Trabajo de plantilla_pidijudi!]mejorado!!!este si
•Download as DOCX, PDF•
0 likes•86 views
This document outlines an English class for 5th grade students at Escuela Normal Superiordel Distrito de Barranquilla. It includes the course objectives, teachers, schedule, topics, standards, methodology, resources, and evaluation. The topics covered are will as a future tense, comparative adjectives, superlative adjectives, and quantifiers. Assessment includes writing sentences using will/won't, comparative forms, superlative forms, and correct quantifiers.
Report
Share
Report
Share
Recommended
TBL LESSON PLAN
This lesson plan outlines a 135-minute lesson for an 8th grade English class focusing on writing predictions and promises for 2017 using the future tense "will". The lesson involves three stages: 1) An introduction where students discuss their objectives and promises for 2016 and learn about using "will" for promises. 2) A task development stage where students discuss promises in groups, write 5 promises individually, and present them to the class. 3) A post-task analysis where the teacher provides feedback on common grammar mistakes and pronunciation errors from the student presentations. The overall aim is for students to be able to write a prediction letter about their promises for 2017 using "will".
Writing-Intensive Teaching
This document provides information and examples for designing writing-intensive courses, including developing learning objectives, assigning informal and formal writing exercises, and assessing student work. Sample assignments and prompts are given for different disciplines like history, literature, ecology, and psychology. Effective writing assignments are designed to have clear goals and frameworks while allowing student freedom.
Courseplanningandsyllabusdesign 140913204011-phpapp01
This document discusses key aspects of designing an effective course plan and syllabus, including:
1. Developing a course rationale that outlines beliefs, values and goals of the course.
2. Describing entry and exit levels of student proficiency using standardized tests or proficiency scales.
3. Determining scope and sequence of content, which involves deciding what to cover, how in-depth, and the order of topics based on factors like simplicity to complexity, prerequisites, or a spiral approach.
The document also examines frameworks for organizing a syllabus like situational, functional, topical, and skills-based approaches, and discusses developing instructional blocks and a scope and sequence plan to structure the course
Class 01 chihade- primary - passed
This lesson plan aims to teach 6th grade students how to tell time in English. It uses a PPP approach with 3 stages - warm up, presentation, and development. In the warm up, students will review numbers and be introduced to clock vocabulary by identifying times pointed out on a large classroom clock. During the presentation, students will learn the vocabulary for telling time and practice forming time sentences. For development, students will complete worksheets identifying times on clocks and play a board game in groups to practice telling time. The closure activity has students draw hands on clocks to show times.
Class 02 chihade- primary - passed
This lesson plan is for a 6th grade English class focused on teaching time. The goals are for students to identify and name different times, practice their numbers knowledge, and develop writing skills through activities. The lesson will begin with a warm up activity asking and telling the time. Then students will work in groups on an activity using a clock and dice to practice telling time. Finally, students will draw hands on clocks showing different times as a closure activity to reinforce the lesson.
Secuencia fabian
The document outlines an 18-session lesson plan for a 2nd year English class, with the overall goal of having students create an instruction manual for dealing with an environmental emergency. Each session details the learning objectives, activities, resources, and assessments used to teach the students vocabulary, grammar structures, and composition skills needed to understand and write basic instructions. By the end of the lessons, students will have worked collaboratively to write, illustrate, and present their own instruction manuals.
M2.3
The document is an evaluation of a language teacher's certification dossier. It assesses the teacher's skills in planning and evaluating lessons according to a curriculum. The evaluator checks boxes to indicate that the teacher understands curriculum context, language exam levels, and can plan lessons with clear objectives and appropriate activities. In remarks, the evaluator praises the teacher's project integrating several lessons towards a shared meal activity, and disagrees with the teacher's own criticism, saying the project better teaches real-life language than textbook exercises.
小学英语说课稿(英文万能版)
The document provides a teaching plan in English for a primary school English lesson in China. It summarizes the key points as follows:
1. The lesson plan is for a Grade 4 English class and focuses on teaching fruit vocabulary and sentence structures.
2. The plan outlines the educational objectives of developing language skills like listening, speaking, reading and cultural awareness.
3. A variety of teaching methods like task-based learning and communicative language teaching are employed across 5 steps: greeting, presentation, practice, development and conclusion.
Recommended
TBL LESSON PLAN
This lesson plan outlines a 135-minute lesson for an 8th grade English class focusing on writing predictions and promises for 2017 using the future tense "will". The lesson involves three stages: 1) An introduction where students discuss their objectives and promises for 2016 and learn about using "will" for promises. 2) A task development stage where students discuss promises in groups, write 5 promises individually, and present them to the class. 3) A post-task analysis where the teacher provides feedback on common grammar mistakes and pronunciation errors from the student presentations. The overall aim is for students to be able to write a prediction letter about their promises for 2017 using "will".
Writing-Intensive Teaching
This document provides information and examples for designing writing-intensive courses, including developing learning objectives, assigning informal and formal writing exercises, and assessing student work. Sample assignments and prompts are given for different disciplines like history, literature, ecology, and psychology. Effective writing assignments are designed to have clear goals and frameworks while allowing student freedom.
Courseplanningandsyllabusdesign 140913204011-phpapp01
This document discusses key aspects of designing an effective course plan and syllabus, including:
1. Developing a course rationale that outlines beliefs, values and goals of the course.
2. Describing entry and exit levels of student proficiency using standardized tests or proficiency scales.
3. Determining scope and sequence of content, which involves deciding what to cover, how in-depth, and the order of topics based on factors like simplicity to complexity, prerequisites, or a spiral approach.
