooked but is now recognized as active. Teaching listening helps students function in real situations and activates their mental lexicon. Active listening focuses on understanding without responding, while passive listening involves multitasking. Active listening improves learning and relationships. The listening process involves bottom-up and top-down models as well as using schemas. Challenges include difficulties with sounds, speed of speech, and maintaining focus.
This document discusses the key components of spoken language including social context, linguistic knowledge, pragmatic knowledge, register, vocabulary, phonology, grammar, and extra-linguistic knowledge. It notes that speaking takes place in real time, is usually unplanned and collaborative, and involves using language, tone, gestures and other cues. Effective speaking requires knowledge of discourse markers, turn-taking, giving and receiving feedback, and adapting one's language to different contexts.
The document outlines the five major stages of reading development:
1) The Emergent Pre-Reader stage focuses on building oral language skills and an awareness of print.
2) The Novice Reader stage involves learning sound-symbol relationships and decoding words.
3) The Decoding Reader stage is where oral reading becomes more fluent through word recognition.
4) The Fluent Comprehending Reader stage marks a transition to reading to learn new ideas.
5) The Expert Reader stage involves reading broadly across disciplines to integrate and create new knowledge.
This document outlines the K to 12 curriculum guide for teaching Mother Tongue (the learner's first language) in Grade 1 in the Philippines. It includes the overall goal of developing functionally literate and holistically developed Filipino learners. It describes the desired learning outcomes and core standards for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, and fluency. Performance standards and competencies are provided for each area to guide teaching students basic communication and literacy skills in their first language.
Learning Objectives
This module on language pedagogy attempts to support state resource groups / master trainers to—
understand the various aspects of language education viz. nature of language learning, role of language in learning, multilingualism as a resource and a strategy, language-in-education policy, objectives of language teaching in Indian contexts, the ideas and philosophy of National Curriculum Framework-2005;
familiarise teachers with the approach of integrated skills (LSRW) for literacy and language learning, engaging children in context based activities for developing communicative competence of the children, providing authentic texts and assessment as learning approach;
be able to chalk out the learning outcomes and pedagogical process for language teaching-learning for different stages;
sensitise teachers on using various strategies to language teaching which include language skills - listening and speaking, reading, writing, and teaching of grammar, vocabulary and so on;
build an understanding of generic concerns such as knowing the learner, gender issues, special needs, inclusive classroom, school based pre-vocational education and others such pertinent issues;
understand the processes and use the strategies for continuous assessment and the reporting of learning outcomes; and
enable them to build the capacity of teachers in order to achieve learning outcomes stipulated for every class in different subject areas.
The document provides guidance on teaching listening skills to language learners. It discusses what listening involves, including understanding main ideas and details. It also identifies reasons why learners may find listening difficult, such as focusing on individual words. The document then outlines different stages and types of listening activities, and provides steps for developing listening lessons, including pre-listening, while-listening, and post-listening techniques.
Somehow, information are substantial. we just have one reference but somehow helpful. Thanks! Comments for any questions and suggestions for future references.
This document discusses early literacy development from birth through elementary school. It outlines stages of literacy development including awareness, experimental reading/writing, early reading/writing, and independent reading/writing. Factors that influence literacy development are also examined, such as exposure to books and print at home, interactions with family, and exposure to literate environments. The document provides recommendations for developmentally appropriate practices to promote literacy, including creating literacy-rich environments, language experience activities, reading aloud, role playing, and building on students' diverse backgrounds.
This document provides information about supporting children's literacy and numeracy development. It discusses the importance of speech and language in developing literacy skills. It outlines the typical progression of reading and writing skills in children from mark making to recognizing letters and words. It also discusses different theoretical approaches to teaching reading such as phonics, whole language, and balanced literacy. For numeracy, it addresses the importance of early mathematical experiences and acquiring number sense and mathematical vocabulary. It recommends supporting skills through play-based learning activities linked to children's lives. The document emphasizes working with parents and using a multimodal approach to develop both literacy and numeracy.
