This document provides guidance for English teachers on facilitating activities to help students develop the ability to respectfully disagree with others and appreciate different perspectives. It outlines 5 suggested activities: 1) discussing a scenario where siblings disagree about where is the best city to live, 2) identifying better ways to express opinions without being rigid, 3) completing sentences that begin with "but", 4) constructing stories based on given ending sentences, and 5) rephrasing a conversation indirectly to avoid hurting someone's feelings. The goal is to encourage students to articulate their own views while also respecting others' differing opinions.
This document provides guidance for an English teacher on conducting various classroom activities in Unit 6, which focuses on taking care of others and oneself. The activities are designed to get students to reflect on caring for family and community through open-ended discussions and problem-solving exercises. They aim to make emotional connections to help students learn English more effectively. The teacher is advised to prepare for activities, ask thought-provoking questions, allow time for group work and sharing of ideas, and make modifications based on student engagement and responses.
- The document outlines a lesson plan for an 80-minute English speaking lesson for 20 students aged 30-50 with a vocabulary level of 800-1000 words.
- The lesson plan includes activities like warm-up questions, a mini story to answer comprehension questions on, a cultural identity questionnaire, pair work questions, vocabulary exercises, and a role play scenario.
- The objective is for students to practice speaking authentically on various topics and learn speaking strategies.
This document provides teaching materials and activities for students to discuss differences of opinions with others. It includes 5 activities: 1) discussing disagreeing respectfully with elders, 2) expressing opinions without being rigid, 3) completing sentences that begin with "but", 4) constructing stories from ending sentences, and 5) role playing conversations to say things differently. The goal is to help students articulate their views while appreciating other perspectives.
The document provides teaching materials and lesson plans for teaching a poem called "Mr. Nobody" to students. It includes worksheets, handouts, and activities designed to help students understand the content and message of the poem, which discusses irresponsible behavior and blaming others. Some of the activities included are matching vocabulary words to phrases from the poem, drawing a character sketch of "Mr. Nobody" based on clues in the stanzas, evaluating positive behaviors, writing a letter to "Mr. Nobody" about a misbehavior, and a hot seat drama activity.
This document provides suggestions for classroom activities to encourage students to discuss their ambitions and aspirations in English. It includes the following activities:
1. Diary writing where students write about their experiences, feelings, dreams and hopes. Sample diary entries are discussed.
2. Students discuss what careers they want and what they need to do to achieve their goals, like required education or overcoming difficulties.
3. A dialogue is presented about contentment vs laziness where students debate whether it is better to work or be idle. Students then write similar dialogues on other topics.
The lesson plan aims to teach pupils about interrogative pronouns. It includes objectives, subject matter, procedures and evaluation sections. The procedures involve a dialogue reading activity where pupils take turns reading parts of a conversation between a mother and son. This is followed by a presentation and examples of the seven interrogative pronouns - what, why, where, who, when, which and how. Pupils then practice forming questions using the interrogative pronouns and identifying them in sentences. The lesson concludes with an exercise evaluating the pupils' understanding of interrogative pronouns.
Sample lesson plan does not follow the book, because it's too difficult to understand, and it's kinda detailed lesson plan instead I did make it more simpler as it should be so that audience could understand the lesson clearly. Thank you!
Power point RPP B.inggris kelas 8 semester 1Raima Amari
Here are some examples of noun phrases from the text:
- a pack of noodle
- something inside (seasoning, chili sauce, soya sauce, etc.)
- two glasses of water
- a pan
- the package of Indomie fried noodles
- the seasoning: chili sauce, soya sauce and oil
- the noodles
- the seasoning, sauce, and the other ingredients
So noun phrases can consist of a determiner (a, an, the) plus a noun (noodle, water, pan, package, seasoning, noodles, ingredients) or a noun plus other modifiers (something inside, chili sauce, soya sauce, etc.).
This document provides guidance for an English teacher on conducting various classroom activities in Unit 6, which focuses on taking care of others and oneself. The activities are designed to get students to reflect on caring for family and community through open-ended discussions and problem-solving exercises. They aim to make emotional connections to help students learn English more effectively. The teacher is advised to prepare for activities, ask thought-provoking questions, allow time for group work and sharing of ideas, and make modifications based on student engagement and responses.
- The document outlines a lesson plan for an 80-minute English speaking lesson for 20 students aged 30-50 with a vocabulary level of 800-1000 words.
- The lesson plan includes activities like warm-up questions, a mini story to answer comprehension questions on, a cultural identity questionnaire, pair work questions, vocabulary exercises, and a role play scenario.
- The objective is for students to practice speaking authentically on various topics and learn speaking strategies.
This document provides teaching materials and activities for students to discuss differences of opinions with others. It includes 5 activities: 1) discussing disagreeing respectfully with elders, 2) expressing opinions without being rigid, 3) completing sentences that begin with "but", 4) constructing stories from ending sentences, and 5) role playing conversations to say things differently. The goal is to help students articulate their views while appreciating other perspectives.