The document also examines frameworks for organizing a syllabus like situational, functional, topical, and skills-based approaches, and discusses developing instructional blocks and a scope and sequence plan to structure the course
Class 01 chihade- primary - passed
This lesson plan aims to teach 6th grade students how to tell time in English. It uses a PPP approach with 3 stages - warm up, presentation, and development. In the warm up, students will review numbers and be introduced to clock vocabulary by identifying times pointed out on a large classroom clock. During the presentation, students will learn the vocabulary for telling time and practice forming time sentences. For development, students will complete worksheets identifying times on clocks and play a board game in groups to practice telling time. The closure activity has students draw hands on clocks to show times.
Class 02 chihade- primary - passed
This lesson plan is for a 6th grade English class focused on teaching time. The goals are for students to identify and name different times, practice their numbers knowledge, and develop writing skills through activities. The lesson will begin with a warm up activity asking and telling the time. Then students will work in groups on an activity using a clock and dice to practice telling time. Finally, students will draw hands on clocks showing different times as a closure activity to reinforce the lesson.
Secuencia fabian
The document outlines an 18-session lesson plan for a 2nd year English class, with the overall goal of having students create an instruction manual for dealing with an environmental emergency. Each session details the learning objectives, activities, resources, and assessments used to teach the students vocabulary, grammar structures, and composition skills needed to understand and write basic instructions. By the end of the lessons, students will have worked collaboratively to write, illustrate, and present their own instruction manuals.
M2.3
The document is an evaluation of a language teacher's certification dossier. It assesses the teacher's skills in planning and evaluating lessons according to a curriculum. The evaluator checks boxes to indicate that the teacher understands curriculum context, language exam levels, and can plan lessons with clear objectives and appropriate activities. In remarks, the evaluator praises the teacher's project integrating several lessons towards a shared meal activity, and disagrees with the teacher's own criticism, saying the project better teaches real-life language than textbook exercises.
小学英语说课稿(英文万能版)
The document provides a teaching plan in English for a primary school English lesson in China. It summarizes the key points as follows:
1. The lesson plan is for a Grade 4 English class and focuses on teaching fruit vocabulary and sentence structures.
2. The plan outlines the educational objectives of developing language skills like listening, speaking, reading and cultural awareness.
3. A variety of teaching methods like task-based learning and communicative language teaching are employed across 5 steps: greeting, presentation, practice, development and conclusion.
Competency-Based Syllabus Structure and Priorities
We describe the main components for a Competency-based Syllabus. We also discuss the differences between a traditional objective-based syllabus and this integrating syllabus intended to achieve competencies and granted by a meaningful learning process and appropriate instruments for assessment
Esp syllabus
English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
Universidad católica de la santísima concepción
This lesson plan aims to teach English students idioms related to animals. It includes a lead-in activity where students act out flashcards in groups. Then, the teacher will present idioms and their meanings through a PowerPoint. Students will practice by memorizing and explaining the idioms to each other in groups. Finally, they will create and present dialogs using at least two idioms each to produce the new vocabulary. The lesson will use speaking activities over 90 minutes with interaction between teacher and students, and students with each other.
British council resources iii
This document provides guidance for developing lesson plans using different techniques and methodologies. It includes guidelines for completing a lesson plan template, with sections for time, aims, procedures, interaction type, and comments. Assessment criteria are outlined covering use of format, aims, approach, activities, and coherence. Various resources and documents are referenced to support lesson planning, including techniques for error correction, steps for microteaching assignments, and ways to set up student interaction and seating arrangements.
TESOL 109 - The Skills-based Syllabus Design
This is my presentation in TESOL 109 (Language Material Preparation and Evaluation. It includes a discussion of what a skills-based syllbus is, its advantages and disadvantages, an ennumeration of the different microskills for each macroskill, a sample skills-based English language program.
Competency Based-Syllabus
The document discusses competency-based syllabus and its components. It notes that competency-based syllabus outlines the competencies students need for a course as well as those to be developed. While competency resembles performance in specifying objectives, competence is more general. Competency-based syllabus should include performance tasks, conditions, and criteria. It also examines the components of language teaching methodology, including syllabus design, teaching methods, teachers, learners, and classroom activities. Competency-based syllabus principles are relevant to communicative language teaching, including using language for communication and integrating language skills through creative construction.
Functional Syllabuses
A functional syllabus organizes language teaching content around communicative functions like inviting, requesting, agreeing, and apologizing. It focuses on the communicative purposes of language rather than just grammar. Functions are sequenced based on ideas like chronology, frequency, or usefulness. While a functional syllabus can increase language usefulness, its isolation of functions may limit interactional ability if not synthesized into discourse. It also lacks clear criteria for selecting functions and risks an atomistic or phrase-book approach.
Lesson Plan 3
This lesson plan outlines presentations by students on the autonomous regions of Spain. Students will present information on their assigned region through a PowerPoint presentation with an accompanying written handout. The teacher will use a rubric to grade the presentations on grammar, vocabulary usage, and content. Students will provide peer feedback on the presentations by filling out an assessment form addressing organization, content, and constructive criticism. Following the presentations, the teacher will collect feedback and discuss preparations for the next class, which will involve analyzing a novel from Spain.
How to integrate the skills
The document discusses the importance of integrating language skills - listening, speaking, reading and writing - when teaching English as a foreign language. It argues that teaching skills in isolation, without relating them to each other, leads to rote learning rather than meaningful learning. Learners need comprehensible input in order to produce output, and all four skills should be developed together to mirror real-world language use. The document recommends using techniques like tuning students into activities, providing comprehensible input, and creating natural contexts for communication to facilitate language acquisition.