This document provides an overview of the curriculum and activities for first graders. It discusses the social studies curriculum which covers topics about the Philippines and uses hands-on activities. It also describes the workshops for reading and writing which follow a guided process and celebrate student work. Special subjects like visual arts, music, and PE are covered, as well as Filipino, religion, homeroom, and physical education. Assessment is done through observations, conferences, projects and other methods. The goal is to develop well-rounded students.
This document outlines techniques for teaching children to read. It discusses the benefits of reading as a necessary life skill and social experience. Everyday strategies for parents include reading aloud to children for 10 minutes daily, pointing out words, and modeling reading. Specific teaching strategies covered are phonics activities to learn letter-sounds, shared reading where the adult models skills, and vocabulary word maps to promote comprehension.
This document discusses different types of listening and challenges with teaching listening. It outlines problems like hearing difficulties in a classroom setting and issues with cassette quality. It also presents possibilities for listening activities including pre-listening to focus attention, while-listening exercises to consolidate language, and post-listening activities to extend topic or language focus. The document stresses choosing activities based on text type, learner level and needs for listening skill development.
- Early literacy skills like phonological awareness, print motivation, and vocabulary are strong predictors of reading ability later in childhood and can help prevent achievement gaps.
- Public libraries have responded to research on the importance of early literacy by providing resources to help children develop skills like print awareness and narrative skills before starting school.
- Developing these six early literacy skills through practices like reading, writing, playing and talking with children helps them become "ready to read" by kindergarten.
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
This document provides an overview of early literacy strategies and techniques for promoting language development in young children. It discusses the importance of dialogic reading where the adult reads with the child and asks open-ended questions to encourage interaction. Examples of question types that can be used during dialogic reading include completion, recall, open-ended, and "Wh-" questions. The document also recommends strategies for introducing new vocabulary words before, during, and after reading a book with a child.
- The document discusses how Ladbrooke JMI School teaches early reading skills such as phonics to students from nursery through year 2. It focuses on the synthetic phonics approach using the Read Write Inc. program.
- Key aspects covered include teaching the correspondence between letters and sounds, blending sounds to read words, segmenting words into sounds to spell, and learning both regular and irregular words.
- Support from parents is encouraged through daily reading at home, learning nursery rhymes, and practicing phonics skills.
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.
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 Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Survey of Techniques for Maximizing LLM Performance.pptx
Tnl tb7 plan_anual(1)
1. The New Learning plus Teacher’s book 7
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written permission of Maya Ediciones Cia. Ltda. Page 1
THE NEW LEARNING PLUS – SEVENTH YEAR
BOOK OUTLINE
Program Objective:
• To develop all the four language basic skills (listening, speaking, reading and writing,) through the language
components (linguistics, sociolinguistics, and pragmatics) to interact in a simple and basic way with others in English.
Book objective:
• To develop the listening, speaking, reading and writing skills by using basic vocabulary, phrases and readings in
present, past and future tenses related to modern life in society covering topics of children’s interest in different
contexts to assimilate sounds, words and meanings in English.
Stream line: Listen, speak, read and write to interact and communicate in daily life situations.
Linguistic Competences:
Listening
To process and understand spoken messages of which the complexity increases
gradually.
Speaking
To produce oral messages less complex than the receptive written and aural texts.
Reading
To process and understand written messages of which the complexity increases
gradually.
Writing
To produce written messages less complex than the receptive written and aural texts.
2. The New Learning plus Teacher’s book 7
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CORE UNIT GRAMMAR VOCABULARY FUNCTIONS STANDARDS OF
PERFOMANCE
ESSENTIAL
ASSESSMENT
INDICATORS
1 My first day of class
• General Review
-Basic oral questions
and statements
recycled from year 6:
-Basic sentences in
present and past:
Affirmative,
Negative
-Past participle of verbs
-Expression: used to….