The document provides teaching materials and lesson plans for teaching a poem called "Mr. Nobody" to students. It includes worksheets, handouts, and activities designed to help students understand the content and message of the poem, which discusses irresponsible behavior and blaming others. Some of the activities included are matching vocabulary words to phrases from the poem, drawing a character sketch of "Mr. Nobody" based on clues in the stanzas, evaluating positive behaviors, writing a letter to "Mr. Nobody" about a misbehavior, and a hot seat drama activity.
This document provides suggestions for classroom activities to encourage students to discuss their ambitions and aspirations in English. It includes the following activities:
1. Diary writing where students write about their experiences, feelings, dreams and hopes. Sample diary entries are discussed.
2. Students discuss what careers they want and what they need to do to achieve their goals, like required education or overcoming difficulties.
3. A dialogue is presented about contentment vs laziness where students debate whether it is better to work or be idle. Students then write similar dialogues on other topics.
The lesson plan aims to teach pupils about interrogative pronouns. It includes objectives, subject matter, procedures and evaluation sections. The procedures involve a dialogue reading activity where pupils take turns reading parts of a conversation between a mother and son. This is followed by a presentation and examples of the seven interrogative pronouns - what, why, where, who, when, which and how. Pupils then practice forming questions using the interrogative pronouns and identifying them in sentences. The lesson concludes with an exercise evaluating the pupils' understanding of interrogative pronouns.
Sample lesson plan does not follow the book, because it's too difficult to understand, and it's kinda detailed lesson plan instead I did make it more simpler as it should be so that audience could understand the lesson clearly. Thank you!
Power point RPP B.inggris kelas 8 semester 1Raima Amari
Here are some examples of noun phrases from the text:
- a pack of noodle
- something inside (seasoning, chili sauce, soya sauce, etc.)
- two glasses of water
- a pan
- the package of Indomie fried noodles
- the seasoning: chili sauce, soya sauce and oil
- the noodles
- the seasoning, sauce, and the other ingredients
So noun phrases can consist of a determiner (a, an, the) plus a noun (noodle, water, pan, package, seasoning, noodles, ingredients) or a noun plus other modifiers (something inside, chili sauce, soya sauce, etc.).
Gieser class 4 secondary level- passed and correctedLety Gieser
This document outlines a lesson plan for an English class focusing on movies and the passive voice. The lesson includes a warm-up activity where students guess movie genres, a presentation reviewing passive voice structures, and several exercises practicing the passive voice in the context of movies. Students will work individually, in pairs, and as a group. For assessment, the teacher will check students' understanding through questioning and observation of their skills development during the lesson.
The document provides a detailed lesson plan for teaching modals to students. It includes objectives, topics, materials, and a step-by-step procedure. The procedure involves an opening activity to motivate students, presenting sample sentences with different modals to analyze their functions, and concluding with student understanding of modals like can, could, may, might, will, would, shall and should. The lesson aims to help students correctly use modals and understand their meanings.
The lesson plan aims to teach intermediate English students about phrases. It will begin with a 15 minute presentation where the teacher holds up a pen and asks what it is, noting student responses of "a blue pen" on the board. The teacher will explain that this is a noun phrase, not a complete sentence, as it lacks a verb. Next, the types of phrases will be defined, including noun phrases and verb phrases. Students will then participate in two 30 minute practice activities and two 15 minute production activities to reinforce their understanding of phrases.
The document provides details on activities from English Teacher Support Unit 1 that focus on developing listening and speaking skills in students. The activities start simply, allowing students to respond through gestures, words and simple sentences. They progress to activities where students ask and answer questions and describe classmates. The goal is for students to feel comfortable communicating in English through meaningful, engaging themes like family and friends. Teachers are encouraged to modify activities as needed and involve students in pair and group work to maximize participation.
Reading: Amazing facts, All kinds of Robots, As Big as the Sun, Listening: Bi...Mavict Obar
This document provides the weekly lesson plan for a grade 3 class from April 23-27, 2017. The plan includes daily objectives and activities focused on vocabulary, reading passages about robots and pizza, listening comprehension, speaking practice, and writing assignments. Potential problems like behavior issues and difficulty with tasks are identified along with solutions. Materials needed each day include books, worksheets, and technology. New vocabulary words are introduced and reviewed throughout the week.
Ppt materi Bahasa Inggris SMP Kelas VII IntroductionSiti Purwaningsih
1. Lyra, a new student, introduces herself to Mrs. Santi.
2. They greet each other and Mrs. Santi asks Lyra her name.
3. Mrs. Santi says it is nice to meet Lyra and Lyra reciprocates the sentiment before Mrs. Santi leaves for her office.
This lesson plan summarizes a lesson on verb tenses. It includes objectives to identify and differentiate between past, present and future verb tenses and construct sentences using correct tenses. Learning activities include games to practice tenses, highlighting examples of simple past, present and future tenses, and an activity where students construct sentences from placards showing verb tenses. There is also an evaluation with sentences to identify verbs and write the tense, and an assignment to write a reflection using correct verb tenses.
This lesson plan teaches verb tenses to 7th grade students. It begins with an introduction and objectives. The teacher leads various activities to teach the three main tenses - past, present, and future. Examples are provided and students participate in games to practice identifying verb tenses. The lesson concludes with an enrichment activity and practice questions to assess student understanding of using correct verb tenses.