Supporting children learning
This document provides an agenda and information about supporting language learning for young learners. The agenda includes sharing homework, supporting language learning techniques, using classroom resources, and applying it all. Supportive teacher talk includes adapting language, using props, building on prior knowledge, discussing vocabulary, and clarifying student language. Supportive techniques move from familiar to new concepts, focus on concrete examples, include interactive activities, provide language models, and use visual and multisensory methods. Effective resources for young learners are stories, songs, games, puppets, pictures, real objects, boards, crafts, videos and ICT tools. While resources require preparation, organization and costs, they appeal to students, provide language examples and practice
Structural notionalfunctio (1)
The document discusses different approaches to syllabus design in language teaching, including structural/grammatical, notional/functional, situational, skill-based, and task-based syllabi. It provides details on the key characteristics and assumptions of each approach. For example, it explains that structural syllabi focus primarily on grammatical forms, notional/functional syllabi emphasize semantic and communicative functions, and situational syllabi organize language content based on common contexts and situations. The document also discusses potential benefits and limitations of each approach.
Reading comprehension pupil free
This document summarizes a pupil free day for Plympton Primary School focused on improving reading comprehension. The day included:
1) Analyzing student reading level data to understand strengths and areas for growth. Teachers worked in pairs to analyze data by year level.
2) Learning about the Australian Curriculum achievement standards for reading comprehension. Standards were reviewed from Foundation to Year 2 to understand learning progressions.
3) Using descriptive scales from standardized reading tests to identify student reading levels and plan appropriate support, such as choosing leveled texts and strategies.
4) Teachers analyzed their class reading level data and set goals to improve comprehension, considering student needs and support structures. They planned to implement strategies using upcoming Book
teaching writing in L2
it is a comprehensive slide of the important details about necessary things which need to be incorporated in teaching writing in a language classroom
THE ORDERED AND ACTIVE FOREIGN LANGUAGE CLASSROOM
The document provides guidance for establishing an effective foreign language classroom with consistent procedures and core interactive activities. It emphasizes establishing procedures for classroom setup, daily routines, and student behavior. Core vocabulary and grammar activities should be simple, interactive, and address different learning styles. Examples of activities are provided, such as Total Physical Response for vocabulary introduction, Partner Practice for reference lists, and Word Wall and Lotería for visual association. Consistency, student engagement, and addressing multiple intelligences are keys to student success.
Reading comprehension pupil free
This document summarizes a pupil free day for teachers at Plympton Primary School focused on improving reading comprehension. The objectives of the day were to analyze student reading data, understand expectations in the Australian English curriculum, identify areas for growth using descriptive scales, and develop action plans. Teachers worked in groups to review class and individual reading levels, determine learning goals, and identify strategies and resources from shortlisted Book Week books to help students reach targets by the next meeting. The goal was to develop consistency in practices to better support and challenge students at different levels.
Reading comprehension pupil free
This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to:
1. Analyze current reading level data to understand student strengths and weaknesses. Teachers will work in pairs to assess comprehension by year level.
2. Learn about the Australian curriculum standards and how to differentiate instruction based on descriptive scales that identify student reading levels. Teachers will identify support structures needed for students at different levels.
3. Create a plan of action for improving comprehension that includes setting SMART goals and using shortlisted books from Book Week to explicitly teach strategies aligned with student needs.
Lesson plan 4 quantifiers 2
The lesson plan aims to teach students about quantifiers such as "much", "many", and "a lot of" through various interactive activities. Students will play a guessing game in small groups or together to choose the correct quantifier in different sentences. They will then complete online exercises matching quantifiers and filling in quantifiers in context in pairs. Finally, the teacher will review quantifiers with the class and invite students to provide new examples to demonstrate their understanding.
Quantifiers
This document summarizes common English quantifiers and how they are used. It explains that quantifiers indicate amounts and are used before nouns. Some quantifiers like "some" can be used with both count and uncount nouns, while others like "many" are only used with count nouns. The document then provides examples of different quantifiers used in affirmative, negative, and interrogative sentences.
QUANTIFIERS
This document summarizes the difference between countable and uncountable nouns. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. It provides examples of countable nouns like "banana" and uncountable nouns like "rice". It also discusses using quantifiers like "some", "any", "much", and "many" with countable and uncountable nouns.
Detailed lesson plan sentence structure;simple & compound
The document provides a detailed lesson plan for teaching English III that focuses on comparing simple and compound sentences. It outlines 3 learning objectives for students, references materials about sentence structure, and describes a pyramidal teaching procedure where students will combine words and phrases into simple and compound sentences.
Quantifiers
The document discusses quantifiers used with countable and uncountable nouns in English. It provides examples of quantifiers like much, many, few, little, plenty, a lot of, some, any used in affirmative, negative, and interrogative sentences. It also distinguishes between quantifiers used with singular and plural countable nouns as well as those used with uncountable nouns. Examples are given for quantifiers at the beginning and middle of sentences. The document concludes with practice questions to test understanding of using quantifiers correctly.
Kinds of sentences according to function-LP
This lesson plan introduces students to the four kinds of sentences according to function: declarative sentences, interrogative sentences, imperative sentences, and exclamatory sentences. The plan engages students through an activity where they are placed in scenarios depicted in pictures and asked to form sentences based on what they see. Through discussion of their examples, the teacher explains the characteristics of each kind of sentence and provides examples. Students are then evaluated on identifying the type of sentence in examples.