-Transition words
-Future tense
Basic vocabulary
recycled from year 6:
-Basic vocabulary
-Personal pronouns:
I, you, he, she, it, we,
you, they
-Do verbs: ride, know,
play, fly, go, cut, teach,
eat, make, have, do, fall,
sing, write, buy, break
- Transitions : first,
next, then, after that,
finally
-Prepositions: by, but,
-Numbers: 1- 1,000,000
-Adverbs of frequency:
usually
-Nouns: ticket, bus, taxi
-Vocabulary in context
-Determiners: a, an, the
-Reviewing of prior
Knowledge from year
6.
-Listening to
instructions.
-Following instructions.
-Identifying sounds
-Associating sounds and
words.
-Talking about actions
-Talking about present
And past activities.
-Writing numbers
-Writing paragraphs.
During the whole
process:
LISTENING
Learners will:
Recognize actions in a
context.
Understand simple
readings.
Understand familiar
words in sentences and
short stories.
Be familiarized with
readings and dialogues.
Identify important
words in what someone
has just said.
Understand and respond
to simple requests and
classroom instructions.
Use context to
determine the meanings
of words.
Assessment takes place
through the language
skills: speaking, writing,
listening, and reading.
During the whole
process:
The students will be
able to :
LISTENING
-Understand when
someone read a short
reading or a dialogue.
-Understand readings
related to real life
-Follow the sequence of
a short dialogue or
reading when provided
images.
-Understand when
someone speaks English
and react in a verbal and
nonverbal way.
-Follow oral instructions
related to conversations
by phone.
3. The New Learning plus Teacher’s book 7
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-Understand when
someone asks for
information by phone.
-Complete sentences
dialogues and readings.
-Interact with others.
-Interact with others by
phone.
-Memorize and follow
the rhythm of simple
songs.
2 Meeting people!
• Introducing other
people
• Describing people
• Exchanging
personal
information
• Asking about past
-Oral and written
questions and
statements:
-Personal pronouns:
-Regular and irregular
DO verbs
-Simple present tense :
Be / Do Verbs
-Simple past tense:
Be/ Do verbs
-Information Questions
in present and past
tenses.
Oral and written basic
vocabulary :
-Greeting expressions:
I’d like you to meet…..
May I introduce you
to….?
-Polite expressions:
Excuse me / Nice to
meet you.
-Questions: What’s your
name? Who are you?
How are you?
-Farewells: Good bye
/See you / Bye
-Adjectives: tall, short,
fat, thin, careful, active,
generous, casual,
scruffy, shabby, etc.
-Verbs: BE; am, is, are
was, were
-Developing cognitive,
perceptual and
psychomotor
skills of children.
-Listening for
information
-Reading dialogues.
-Introducing people.
-Asking for information.
-Saying goodbye.
-Describing people by
physical appearance
and personality.
-Writing descriptions.
-Exchanging personal
information .
-Connecting past and
present events.
-Identifying past and
present forms.
- Recognizing relevant
information in a text.
SPEAKING
Use prior knowledge.
Identify the vocabulary
learned.
Use the grammatical
structures and patterns
of the language
properly.
Use different strategies
for word recognition.
Use the vocabulary and
the basic structures of
the language in
readings.
Use intonation, rhythm,
gestures and voice pitch
according to
-Understand and
respond simple
questions about famous
people.
-Follow their teacher
and classmates’
instructions during a
game or an activity.
4. The New Learning plus Teacher’s book 7
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written permission of Maya Ediciones Cia. Ltda. Page 4
DO: think, enjoy, do
-Personal pronouns:
I, you, he, she, we, they
-Information words:
what, where, when,
who, why
-Vocabulary in context
-Determiners: a, an, the
-Answering
information questions.
-Writing short
paragraphs about a
legend.
-Understanding cultural
values of the country.
-Asking for and giving
information about our
country.
-Sharing information
with others.
-Using basic sentences
to communicate ideas.
-Identifying the tense
of verbs.
- Associating sounds
and symbols.
- Writing words.
-Listening and
recognizing English
sounds.
-Spelling words.
circumstances and
purpose of
communication.
Manage a basic
vocabulary naturally.
Share information with
others.
Understand physical and
personality descriptions.
Use the vocabulary in
context.
Talk using stress,
rhythm, and intonation
properly.