Lesson plan 08/07 - Muller Lilia - Practica Docente IIILiliaMuller
The document provides a lesson plan for a 2nd year English class with 14 elementary level students. The 70-minute lesson focuses on clothing vocabulary and aims to review family members and physical descriptions while developing listening, writing, speaking and reading skills. Key planned activities include a warm-up video, vocabulary presentation using singer images, a worksheet to label singer outfits, drawing an assigned outfit, and a song guessing game. Scaffolding such as modeling, questioning, and encouragement is included to support student participation.
This is my lesson plan #2 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
Detailed Lesson Plan in English Grade 9 michelleMitchikay Jordan
The lesson plan summarizes a lesson on participles for a 9th grade English class. It includes objectives to have students construct sentences using past, present and past participles and achieve a mastery level of 75%. The lesson defines and provides examples of the three participle forms - past, present, and future. Students practice identifying the participle form in example sentences and generate their own sentences using participles for homework.
- The document is a lesson plan submitted by Lilia Muller for a lesson on different family types for an elementary level English class of 14 students.
- The 80 minute lesson aims to review family vocabulary, introduce different family types, and develop students' listening, writing, speaking and reading skills through slides, worksheets and group activities.
- Group activities include matching family types to pictures, completing sentences about Donald Trump's family, and asking/answering questions about each other's families.
The document contains a detailed lesson plan in English for a class. The objectives are for students to apply the four types of English sentences, appraise the roles of a teacher, and perform a short mime about a teacher's sacrifices. The lesson plan outlines preliminaries like prayer and attendance. It reviews the four sentence types and motivates students by discussing teacher sacrifices. The main lesson has students read a story, identify difficult words, replace them with synonyms, and answer questions in 2-3 sentences. It concludes with the teacher collecting the students' papers.
This lesson plan aims to teach students to use comparative adverbs correctly. It includes preparatory activities like reviewing adverbs and showing example sentences using them. Students will then analyze sentences using comparative adverbs and practice forming comparative adverbs. For evaluation, students will complete sentences using the correct comparative adverb form. As an assignment, students will write 5 sentences using comparative adverbs.
- The document is a lesson plan for a 2nd year English class on the topic of clothes.
- The lesson aims to review and teach vocabulary related to family members, physical appearance, and clothes. It also aims to develop students' listening, writing, speaking and reading skills.
- Activities include a warm up reviewing family vocabulary, introducing new clothing vocabulary by describing what singers Pink and Ricky Martin are wearing in pictures, and a worksheet activity where students write what clothes the singers have based on descriptions.
Lesson Plan 27/08-21 - Muller Lilia - PDIII - PassLiliaMuller
- The document is a lesson plan submitted by a student teacher for a lesson on abilities in English. It includes the aims, language focus, procedures and activities for a 70 minute virtual lesson on Zoom.
- The lesson aims to develop students' reading, writing, speaking and listening skills through activities practicing describing abilities, family members and possessions. It includes a warm-up reviewing previous lessons, a presentation of new vocabulary, two paired activities and a game to review the lesson.
- The plan demonstrates coherence and sequencing of stages and activities. It provides scaffolding such as modeling, eliciting answers and feedback. The tutor's feedback praises the ideas and organization but notes some spelling errors and the need for lesson recordings.
The document provides instructions for teachers to lead classroom activities around a reading passage. It includes:
1. Having students work in pairs to ask and answer questions from a personality quiz, to see who is most honest.
2. Explaining grammar points around the second conditional and "I wish" constructions.
3. Having students match vocabulary words to definitions and test their partners' recall of meanings.
- The document is a lesson plan submitted by a student teacher for a lesson with 14 second-year elementary students.
- The lesson aims to review family vocabulary, physical appearance, clothes, and develop students' language skills.
- Activities include reviewing vocabulary through presentations, identifying common mistakes, and describing singers using target language in sentences with mistakes to find.
Detailed Lesson Plan: Subject-Verb AgreementMonica Angeles
This lesson plan from Laguna State Polytechnic University covers a lesson on subject-verb agreement in English. The objectives are for students to state the rules of subject-verb agreement, sustain interest in the topic, and construct their own sentences using correct agreement. The lesson presents the rules through examples on the board and has students provide their own. It evaluates students through a short quiz and assigns explaining the remaining three rules and providing more examples as homework.
The document outlines a lesson plan for a writing class that teaches students how to write a character sketch through a series of pre-writing activities, including a question and answer game modeling character traits and a character web activity, followed by writing character sketches about influential people in their lives and revising their work through self and peer evaluation. The lesson aims to help students learn how to emphasize a single defining character trait, provide supporting details, and write an effective topic sentence.
This document provides an overview of an English language learning unit about moving on from big life events. It includes conversations about breaking up from relationships and describes moving on positively by getting over the break up. The unit focuses on describing life changes using phrases like "broke up with my boyfriend" and "transferred schools". Learners practice conversations discussing their own life events and responding appropriately to both good and bad news shared by others.