More Related Content
What's hot
Competency-Based Syllabus Structure and Priorities
We describe the main components for a Competency-based Syllabus. We also discuss the differences between a traditional objective-based syllabus and this integrating syllabus intended to achieve competencies and granted by a meaningful learning process and appropriate instruments for assessment
Esp syllabus
English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
Universidad católica de la santísima concepción
This lesson plan aims to teach English students idioms related to animals. It includes a lead-in activity where students act out flashcards in groups. Then, the teacher will present idioms and their meanings through a PowerPoint. Students will practice by memorizing and explaining the idioms to each other in groups. Finally, they will create and present dialogs using at least two idioms each to produce the new vocabulary. The lesson will use speaking activities over 90 minutes with interaction between teacher and students, and students with each other.
British council resources iii
This document provides guidance for developing lesson plans using different techniques and methodologies. It includes guidelines for completing a lesson plan template, with sections for time, aims, procedures, interaction type, and comments. Assessment criteria are outlined covering use of format, aims, approach, activities, and coherence. Various resources and documents are referenced to support lesson planning, including techniques for error correction, steps for microteaching assignments, and ways to set up student interaction and seating arrangements.
TESOL 109 - The Skills-based Syllabus Design
This is my presentation in TESOL 109 (Language Material Preparation and Evaluation. It includes a discussion of what a skills-based syllbus is, its advantages and disadvantages, an ennumeration of the different microskills for each macroskill, a sample skills-based English language program.
Competency Based-Syllabus
The document discusses competency-based syllabus and its components. It notes that competency-based syllabus outlines the competencies students need for a course as well as those to be developed. While competency resembles performance in specifying objectives, competence is more general. Competency-based syllabus should include performance tasks, conditions, and criteria. It also examines the components of language teaching methodology, including syllabus design, teaching methods, teachers, learners, and classroom activities. Competency-based syllabus principles are relevant to communicative language teaching, including using language for communication and integrating language skills through creative construction.
Functional Syllabuses
A functional syllabus organizes language teaching content around communicative functions like inviting, requesting, agreeing, and apologizing. It focuses on the communicative purposes of language rather than just grammar. Functions are sequenced based on ideas like chronology, frequency, or usefulness. While a functional syllabus can increase language usefulness, its isolation of functions may limit interactional ability if not synthesized into discourse. It also lacks clear criteria for selecting functions and risks an atomistic or phrase-book approach.
Lesson Plan 3
This lesson plan outlines presentations by students on the autonomous regions of Spain. Students will present information on their assigned region through a PowerPoint presentation with an accompanying written handout. The teacher will use a rubric to grade the presentations on grammar, vocabulary usage, and content. Students will provide peer feedback on the presentations by filling out an assessment form addressing organization, content, and constructive criticism. Following the presentations, the teacher will collect feedback and discuss preparations for the next class, which will involve analyzing a novel from Spain.
How to integrate the skills
The document discusses the importance of integrating language skills - listening, speaking, reading and writing - when teaching English as a foreign language. It argues that teaching skills in isolation, without relating them to each other, leads to rote learning rather than meaningful learning. Learners need comprehensible input in order to produce output, and all four skills should be developed together to mirror real-world language use. The document recommends using techniques like tuning students into activities, providing comprehensible input, and creating natural contexts for communication to facilitate language acquisition.
Supporting children learning
This document provides an agenda and information about supporting language learning for young learners. The agenda includes sharing homework, supporting language learning techniques, using classroom resources, and applying it all. Supportive teacher talk includes adapting language, using props, building on prior knowledge, discussing vocabulary, and clarifying student language. Supportive techniques move from familiar to new concepts, focus on concrete examples, include interactive activities, provide language models, and use visual and multisensory methods. Effective resources for young learners are stories, songs, games, puppets, pictures, real objects, boards, crafts, videos and ICT tools. While resources require preparation, organization and costs, they appeal to students, provide language examples and practice
Structural notionalfunctio (1)
The document discusses different approaches to syllabus design in language teaching, including structural/grammatical, notional/functional, situational, skill-based, and task-based syllabi. It provides details on the key characteristics and assumptions of each approach. For example, it explains that structural syllabi focus primarily on grammatical forms, notional/functional syllabi emphasize semantic and communicative functions, and situational syllabi organize language content based on common contexts and situations. The document also discusses potential benefits and limitations of each approach.
Reading comprehension pupil free
This document summarizes a pupil free day for Plympton Primary School focused on improving reading comprehension. The day included:
1) Analyzing student reading level data to understand strengths and areas for growth. Teachers worked in pairs to analyze data by year level.
2) Learning about the Australian Curriculum achievement standards for reading comprehension. Standards were reviewed from Foundation to Year 2 to understand learning progressions.
3) Using descriptive scales from standardized reading tests to identify student reading levels and plan appropriate support, such as choosing leveled texts and strategies.
4) Teachers analyzed their class reading level data and set goals to improve comprehension, considering student needs and support structures. They planned to implement strategies using upcoming Book
teaching writing in L2
it is a comprehensive slide of the important details about necessary things which need to be incorporated in teaching writing in a language classroom
THE ORDERED AND ACTIVE FOREIGN LANGUAGE CLASSROOM
The document provides guidance for establishing an effective foreign language classroom with consistent procedures and core interactive activities. It emphasizes establishing procedures for classroom setup, daily routines, and student behavior. Core vocabulary and grammar activities should be simple, interactive, and address different learning styles. Examples of activities are provided, such as Total Physical Response for vocabulary introduction, Partner Practice for reference lists, and Word Wall and Lotería for visual association. Consistency, student engagement, and addressing multiple intelligences are keys to student success.