Identify and explain the
main idea of a text.
3 Modern Life
• Social networks
• If I study ….
-Oral and written
questions and
statements:
- Personal pronouns
-Present tense: Be/ Do
verbs
-Expression: I’d like…
What would you …..?
-First conditional:
Present simple +
Future simple ;
If you. , you will …….
- Question: What will
you do if ……….?
Oral and written basic
vocabulary:
-Personal pronouns:
I, you, he, she, it, we,
you, they
-Determiners: the, a, an
-Demonstratives: this,
that, these, those
-Nouns; safe, internet,
web site, topic, friend,
site, information,
model, singer….
-Verbs: am, is ,are,
provide, share,
communicate, let,
-Listening for
information
-Discussing about
modern life.
-Talking about social
Networks.
-Writing emails
-Identifying and talking
about famous people
- Completing Gap-fill
paragraphs.
-Describing real events.
-Discussing about
possibilities
-Interact in a dialogue
READING
Identify different
conventional symbols.
Identify explicit
elements in a text:
characters, objects,
characteristics and
stages clearly.
Recognize important
information.
Distinguish the principal
actions or events that
SPEAKING
-Give basic information
to people around them.
-Talk about people,
modern life, famous
explorers, our country,
and other topics
presented in the book
by using the new
vocabulary.
-Talk about different
topics in present, past
and future
5. The New Learning plus Teacher’s book 7
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written permission of Maya Ediciones Cia. Ltda. Page 5
invite, use, like, work,
finish, go, do
-Using polite
expressions
- Associating sounds
and symbols.
- Writing words.
-Listening and
recognizing English
sounds.
-Spelling words.
make up the text and the
order in which they
happen.
Use proper intonation,
rhythm and stress
according to the
reading or dialogue.
Distinguish between a
fact and an opinion.
-Use current phrases to
express ideas in present,
past and future.
-Ask and give
information about
people.
-Use proper structures
to talk about a future.
4 Famous explorers
• Christopher
Columbus
Oral and written
questions and
statements:
- Past simple of BE
and Do verbs.
-Second conditional:
Past simple + would+
infinitive;
If I won the lottery, I
would travel around
the world.
-Question:
What would do, if
you ………?
Oral and written basic
vocabulary:
-Personal pronouns:
I, you, he, she, it, we,
you, they
-Nouns: merchant,
weaver, sea, land, kings,
queens, food, ships,
spices, money, natives,
-Verbs in past: was,
were, went, tried,
accepted, promised,
won, studied,
-Infinitives: ask, have,
give, buy, find
-Determiners: a, an, the
-Vocabulary in context
-Listening for
information
-Talking about a famous
explorer
-Describing important
past events
-Identifying past tense
verbs
-Reading short
paragraphs.
-Describing unreal
events
-Reading short
paragraphs.
-Interacting with others.
- Associating sounds
and symbols.
- Writing words.
-Listening and
recognizing English
sounds.
-Spelling words.
WRITING
Use prior knowledge.
Label words.
Associate basic
vocabulary and
pictures with written
words and short
sentences, paragraphs
dialogues and readings.
Identify the new
vocabulary.
Write legibly using the
vocabulary and the
grammar structures
learned in a correct way.
Use the new vocabulary
in context.
-Use verbal and non
verbal elements to
communicate with
others personally and by
phone.
-Identify and pronounce
the words and simple
sentences correctly.
-Talk about future plans.
-Say simple sentences.
-Pronounce words and
sentences correctly.
-Make short sentences
with the key vocabulary.
-Answer simple
questions when people
speak slowly and
clearly.
6. The New Learning plus Teacher’s book 7
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written permission of Maya Ediciones Cia. Ltda. Page 6
Manage basic language
structures and
vocabulary correctly.
Use the basic structures
of the language
correctly.
-Give simple answers to
basic questions when
given time to replay.
-Discuss about
The topics presented in
the book.
-Sing songs.
5 Exploring my
country.
• Ecuador loves life
Oral and written
questions and
statements:
-Simple present tense
Do verbs / Be
-Information questions
about past.