1) The document discusses various activities teachers can do with students to discuss ambitions and aspirations. It provides suggestions for diary writing, conversations about career choices, poems, and ways professions have changed.
2) The focus is on encouraging students to talk about their dreams and future plans in English. Suggested activities include writing, discussions, role plays, and analyzing poems and songs.
3) The document aims to help students think more clearly about their aspirations and career paths through sharing perspectives in English.
Gieser class 4 secondary level- passed and correctedLety Gieser
This document outlines a lesson plan for an English class focusing on movies and the passive voice. The lesson includes a warm-up activity where students guess movie genres, a presentation reviewing passive voice structures, and several exercises practicing the passive voice in the context of movies. Students will work individually, in pairs, and as a group. For assessment, the teacher will check students' understanding through questioning and observation of their skills development during the lesson.
The document provides a detailed lesson plan for teaching modals to students. It includes objectives, topics, materials, and a step-by-step procedure. The procedure involves an opening activity to motivate students, presenting sample sentences with different modals to analyze their functions, and concluding with student understanding of modals like can, could, may, might, will, would, shall and should. The lesson aims to help students correctly use modals and understand their meanings.
The lesson plan aims to teach intermediate English students about phrases. It will begin with a 15 minute presentation where the teacher holds up a pen and asks what it is, noting student responses of "a blue pen" on the board. The teacher will explain that this is a noun phrase, not a complete sentence, as it lacks a verb. Next, the types of phrases will be defined, including noun phrases and verb phrases. Students will then participate in two 30 minute practice activities and two 15 minute production activities to reinforce their understanding of phrases.
The document provides details on activities from English Teacher Support Unit 1 that focus on developing listening and speaking skills in students. The activities start simply, allowing students to respond through gestures, words and simple sentences. They progress to activities where students ask and answer questions and describe classmates. The goal is for students to feel comfortable communicating in English through meaningful, engaging themes like family and friends. Teachers are encouraged to modify activities as needed and involve students in pair and group work to maximize participation.
Reading: Amazing facts, All kinds of Robots, As Big as the Sun, Listening: Bi...Mavict Obar
This document provides the weekly lesson plan for a grade 3 class from April 23-27, 2017. The plan includes daily objectives and activities focused on vocabulary, reading passages about robots and pizza, listening comprehension, speaking practice, and writing assignments. Potential problems like behavior issues and difficulty with tasks are identified along with solutions. Materials needed each day include books, worksheets, and technology. New vocabulary words are introduced and reviewed throughout the week.
Ppt materi Bahasa Inggris SMP Kelas VII IntroductionSiti Purwaningsih
1. Lyra, a new student, introduces herself to Mrs. Santi.
2. They greet each other and Mrs. Santi asks Lyra her name.
3. Mrs. Santi says it is nice to meet Lyra and Lyra reciprocates the sentiment before Mrs. Santi leaves for her office.
This lesson plan summarizes a lesson on verb tenses. It includes objectives to identify and differentiate between past, present and future verb tenses and construct sentences using correct tenses. Learning activities include games to practice tenses, highlighting examples of simple past, present and future tenses, and an activity where students construct sentences from placards showing verb tenses. There is also an evaluation with sentences to identify verbs and write the tense, and an assignment to write a reflection using correct verb tenses.
This lesson plan teaches verb tenses to 7th grade students. It begins with an introduction and objectives. The teacher leads various activities to teach the three main tenses - past, present, and future. Examples are provided and students participate in games to practice identifying verb tenses. The lesson concludes with an enrichment activity and practice questions to assess student understanding of using correct verb tenses.
Lesson plan 08/07 - Muller Lilia - Practica Docente IIILiliaMuller
The document provides a lesson plan for a 2nd year English class with 14 elementary level students. The 70-minute lesson focuses on clothing vocabulary and aims to review family members and physical descriptions while developing listening, writing, speaking and reading skills. Key planned activities include a warm-up video, vocabulary presentation using singer images, a worksheet to label singer outfits, drawing an assigned outfit, and a song guessing game. Scaffolding such as modeling, questioning, and encouragement is included to support student participation.
This is my lesson plan #2 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
Detailed Lesson Plan in English Grade 9 michelleMitchikay Jordan
The lesson plan summarizes a lesson on participles for a 9th grade English class. It includes objectives to have students construct sentences using past, present and past participles and achieve a mastery level of 75%. The lesson defines and provides examples of the three participle forms - past, present, and future. Students practice identifying the participle form in example sentences and generate their own sentences using participles for homework.
- The document is a lesson plan submitted by Lilia Muller for a lesson on different family types for an elementary level English class of 14 students.
- The 80 minute lesson aims to review family vocabulary, introduce different family types, and develop students' listening, writing, speaking and reading skills through slides, worksheets and group activities.
- Group activities include matching family types to pictures, completing sentences about Donald Trump's family, and asking/answering questions about each other's families.
The document contains a detailed lesson plan in English for a class. The objectives are for students to apply the four types of English sentences, appraise the roles of a teacher, and perform a short mime about a teacher's sacrifices. The lesson plan outlines preliminaries like prayer and attendance. It reviews the four sentence types and motivates students by discussing teacher sacrifices. The main lesson has students read a story, identify difficult words, replace them with synonyms, and answer questions in 2-3 sentences. It concludes with the teacher collecting the students' papers.