Reading comprehension pupil free
This document summarizes a pupil free day for teachers at Plympton Primary School focused on improving reading comprehension. The objectives of the day were to analyze student reading data, understand expectations in the Australian English curriculum, identify areas for growth using descriptive scales, and develop action plans. Teachers worked in groups to review class and individual reading levels, determine learning goals, and identify strategies and resources from shortlisted Book Week books to help students reach targets by the next meeting. The goal was to develop consistency in practices to better support and challenge students at different levels.
Reading comprehension pupil free
This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to:
1. Analyze current reading level data to understand student strengths and weaknesses. Teachers will work in pairs to assess comprehension by year level.
2. Learn about the Australian curriculum standards and how to differentiate instruction based on descriptive scales that identify student reading levels. Teachers will identify support structures needed for students at different levels.
3. Create a plan of action for improving comprehension that includes setting SMART goals and using shortlisted books from Book Week to explicitly teach strategies aligned with student needs.
What's hot (16)
Competency-Based Syllabus Structure and Priorities
Competency-Based Syllabus Structure and Priorities
Viewers also liked
Lesson plan 4 quantifiers 2
The lesson plan aims to teach students about quantifiers such as "much", "many", and "a lot of" through various interactive activities. Students will play a guessing game in small groups or together to choose the correct quantifier in different sentences. They will then complete online exercises matching quantifiers and filling in quantifiers in context in pairs. Finally, the teacher will review quantifiers with the class and invite students to provide new examples to demonstrate their understanding.
Quantifiers
This document summarizes common English quantifiers and how they are used. It explains that quantifiers indicate amounts and are used before nouns. Some quantifiers like "some" can be used with both count and uncount nouns, while others like "many" are only used with count nouns. The document then provides examples of different quantifiers used in affirmative, negative, and interrogative sentences.
QUANTIFIERS
This document summarizes the difference between countable and uncountable nouns. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. It provides examples of countable nouns like "banana" and uncountable nouns like "rice". It also discusses using quantifiers like "some", "any", "much", and "many" with countable and uncountable nouns.
Detailed lesson plan sentence structure;simple & compound
The document provides a detailed lesson plan for teaching English III that focuses on comparing simple and compound sentences. It outlines 3 learning objectives for students, references materials about sentence structure, and describes a pyramidal teaching procedure where students will combine words and phrases into simple and compound sentences.
Quantifiers
The document discusses quantifiers used with countable and uncountable nouns in English. It provides examples of quantifiers like much, many, few, little, plenty, a lot of, some, any used in affirmative, negative, and interrogative sentences. It also distinguishes between quantifiers used with singular and plural countable nouns as well as those used with uncountable nouns. Examples are given for quantifiers at the beginning and middle of sentences. The document concludes with practice questions to test understanding of using quantifiers correctly.
Kinds of sentences according to function-LP
This lesson plan introduces students to the four kinds of sentences according to function: declarative sentences, interrogative sentences, imperative sentences, and exclamatory sentences. The plan engages students through an activity where they are placed in scenarios depicted in pictures and asked to form sentences based on what they see. Through discussion of their examples, the teacher explains the characteristics of each kind of sentence and provides examples. Students are then evaluated on identifying the type of sentence in examples.
Viewers also liked (6)
Detailed lesson plan sentence structure;simple & compound
Detailed lesson plan sentence structure;simple & compound
Similar to Trabajo de plantilla_pidijudi!]mejorado!!!este si
Trabajo de plantilla_pidijudi!]mejorado!
This document provides information about an English class for 5th grade students at ESCUELA NORMAL SUPERIORDEL DISTRITO DE BARRANQUILLA. It lists the teachers, meets for 20 hours per week, and covers topics including the future tense with will, comparative adjectives, superlative adjectives, and quantifiers. Assessment includes writing examples using target structures and checking partners' work.
Trabajo de plantilla_pidijudi!]mejorado!
This document provides information about an English class for 5th grade students at ESCUELA NORMAL SUPERIORDEL DISTRITO DE BARRANQUILLA. It lists the teachers, meets for 20 hours per week, and covers topics including the future tense with will, comparative and superlative forms of adjectives, and quantifiers. Each topic includes the competency, learning objectives, indicators, methodology and resources, and form of evaluation.
Trabajo de plantilla_pidijudi!]mejorado!
This document provides information about an English class for 5th grade students at ESCUELA NORMAL SUPERIOR DEL DISTRITO DE BARRANQUILLA. It lists the teachers, semester, year, topics covered, objectives, and assessment methods. The topics covered include use of will/won't for future tense, comparative and superlative forms of adjectives, and quantifiers. Students will be assessed by writing examples, applying forms in sentences, and checking peers' work.
2016 gog unit plan
This document contains a planning outline for an English language course focusing on inspirational people. It includes:
1. Informational data about the course such as the teacher, subject, grade, class, unit number and title, and unit objectives.
2. A unit plan listing the skills and performance criteria to be developed, with key performance indicators for listening comprehension, reading comprehension, oral interaction, oral expression, and written expression.
3. Details about the methodological strategies, resources, performance indicators, evaluation activities and techniques to be used across 30 class periods to meet the unit objectives.
Stevenage sln 30.06.10 web
The document discusses strategies for preparing students for the new GCSE MFL exams based on comparisons to the KS3 curriculum and assessment objectives. It provides an overview of the new GCSE format and requirements, compares KS3 skills and objectives to GCSE assessment criteria, and gives examples of speaking and writing tasks and how to develop them. Suggestions are made for developing students' language skills, vocabulary, pronunciation and fluency to meet the demands of the new GCSE exams.