-Past simple of BE and
Do verbs.
-Future: will
-Clauses with: after/
before
Oral and written basic
vocabulary:
-Personal pronouns:
I, you, he, she, it, we,
you, they
-Nouns: clothes, food,
means of transport,
wild animals
-Verbs: was, went,
located, arrived, saw,
discovered
-Prepositions: before,
after
-Determiners: a, an, the
-Listening for
information
-Discussing about
National Parks.
-Brainstorming about a
topic.
-Talking about our
country.
- Identifying the tense of
verbs.
-Reading information.
-Putting events in order.
-Answering information
questions.
-Being proud of their
identity.
-Following instructions.
-Writing short essays.
- Designing logos and
posters.
-Writing and reading
words.
-Interacting with others.
- Associating sounds
and symbols.
- Writing words.
-Listening and
recognizing English
sounds.
7. The New Learning plus Teacher’s book 7
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written permission of Maya Ediciones Cia. Ltda. Page 7
6 Turn on the TV!
• Inventions that
changed the World
• My yellow
submarine
- Oral and written
questions and
statements:
-Simple present tense :
BE / DO verbs
-Passive voice: was+
past participle; It was
invented …….
- Past simple of BE
and Do verbs.
-Simple present tense:
BE and DO verbs.
-Information question:
What is the most ..?
-Because clauses: Helen
went to bed because
she was sleepy.
Oral and written basic
vocabulary:
-Personal pronouns:
I, you, he, she, it, we,
you, they
-Nouns: fire, wheel,
paper, compass,
automobile,electricity,
scientists, inventions,
inventor, outside,
-Famous inventors
-Prepositions: in, next
to, under, trough ,into
-Adjectives: lower
-Verbs: suggest, have,
make, carry, need, cut,
place, push, observe,
is, are, go, want,
study, work
-Determiners: a, an, the
-Listening for
information
-Sequencing events and
time.
-Making a time line.
-Describing important
inventions in history .
-Reading information.
-Searching for
Information on
internet.
-Following instructions.
-Identifying parts of
objects.
- Writing observations.
-Associating fiction and
reality.
-Connecting ideas based
on a reason.
-Writing about
inventions.
-Interacting in real life
dialogues.
-Talking about
inventors.
- Completing Gap-fill
paragraphs.
-Identifying the tense of
verbs.
-Experimenting with the
states of matter.
-Identifying the states
of matter.
-Interacting with others.
-Investigating about a
topic.
- Associating sounds
and symbols.
READING
-Recognize sequence of
events.
- Draw the scenes of a
dialogue.
-Dramatize a story.
-Describe people.
-Identify main idea and
details in a paragraph.
-Get meaningful words
from context.
-Identify key words.
-Recognize isolate
Words.
- Draw vocabulary.
-Identify characters, in a
dialogue or reading
providing them some
clues.
-Relate picture to text.
-Ask and answer
questions related to a
text.
-Get specific
information.
8. The New Learning plus Teacher’s book 7
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written permission of Maya Ediciones Cia. Ltda. Page 8
- Writing words.
-Listening and
recognizing English
sounds.
-Spelling words.
-Follow written
instructions.
-Pronounce words and
sentences correctly.
-Use proper intonation,
stress and rhythm.
7 Talking about
famous people
• The most
intelligent….
• The best
footballer in town!
- Oral and written
questions and
statements:
-Past simple of BE and
Do verbs.
- Simple present tense:
BE and DO verbs.
-Affirmative, negative
and interrogative
sentences
-Passive voice: The
most intelligent person
who ever lived.
-Superlative adjectives:
short and long
adjectives; regular
and irregular forms
-Information questions:
What did you learn
about….. ?
What would you like ..?
Oral and written basic
vocabulary:
-Personal pronouns: I,
you, he, she, we, they
-Verbs: know, have,
say, discover, become,
play, want, arrive, tell,
pay, win, wear
-Nouns :Germany,
magazine ,science,
professor, scientist,
drinks, field
-Superlative adjectives:
short-shortest; the most
intelligent, the best
-Determiners: a, an, the
-Recognizing the
subjects in a
school schedule.