This lesson plan aims to teach students to use comparative adverbs correctly. It includes preparatory activities like reviewing adverbs and showing example sentences using them. Students will then analyze sentences using comparative adverbs and practice forming comparative adverbs. For evaluation, students will complete sentences using the correct comparative adverb form. As an assignment, students will write 5 sentences using comparative adverbs.
- The document is a lesson plan for a 2nd year English class on the topic of clothes.
- The lesson aims to review and teach vocabulary related to family members, physical appearance, and clothes. It also aims to develop students' listening, writing, speaking and reading skills.
- Activities include a warm up reviewing family vocabulary, introducing new clothing vocabulary by describing what singers Pink and Ricky Martin are wearing in pictures, and a worksheet activity where students write what clothes the singers have based on descriptions.
Lesson Plan 27/08-21 - Muller Lilia - PDIII - PassLiliaMuller
- The document is a lesson plan submitted by a student teacher for a lesson on abilities in English. It includes the aims, language focus, procedures and activities for a 70 minute virtual lesson on Zoom.
- The lesson aims to develop students' reading, writing, speaking and listening skills through activities practicing describing abilities, family members and possessions. It includes a warm-up reviewing previous lessons, a presentation of new vocabulary, two paired activities and a game to review the lesson.
- The plan demonstrates coherence and sequencing of stages and activities. It provides scaffolding such as modeling, eliciting answers and feedback. The tutor's feedback praises the ideas and organization but notes some spelling errors and the need for lesson recordings.
The document provides instructions for teachers to lead classroom activities around a reading passage. It includes:
1. Having students work in pairs to ask and answer questions from a personality quiz, to see who is most honest.
2. Explaining grammar points around the second conditional and "I wish" constructions.
3. Having students match vocabulary words to definitions and test their partners' recall of meanings.
- The document is a lesson plan submitted by a student teacher for a lesson with 14 second-year elementary students.
- The lesson aims to review family vocabulary, physical appearance, clothes, and develop students' language skills.
- Activities include reviewing vocabulary through presentations, identifying common mistakes, and describing singers using target language in sentences with mistakes to find.
Detailed Lesson Plan: Subject-Verb AgreementMonica Angeles
This lesson plan from Laguna State Polytechnic University covers a lesson on subject-verb agreement in English. The objectives are for students to state the rules of subject-verb agreement, sustain interest in the topic, and construct their own sentences using correct agreement. The lesson presents the rules through examples on the board and has students provide their own. It evaluates students through a short quiz and assigns explaining the remaining three rules and providing more examples as homework.
The document outlines a lesson plan for a writing class that teaches students how to write a character sketch through a series of pre-writing activities, including a question and answer game modeling character traits and a character web activity, followed by writing character sketches about influential people in their lives and revising their work through self and peer evaluation. The lesson aims to help students learn how to emphasize a single defining character trait, provide supporting details, and write an effective topic sentence.
This document provides an overview of an English language learning unit about moving on from big life events. It includes conversations about breaking up from relationships and describes moving on positively by getting over the break up. The unit focuses on describing life changes using phrases like "broke up with my boyfriend" and "transferred schools". Learners practice conversations discussing their own life events and responding appropriately to both good and bad news shared by others.
1) The document discusses various activities teachers can do with students to discuss ambitions and aspirations. It provides suggestions for diary writing, conversations about career choices, poems, and ways professions have changed.
2) The focus is on encouraging students to talk about their dreams and future plans in English. Suggested activities include writing, discussions, role plays, and analyzing poems and songs.
3) The document aims to help students think more clearly about their aspirations and career paths through sharing perspectives in English.
The 90-minute English lesson is focused on developing upper-intermediate high school students' speaking skills about the topic of generation gaps and teenage problems. Students will engage in warm-up activities, group discussions analyzing different viewpoints on teenagers, activities identifying stages of adolescence and common teenage challenges. They will watch videos depicting generation gaps and daily teenage struggles. Students will also participate in role-playing counseling situations and analyze songs related to teenage life. Their speaking will be assessed using a teacher-created rubric.
This unit focuses on transportation and commuting. It includes conversations about different commutes, such as by train, bus, car, bicycle, and walking. Students practice complaining about common commutes and responses. They discuss dislikes about commuting, school, housework, and weather. The unit emphasizes stressing words for emphasis and using transportation time for English study.
This document provides suggestions for how English teachers can improve student learning and fluency. It recommends using simulations, group work, guest speakers, field trips, and incorporating the four skills of reading, writing, listening and speaking into lessons. Teachers should address different learning styles and allow creative forms of expression. The overall message is that teaching methods should be varied and experiential to engage students.