Map english 4 2015
The curriculum map outlines the English curriculum for Grade 4 students at San Antonio de Padua College in Pila, Laguna for the first quarter. It includes topics like nouns, vocabulary development, listening comprehension, reading comprehension, oral reading fluency, oral language, grammar, writing composition, study strategies, and developing a positive attitude. The curriculum aims to help students understand parts of speech, communicate effectively, comprehend texts, and develop literacy skills through various activities and assessments.
CABE 2019: Biliteracy field developing strong dual language programs
This workshop is for dual language (DL) administrators and teachers. First we define biliteracy, and explain why DL educators need to focus on biliteracy. Then we explore how different types of DL programs can organize for biliteracy, with attention to curriculum development and assessment planning. We discuss what counts as evidence of students’ biliteracy development, and articulate the kinds of biliteracy outcomes DL educators can expect.
Contextualizing language
This document discusses contextualizing language instruction by using effective tasks. It defines contextualization as the meaningful use of language for real communicative purposes. Three benefits of contextualizing are outlined: 1) it actively involves learners, 2) combines content and context using authentic materials, and 3) helps students understand how language is used in real contexts. Several characteristics of contextualized learning are described, such as working with real situations and integrating new knowledge. Various activities are provided as examples and benefits to students include increased motivation, responsibility for learning, and application of language to real life. A range of authentic materials that can be used are also listed.
Portafolio reading paucar cristina
This document is a student portfolio for a reading course at Ambato Technical University in Ecuador. It includes the course syllabus, which outlines 5 units to develop reading skills such as identifying main ideas, making inferences, and analyzing vocabulary. Assessment includes quizzes, classwork, mind maps, presentations, and writing assignments. The portfolio also contains the student's CV, learning goals statement, and evidence of completing the course elements through assignments on various reading topics.
Lect 1 : competencies , standards, benchmarks and student learning outcomes
This document discusses competencies, standards, benchmarks and student learning outcomes for language skills. It outlines 5 competencies and 8 standards for language, including reading skills, writing skills, oral communication skills, formal and lexical aspects of language, and appropriate ethical and social development. It then discusses teaching of specific language skills like listening, speaking, reading and writing. It provides details on how to teach these skills separately or integrated, with a focus on oral skills, reading skills and writing skills. Finally, it outlines several instructional strategies that can be used, such as input, discussion, role-play, look-say-cover-write-check, concept mapping, think-pair-share, jigsaw reading and inquiry/invest
Lesson plannnn
This document provides a lesson plan for teaching 9th grade English students about hypothetical situations. The lesson plan includes details about the students' profile, standards, curriculum, goals, activities, resources, timing, assessment, anticipated problems and solutions, contingencies, and grading scales. The lesson aims to develop students' communicative language skills through integrated speaking and listening activities involving hypothetical scenarios.
"Moving Students from Novice to Intermediate High"
A presentation I gave with three colleagues from Upper Arlington High School about how help students progress from novice to intermediate high language proficiency. Specific model tasks were provided for authentic, engaging speaking (interpersonal/presentational mode) and reading (interpretive mode) activities to use with students as well as how they align to the ACTFL (American Council on the Teaching of Foreign Languages) standards. Links to technology resources to facilitate all modes of communication provided on last two slides.
Integrated skills iv spac
This module aims to develop students' communicative competence in English through integrated skills. It will focus on identifying grammar structures, vocabulary, and language functions to describe various situations. Students will practice applying their English skills through tasks based on real-life contexts like business services, social events, and service quality. Learning activities will include listening, speaking, group work and problem-based learning to develop students' language abilities and collaborative skills. Assessment will evaluate students' ability to communicate effectively in English.
Graphic Organizers: Visuals to Enhance Learning
This document discusses strategies for teaching English as a second language. It recommends using multiple modalities like visual and spatial aids to help students better learn and internalize new information. Some key strategies include using modified texts and real-world vocabulary to build comprehension, incorporating listening, speaking, reading and writing activities, and creating a positive learning environment where students can apply what they're learning. Formative assessments are encouraged to track student progress towards goals.
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.
English course planning
This document provides guidance on designing an English syllabus for 21st century students. It recommends including sections on context, competences, contents, methodology, diversity, and assessment. For each section, it suggests key information to include. For example, for the introduction it recommends describing the learners, level, and rationale for learning English. For competences, it advises naming and explaining how key competences are addressed. The methodology section should outline criteria like socioconstructivism and address diversity, groupings, and ICT use. It also gives examples of strategies for diversity and assessing competences. The overall document provides a framework and considerations for developing a comprehensive English syllabus.
Conversacion inglesa-ii 2014
This document provides an overview of the Conversational English II course. The course aims to develop students' oral communication skills in English through activities like role-plays, debates, and presentations. Students will learn theories of oral communication and analyze speech acts. They will also learn how to design and assess speaking lessons for primary students. The course will be assessed through exams, oral performances, and self-evaluations. Students are expected to actively participate in all activities and develop their English speaking proficiency to a B2/B2+ level.
Assessment for learning august 2015
This presentation is part of Module 3, ELT Professional Development Course, MCE, La Pampa. Author: Estela Braun
Writer’s workshop for elementary language arts
Writer's Workshop is a writing strategy that can be implemented as early as kindergarten to teach students the 5 stages of writing and different genres through mini-lessons, individual writing time, peer feedback, and aligns with Common Core State Standards for 2nd grade writing including opinion, informative, and narrative texts. The strategy utilizes children's literature to demonstrate writing techniques and provide context for students' own writing.