-Listening for
information.
-Reading information.
-Searching for
information on internet
-Describing qualities.
-Making comparisons.
- Identifying verbs in a
text.
-Identifying active and
passive voices,
-Reading short readings.
- Extracting information
from a reading.
-Matching information.
-Talking about famous
people.
-Organizing and
displaying data of a
survey.
- Completing Gap-fill
paragraphs.
- Writing info about
famous people.
-Sequencing events and
time.
WRITING:
-Transfer information.
-Write summaries.
-Write descriptions
-Write sentences in
passive voice
-Fill observation sheets.
-Label words based
on pictures.
-Write sentences in
present, past and
future tenses.
-Create simple
legends using the
structures and
vocabulary learned.
-Answer simple
questions about the
topics presented in the
book.
-Put sentences into
9. The New Learning plus Teacher’s book 7
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written permission of Maya Ediciones Cia. Ltda. Page 9
-Asking and answering
questions about real
life?
-Following instructions.
- Associating sounds
and symbols.
- Writing words.
-Listening and
recognizing English
sounds.
-Spelling words.
logical order.
-Write short paragraphs
about specific topics.
-Write descriptions.
-Solve progressive tests
-Write about personal
experiences.
8 My favorite music
is….
• I can play ….
• Talking about
jobs.
- Oral and written
questions and
statements:
- Simple present tense:
BE and DO verbs.
-Simple past tense: BE/
DO verbs
-Modals : can, can’t
-Yes/no questions:
Can she dance?
-Questions: What can
you do?
What can’t you do?
Who is he?
What does he do?
Where does he work?
What would you like
to be?
-Expression:
If I were a …..
I would ……..
Oral and written basic
vocabulary:
-Nouns: Musical
instruments:
guitar, piano, violin,
drum, saxophone,
trumpet, flute,
tuba, triangle
- Musical genres:
classical, instrumental,
popular, …
-Nouns: song, bubble,
computer, bike
-Occupations: actress,
architect, baker,
butcher, carpenter,
dentist, driver, doctor
-Modals: can/ can’t
-Verbs: play, swim,
dance, speak, jump,
run, ride, blow, use,
climb, do, is, are,
work
-Personal pronouns: I,
you, he, she, we, they
-Determiners: a, an, the
-Listening for
information.
-Reading information.
-Searching for
information.
-Identifying musical
instruments.
-Identifying musical
genres.
-Discussing about
abilities.
-Describing abilities.
-Talking about music.
-Surveying classmates.
-Organizing and
displaying data of a
survey.
-Identifying
occupations.
-Associating
occupations and
workplaces.
-Writing sentences with
the passive voice.
- Discussing about
occupations.
-Following instructions.
-Complete sentences
based on pictures.
-Write about topics of
their own interest.
-Use the common
grammatical structures
of the language
correctly.
10. The New Learning plus Teacher’s book 7
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written permission of Maya Ediciones Cia. Ltda. Page 10
- Associating sounds
and symbols.
- Writing words.
-Listening and
recognizing English
sounds.
-Spelling words.
9 My final school
trip!
• Planning a trip
• Making plans
- Oral and written
questions and
statements:
- Simple present tense:
BE and DO verbs.
-Future: Going to / will
-Information questions
about future:
Where are you going?
When are you going?
How are you going?
What are you going to
tell him?
Oral and written basic
vocabulary:
-Nouns: beach,
sandwich, camera,
cows,
-Talking by phone
vocabulary:
Hello, what’s up?
I’m free, message,
Date
-Polite expressions
-Verbs: plan, know, go,
carry, leave, see, speak,
like, meet, tell, leave,
call, want, solve.
-Personal pronouns: I,
you, he, she, we, they
-Determiners: a, an, the
-Listening for
information.
-Reading information.
-Planning a future trip.
-Discussing about
places in a country.
-Making diagrams about
a topic.
-Identifying objects in a
road.
-Making future plans.