This document provides guidance and activities for an English teacher to teach a lesson on health, hygiene, and fitness. It includes 6 activities:
1. An "antakshari" word game about health topics to build vocabulary.
2. An activity where students identify and discuss emotions, and give each other advice on dealing with problems.
3. A discussion of health proverbs where students say if they agree or disagree.
4. A lesson on water purification methods like SODIS and brainstorming ways to ensure clean water.
5. A lesson on the importance of handwashing and having students design handwashing stations.
6. Having students research how excess of
The document provides tips and strategies for the different parts of the IELTS speaking exam. For Part 1, it recommends extending answers by including feelings, contrasting details, combining details, past comparisons, reasons, and future plans. For Part 2, it suggests having a strategy, focusing on fluency over memorization, and using personal experiences. An outline structure is proposed for the 1 minute preparation. For Part 3, common question types are identified and extending answers through paraphrasing, examples, and concessions is advised. Useful resources for practice are also listed.
This document contains two journal entries by a student named Lau Hui Ming about their experiences with group work and social influences. In the first entry, Lau discusses negative experiences with group projects where some members did not contribute equally to the work, forcing Lau and others to take on more work. This relates to the concept of social loafing where individual effort decreases in a group setting. The second entry describes how Lau started watching Korean dramas at the suggestion of friends to be able to participate in conversations, and took up sewing dolls as a hobby after being introduced to the materials by a friend, relating to the concept of social influences.
1) The document discusses strategies for creating a literate classroom environment, including getting to know students, assessing their reading levels, exposing them to print, reading aloud, and selecting materials based on student interests.
2) Examples are provided of selecting engaging texts at different levels, including considering factors like readability, length, visual support, and structure. Online texts and interactive lessons are also discussed.
3) Strategies are outlined for promoting interactive, critical, and response perspectives in literacy instruction, such as guided reading, book talks, and journal writing. Sample lesson plans integrating these perspectives are described.
This document provides suggestions for English language activities focused on family and friends that begin with listening and speaking. The activities:
1) Start with word-level activities where students respond through gestures and words and progress to using simple sentences.
2) Are meant to help students comprehend short statements, respond in short answers, use familiar words in context, and make simple sentences and questions.
3) Include activities like guessing family relationships, identifying names that start with letters, describing relationships, textbook questions, identifying incorrect sentences, a class quiz, describing classmates, and one-word friend descriptions.
4) Suggest involving all students, using L1 when needed, observing students, and handing activities over to students in
This document provides guidance for English teachers on conducting a lesson with students about rules. It includes 4 discussion activities:
1. Having students discuss norms and rules in their families and society, and what behaviors by adults they find annoying.
2. Explaining the differences between laws, rules, and customs, and having students categorize examples in a table.
3. Leading a discussion about situations when rules may be broken and the consequences, including role plays.
4. Having students work in groups to create rules for a hypothetical secret society they are forming.
The overarching focus is on exploring and broadening students' understanding of different types of rules, when they may be broken, and
This document provides teaching activities and guidance for an English teacher support unit on the theme of "Accidents and Safety". It includes 7 suggested classroom activities:
1. Discussing common phrases used during accidents and imagining conversations around accident scenarios.
2. Identifying dangerous objects and situations at home and discussing safety precautions.
3. Reading about the dangers faced by ancient travelers and connecting it to a textbook passage on Marco Polo.
4. Analyzing newspaper reports of accidents and discussing comprehension questions.
5. Presenting safety check scenarios and situations before undertaking different activities.
6. Discussing road safety rules based on a textbook passage and listing rules for pedestrians.
This document is a school climate survey for middle and high school students. It consists of instructions asking students to provide confidential feedback about their experiences and opinions of their school. The multiple choice questions cover topics like school environment, teacher relationships, student behavior, safety, and involvement to help administrators understand what students think about their school experience.
36 lessons, multi level for teaching English. + "lesson printables" for each lesson, video to supplement the lesson and teacher "helpers" galore. Each lesson contains instructions. Purchase helps support the EFL Classroom resource community. https://eflclassroom.com/store/products/teach-learn-techbook/
This document provides an editorial and faculty profile from a quarterly newsletter on inspiring teachers. The editorial discusses adapting to and leading change, as the only way to remain happy amid continual changes in society and technology. It notes most people resist change initially but can learn to accept it over time. The faculty profile interviews Mrs. Annapurna, the headmistress of Sevalaya school, about her influences and experiences in teaching. She finds teaching very rewarding and enjoys helping students understand concepts. She uses various teaching methods like stories, pictures and experiments to engage students.
Full textbook for teachers to teach beginner to intermediate students. Get on EFL Classroom 2.0. http://community.eflclassroom.com/forum2/topics/teach-learn Blended approach and online learning activities provided to support the lessons. Print and teach!
Full textbook for teachers to print and use in class. Each lesson for beginner to intermediate students has links to EnglishCentral video lessons that students can study and practice what they learned in class.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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2. English Teacher Support Unit 8
1
DIFFERENCE OF OPINIONS WITH OTHERS
Before we start……
The Eighth TSU
After completing the seventh TSU, your students will be able to:
Each one of us is unique. We think differently and may often have opinions that are different from that of
others. Adolescents have their own opinions on many things and they should be encouraged to express
their views. In the process of articulating their ideas they need to become aware that differences of opinion
do not have to come in the way of people working together. The activities in this TSU will help your
students to put forward their opinions in oral and written form, and also help them to appreciate (and
tolerate) other people's points of view.