My abc book
The document discusses several reading strategies and concepts:
1. Directed Reading/Thinking Activity is a strategy where students sample a text, make predictions, and confirm or correct their predictions after reading.
2. SQ4R is a reading strategy where students survey, question, read, write, recite, and review a text.
3. Running records are an informal assessment where the teacher records errors as a student reads aloud to assess fluency and word identification skills.
4. Top-down and bottom-up are approaches to reading where top-down starts with the whole text and proceeds to parts, while bottom-up starts with individual letters and builds to whole words and text.
Similar to Trabajo de plantilla_pidijudi!]mejorado!!!este si (20)
CABE 2019: Biliteracy field developing strong dual language programs
CABE 2019: Biliteracy field developing strong dual language programs
Lect 1 : competencies , standards, benchmarks and student learning outcomes
Lect 1 : competencies , standards, benchmarks and student learning outcomes
"Moving Students from Novice to Intermediate High"
"Moving Students from Novice to Intermediate High"
More from dianamarcelarodriguez09
Diferencias windows 7 y xp
Windows 2007 requiere más espacio de almacenamiento que XP, tiene un proceso de producción más costoso, usa un explorador diferente y más rápido, cambia los nombres de algunas carpetas y usa un formato de archivo diferente. Windows 2007 también se actualiza más rápido que XP.
Trabajo de analida karina samper 1
El documento describe las partes principales de una planta, incluyendo la raíz, el tallo, las hojas, las flores y el fruto. Explica que estas partes son importantes porque conforman la planta y proveen oxígeno y beneficios a los seres humanos. El documento propone varias actividades para que los estudiantes identifiquen, analicen y aprendan sobre las partes de la planta a través de lecturas, dibujos, discusiones y presentaciones.
Trabajo de analida juego metacognitivo karina samper ii a
Este documento describe un juego llamado "¿Son iguales?" diseñado para estudiantes de primaria. El objetivo del juego es que los estudiantes identifiquen las igualdades y desigualdades entre imágenes. El juego requiere que los estudiantes analicen cuidadosamente cada imagen para determinar si son iguales o diferentes. Al jugar, los estudiantes desarrollan habilidades cognitivas como la atención, comprensión y elaboración.
Trabajo de analida juego metacognitivo karina samper ii a
Este documento describe un juego llamado "¿Son iguales?" diseñado para estudiantes de primaria. El objetivo del juego es que los estudiantes identifiquen las igualdades y desigualdades entre imágenes. El juego requiere que los estudiantes analicen cuidadosamente cada imagen para determinar si son iguales o diferentes. Al jugar, los estudiantes desarrollan habilidades cognitivas como la atención, comprensión y elaboración.
Protocolo general
El documento resume las actividades realizadas durante el primer semestre, las cuales incluyeron diapositivas, preguntas para niños, un folleto en Publisher, un blog, una página web, un video y tablas en Word. El autor se sintió satisfecho con el aprendizaje adquirido a través de cada trabajo, el cual complementó su conocimiento de una manera enriquecedora.
La metacognicion en la educación karina samper ii a trabajo de analida
La educación y la metacognición son factores fundamentales para el desarrollo de las personas y la sociedad. La metacognición permite que las personas desarrollen nuevas ideas y estrategias para enfrentar diferentes situaciones. El aprendizaje está basado en la metacognición, la cual es útil para los docentes ya que les permite entender las necesidades individuales de los estudiantes. La metacognición genera procesos mentales que usan las inteligencias múltiples y emocionales para mejorar el aprendizaje.
Metacognicion eliana araujo.
El documento describe el uso de la página web vedoque.com para desarrollar habilidades de pensamiento y procesos metacognitivos en niños. Específicamente, la página contiene juegos educativos que permiten a los niños observar, discriminar y recordar. Un juego en particular involucra la construcción de carreteras para que un auto llegue a la meta, lo que fomenta que los niños piensen, observen, perciban y produzcan mediante estrategias y aprendizaje de sus propios errores.
Diferencias windows 7 y xp
Windows 2007 requiere más espacio de almacenamiento que XP, tiene un proceso de producción más costoso, usa un explorador diferente y más rápido, cambia los nombres de algunas carpetas y usa un formato de archivo diferente. Windows 2007 también se actualiza más rápido que XP.
Trabajo de plantilla_pidijudi!]mejorado!!!este si
This document outlines an English class for 5th grade students at Escuela Normal Superiordel Distrito de Barranquilla. It includes the course objectives, teachers (Eliana Araujo Vega, Ayling Benjumea, Diana Rodriguez, and Karina Samper), schedule (20 hours per week), and year (2010). The document then lists several course topics to be covered (will as future, comparative adjectives, superlative adjectives, and quantifiers), along with the corresponding competencies, goals, indicators, standards, methodology, resources, and evaluation for each topic.
Trabajo de informatica ii
Este documento habla sobre los mapas y los planos. Explica que los primeros mapas eran imprecisos debido a que los hombres querían comunicar lo que sabían sobre el territorio donde vivían. Los mapas y los planos representan la realidad desde arriba de forma simplificada usando signos convencionales. Mientras que los planos muestran detalles de áreas pequeñas como calles y edificios, los mapas representan grandes superficies como países y departamentos. Ambos usan una escala y una leyenda para facilitar su interpretación.