-Discussing about things
to do.
-Reading dialogues.
-Talking on the phone.
-Taking phone
messages.
-Decoding messages.
-Writing sentences with
the future
-Following instructions.
- Associating sounds
and symbols.
- Writing words.
-Listening and
recognizing English
sounds.
-Spelling words.
11. The New Learning plus Teacher’s book 7
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written permission of Maya Ediciones Cia. Ltda. Page 11
PACING:
CROSS-CUTTING AXES:
200 WORKING DAYS
40 WORKING WEEKS
- 2 WEEKS FOR DIAGNOSTIC AND SETTING
- 2 WEEKS FOR EXAMS
- 2 WEEKS FOR RECOVERING
- 1 UNEXPECTED EVENT WEEKS
__________________________________
33 TOTAL WORKING WEEKS
• Living well
• Intercultural awareness
• Democratic citizenship education
• Respecting our environment
• The health care and recreational habits of students
• Sex education in youth
12. The New Learning plus Teacher’s book 7
The content of this program may not be copied, reproduced, republished, posted, broadcast, or transmitted in any way without first obtaining
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METHODOLOGICAL STRATEGIES:
EVALUATION:
TPR Brainstorming Dialogues Matching
Role playing Mapping Projects Field trips
Information questions Video workshops Guessing Individual works
Group works Chain drills Bulletin boards Drawing
Picture descriptions Games Word maps Charts
Picture dictionary Painting Modeling Focused listening
Eclectical methods (PPP) Presentation/Practice/production (CLT) Communicative language teaching
(TBLL) Task-based language learning (ARC) Authentic, restrictive Use and Clarification Focus
* DIAGNOSTIC, FORMATIVE AND SUMMATIVE THROUGH:
- Oral and written test ( Review)
- Communication practices
- Listening and reading practices
- Oral lessons
- Homework
- Projects
- Task-based activities
- Individual and group work
- Video workshops
- Objective test/ quizzes
- Oral tests
- Written tests
-Progress tests (included)
13. The New Learning plus Teacher’s book 7
The content of this program may not be copied, reproduced, republished, posted, broadcast, or transmitted in any way without first obtaining
written permission of Maya Ediciones Cia. Ltda. Page 13
MATERIALS AND RESOURCES:
Printed Materials: The New Learning Plus, Student’s book 7
The New Learning Plus, Teacher’s book 7
The New Learning Plus, flashcards
The New Learning Plus, English charts
English –Spanish Dictionary
Printed flyers, photocopies, pictures, diagrams, old magazines, newspapers
Supplies: Small pieces of cardboard. Crayons, markers
Human resources: Teachers, students
Internet Resources: link to download the audio for The New Learning Plus, puzzles
Others: puppets, realia, toys, whiteboard
Technology Hardware
x CD player Laser Disk VCR
X Computer x Printer Video Camera
Digital Camera Projection System Video Conferencing Equip.
X DVD Player x Scanner x Others
x Internet Connection x TV
Technology Software
Spread sheet Image Processing x Word Processing
Desktop Publishing x Internet Web Browser x Others
E-mail Software x Multimedia
x Encyclopedia on CD – ROM Web page development
14. The New Learning plus Teacher’s book 7
The content of this program may not be copied, reproduced, republished, posted, broadcast, or transmitted in any way without first obtaining
written permission of Maya Ediciones Cia. Ltda. Page 14
BIBLIOGRAPHY:
• The New Learning Plus, Student’s &Teacher’s book 7 Flavio Muñoz Mejia Maya Ediciones. 2012
• Common European framework of reference for languages Cambridge, UK: Cambridge University Press.
• Actualización y Fortalecimiento Curricular de la EGB.
Área de Lengua y Literatura. Quito, Ecuador. Ministerio de Educación. 2010. Ecuador
• Programa nacional de Inglés para los años 1º. A7o. de EGB. Ministerio de Educación. 2007. Ecuador
• Fundamentos Curriculares Secretaría de Educación Pública. 2010 Argentina
• Syllabus Design David Nunan , Oxford university Press. 2008