Here are some suggested activities to help students develop this important life skill.
Activity – 1: How to disagree?
Narrate the following situation to the students.
Your elder brother, who is studying in a degree college, says that Bhubaneswar is the best city in Odisha to
live in. You think it is Sambalpur. Your brother offers a few reasons why he thinks Bhubaneswar is the best
city. It has broad roads, less pollution and the cost of living is low. He also mentions that it is the state's
capital and is more ancient city than many other cities in the state.
You disagree. You think Sambalpur is far better than Bhubaneswar. It offers more job opportunities, is
better connected to many cities across India, there are a number of colleges and schools and it is easier to
rent a house.
• Listen to and understand conversations either in class or on TV
• Read newspapers and understand basic information from reports
• Express views and opinions in oral and written forms
• Undertake simple language projects like developing a poster
• Read written instructions
• Participate in oral group compositions
• Read aloud fluently – with attention to full stops, commas, etc.
• Write down their opinions
• Convert one language form into another – e.g., tables into write-ups, dialogues into an
essay, etc.
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Your brother loses his temper because you continue to disagree with him, and says, 'Listen, I should know
better since I am elder to you. Let's talk in the evening.' He rushes off to take the bus to college. You are
sure that he will return that evening, continue the argument and would expect you to agree with him.
Ask students: Is it all right to disagree with your elders? In this case, it is the brother. What about parents
and grandparents?
Here are some more questions you can ask.
Your brother stated some reasons to support his view. Can you arrange them in descending order - from
the most acceptable to the least acceptable?
What would you do when your brother comes back home in the evening to continue the argument with
you? What would you do if you think it is not worth having a quarrel over this issue?
If you want to stick to your view and continue the argument, while retaining the respect you have for him,
what would you say when you meet him again in the evening?
Among the following topics, which ones are worth arguing about with parents or elders if they think
differently?
• What you should study after completing Class 10.
• What you should eat.
• What type of clothes you should wear.
• Whom you should be friends with.
• What safety precautions you must take while cooking/ ironing clothes/cycling to the school.
• What movies you should watch.
• What music you should listen to.
Can you write a dialogue between you and your brother based on the above situation?
How would you conduct the above activity - individually, in groups, in pairs, or for the whole
class?
Would you vary the grouping? For example, partly as a group activity and partly as a pair
activity? Which portion of the activity will suit group / pair / individual / whole-class work?
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Did it work?
interesting difficult boring
Activity - 2: Expressing opinions
We often express our opinions in rigid ways, as if what we believe is true for everybody else. Other
people may not feel the same way as you and it can be annoying if you present your opinion in this way.
Here are some pairs of statements. Which one of each pair is a better way of expressing your opinion?
We went to see a movie yesterday and it was horrible.
We went to see a movie yesterday. I didn't like it.
There is no worse vegetable than ‘baingan’. I wonder how people can eat it!
I don't like ‘baingan’ much.
I am not interested in watching cricket.
Watching cricket is a waste of time for anyone.
I don’t like people being dishonest.
No one should be dishonest.
I don't like people who bully others in school.
Bullying others is unacceptable.
Did it work?
interesting difficult boring
What is the focus of this activity?.....................................................................
Did you make any modifications or try out
variations?..................................................................................................................
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What is the focus of this activity?.....................................................................
Did you make any modifications or try out
variations?..................................................................................................................
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Activity – 3: But…
Write the following on the board.
• I bought a new pen, but .......................................................................................................... .
• I read a book, but ..................................................................................................................... .
• Rajendra went to his friend’s house, but ............................................................................. .
• The teacher didn’t come, but ................................................................................................. .
• The door was not open, but ................................................................................................... .
Ask them to complete the first sentence. Do it as a whole class activity. Elicit different responses for a
sentence. Here are some expected answers. 'I bought a new pen but it doesn't write well /it is broken/ I
don’t like it/ the top is broken…'. Give them some time to complete the sentences.
Since this is a comparatively simple activity, ask those students who are reluctant to participate to present
their sentences. Appreciate them.
Did it work?
interesting difficult boring
Activity – 4: End to Beginning
Give the students the last sentence of a situation. Ask them to construct the story or situation. For
example, 'From that day, Naveen and I stopped troubling Ahmed.' You can develop the story in this way
so that students get an idea about what you expect them to do.
Naveen and I enjoyed bullying and teasing others in the class. We particularly targeted Ahmed, a new
student who had just joined the class. His family recently relocated to Sambalpur. He never hurt us back
and would ignore our harassment. One day, we learnt that he was suffering from bone cancer and had only
a few months to live. We were deeply ashamed for having teased him. From that day, Naveen and I
stopped troubling Ahmed.
Here are some suggestions for last sentences you can use.
What is the focus of this activity?.....................................................................
Did you make any modifications or try out
variations?..................................................................................................................
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• Rima decided not to return the money to Kavita.
• After this incident, the shop keeper was very courteous to me whenever I went to the shop.
• The bull ran away seeing Imran.
• Tears of joy rolled down Sheila's cheeks.