Procesos metacognitivos marce
El documento describe una página web que ofrece juegos educativos para niños de primaria. Los juegos permiten que los niños desarrollen habilidades metacognitivas identificando, analizando y resolviendo las actividades. Los estudiantes pueden reconocer temas familiares y contrastarlos con nuevos temas al resolver los juegos de manera individual o en grupo.
Procesos dianitaa..!
El documento describe una página web que ofrece juegos educativos para niños de primaria. Los juegos están diseñados para que los niños desarrollen habilidades metacognitivas al identificar y comparar actividades, analizar y comprender los juegos, y reconocer y contrastar temas familiares. Los niños pueden jugar individualmente o en grupo para practicar la comprensión lectora y resolver problemas.
Procesos dianitaa..!
El documento describe una página web que ofrece juegos educativos para niños de primaria. Los juegos permiten que los niños desarrollen habilidades metacognitivas identificando, analizando y resolviendo las actividades. Los estudiantes pueden reconocer temas familiares y contrastarlos con nuevos temas al jugar individualmente o en grupo.
Trabajo final de informatica!!!!!!!!!!(ok)
Este documento discute la importancia de implementar la metacognición en la educación para desarrollar individuos competitivos que puedan funcionar en una sociedad globalizada. Argumenta que los sistemas educativos actuales no están brindando las habilidades necesarias y propone que se necesita un cambio radical, incluyendo enseñar metacognición, para mejorar los resultados educativos. También explora varios conceptos teóricos como las inteligencias múltiples y la teoría sociocultural de Vygotsky que podrían apoyar el desarrollo
Ayling analida
El documento presenta información sobre figuras geométricas básicas como el círculo, triángulo, cuadrado, pentágono, hexágono, rectángulo y octágono. También describe una actividad con los estudiantes utilizando Microsoft Word y Paint para identificar figuras geométricas en un cuento, y luego colorear y rellenar las figuras reconocidas.
Metacognicion.. ayling benjumea..
El documento describe una página web llamada http://salonhogar.com que ofrece varias actividades educativas en áreas como matemáticas, español, inglés, ciencias y ciencias sociales. La página permite que los estudiantes creen su propia estrategia de aprendizaje y escojan actividades para desarrollar procesos cognitivos. Los estudiantes también pueden discutir las actividades con compañeros y resolver problemas en grupo.
Aylin protocolo
El documento describe varios proyectos de estudiantes guiados por la profesora Analida Carvajal, incluyendo la creación de diapositivas, blogs, folletos, tablas y páginas web sobre temas como animales, la historia del computador y programas de Microsoft Office, con el objetivo de enseñar a niños de primaria sobre estos temas a través de imágenes e información interesantes y entretenidas.
More from dianamarcelarodriguez09 (17)
Trabajo de analida juego metacognitivo karina samper ii a
Trabajo de analida juego metacognitivo karina samper ii a
Trabajo de analida juego metacognitivo karina samper ii a
Trabajo de analida juego metacognitivo karina samper ii a
La metacognicion en la educación karina samper ii a trabajo de analida
La metacognicion en la educación karina samper ii a trabajo de analida
Trabajo de plantilla_pidijudi!]mejorado!!!este si
- 1. ESCUELA NORMAL SUPERIORDEL DISTRITO DE BARRANQUILLA ObjetivoGeneral:Promover,comprenderytransformarenlosestudiantesunaactitudcriticaante la construcciónde oracionesconel will ylosotros temas. Saberespecifico:Lenguaextranjeras…(Inglés) Docentes:ElianaAraujoVega,AylingBenjumea,DianaRodríguez,KarinaSamper. Grado: II semestre A Intensidadhorariaporsemana:20 hrs Añoescolar:2010 Grado asignado:5 Tema Competencia Logros Indicadores Estandarés metodología recursos evaluación . Will as future include/understand the subjectsgiven inshort textsand momentsatwhich the actions happen. - it identifiesthe subjectsgivenina short sequence of events. to identify in which situations and times will is due to place or won' t. it applies and it recognizes will in different orations. I include short,simple and illustrated textsonwill, superlative, comparative, quantifiers Use will or won’tplus base formto talkabout de future. Paper, pencil, book, eraser. Write three example with or won’t. . the comparative formof adjectives. include/understand the subjectsgiven inshort textsand momentsatwhich the actions happen. - it identifiesthe subjectsgivenina short sequence of events. to learn to differentiate and to compare the objects, people or places by means of the comparative one to apply the comparative one in different daily situations I include short,simple and illustrated textsonwill, superlative, comparative, quantifiers Compare twopeople, places,or thingswith the comparative formof adjectives. images, videos, drawings. it applies the comparative one in different orations.
- 2. . the superlative formof adjectives. include/understand the subjectsgiven inshort textsand momentsatwhich the actions happen. - it identifiesthe subjectsgivenina short sequence of events. to include/understand and to apply the superlative one of general way in different situations comparar de una manera mas amplia y menos especifica el superlativo I include short,simple and illustrated textsonwill, superlative, comparative, quantifiers Use the superlative formthe adjectivesto compare three or more people, places,or thing. images of cities, spaces, videos of places. Complete the sentence with superlative. Check your partner’s work. .Quantifiers. include/understand the subjectsgiven inshort textsand momentsatwhich the actions happen. - it identifiesthe subjectsgivenina short sequence of events. to identify, to analyze and to differentiate the countable and the non accountants Know to describe quantities. I include short,simple and illustrated textsonwill, superlative, comparative, quantifiers Count nouns:afee several, many.Non- count:little, some,much. . Book, things, paper, pencil. Write the sentence with the correct quantifier.