Here's a variation using the same last sentence
For e.g., Naveen and I enjoyed bullying and teasing classmates. One day, a new boy by name Ahmed joined
the class. We decided to target him. Initially, he didn’t react. One day, in the assembly, our school
headmaster announced that Ahmed has been selected to participate at the National Level Competition in
Karate. He also announced that he is a ‘blackbelt’ (the highest level of achievement in Karate). From that
day, Naveen and I stopped troubling Ahmed.
Did it work?
interesting difficult boring
Activity – 5: Saying it differently
Present the following event.
Ranbir and Shahrukh are friends. Shahrukh has a cricket bat. Ranbir wanted to borrow it so he asked
Shahrukh asked for it. Shahrukh didn’t want to lend his bat to Ranbir because Ranbir had lost many things
that Shahrukh had lent him earlier. Shahrukh doesn’t want say hurt Ranbir but he still wants to refuse to
lend him his bat.
Stop here and distribute photocopies of the following conversation or hang up a chart on which you have
written the conversation earlier..
R: Do you have a cricket bat?
S: Yes, I do, but my cousin has borrowed it from me.
R: When will he return the bat?
S: He is not going to return the bat soon, because he has to play matches right through the month.
What is the focus of this activity?.....................................................................
Did you make any modifications or try out
variations?..................................................................................................................
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R: Fine, I will come after a month.
S: But I will not have it even then because another cousin has asked to borrow it for a few matches he
is playing the month after that. I suggest that you ask Ajay who also owns a cricket bat. Or would you like
me to come with you to our school’s Games Teacher, Patel who owns a bat. He may be willing to lend it?
He likes me very much and would help. But you must not lose the bat! You must return it on time to him.
R: Ok.
Ask the students to role play this conversation.
Now ask students to write role plays for the following dialogues. It is better to do a role play in Odia
before asking them to write this kind of conversation. Here are some situations for creating dialogues of
this kind:
• A friend wants to join your school drama troupe which you head. She is a poor actor. You don’t
want to take her.
• A friend, who has come on a holiday to your house, wants to come to your school. You don't like
this idea.
• A stranger is asking for lift on your cycle. You don’t know him or her.
Did it work?
interesting difficult boring
Activity – 6: For and against
Ask your students if they agree with the first or the second statement below. Ask them to form groups,
and come up with a list of arguments for whichever statement they choose.
• You should not waste food. Whatever food items are on the plate, must be eaten.
• You should leave the food on the plate, if you don’t feel like eating it. Eating food that is unhealthy
or unsuitable for you could lead to diseases and stomach pain.
What is the focus of this activity?.....................................................................
Did you make any modifications or try out
variations?..................................................................................................................
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8. English Teacher Support Unit 8
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You can use the following themes to elicit both supporting and opposing viewpoints. Ask students to work
in groups and either assign or allow them to choose the position they want to take.
• Sachin Tendulkar should not have been given the Bharat Ratna (India’s highest civilian award)
because there are many deserving people who are working for the poor, who deserve it more.
Sachin Tendulkar, who came up from a humble background, proved that you don’t have to be rich
to achieve great success. He also inspired millions of Indians to be proud of being an Indian. So he
deserved the Bharat Ratna.
• We need capital punishment (hanging a person to death) for extraordinary crimes.
The government should abolish capital punishment because killing a human being, whether by the
government or the individual, is unacceptable.
• The government should give an allowance (money) to any person who is unemployed.
The government should not give any money to the unemployed since that will make them lazy.
Instead, they need jobs, which will allow them to earn money.
Allow students to use Odia but encourage them to use English as much as possible. Provide English
equivalents whenever necessary.
Do a few students dominate your class?
This is a common problem. A few students may dominate all discussions and you may end up
giving them too much attention. Of course, you should engage with them. But can you do so
without ignoring others? Here are some suggestions:
• When you do a listing activity, ask the dominant students to present their answers
only at the end.
• Ask them to come up with examples to explain an idea.
• Plan some challenging questions, related to an activity, especially for them.
•
•
9. English Teacher Support Unit 8
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Did it work?
interesting difficult boring
Activity – 7: Comparing things
When we have arguments we first try to find common ground and then move on to justifying our point of
view. It is useful to think about similarities and differences in this context. Here is an activity that will help
your students work on this skill.
Tell the students the following: 'I am going to ask you a simple question. But don’t be in a hurry to give me
the answer. Take your time to think a bit, and write down your points. You have about five minutes for
this.'
Then ask 'What do a cat and a dog have in common?' Ask them to stop writing after five minutes. Explore
the answers. The questions you could ask include:
• How many of you wrote more than 10 points?
• What is your first point?
• What is your tenth point?
• How many of you have NOT written 'Both are pet animals'?
Conduct a similar process for the following questions too:
• What are the differences between a cat and a dog?
• What are the similarities between a blackboard and a notebook?
• What are the differences between a notebook and a blackboard?
Other ‘pairs’ that could be included in the list include: school/home, cinema/drama, classical music (shehnai,
sitar, etc)/cinema music, well/pump set...
Try to ask similarities and differences between two totally dissimilar-looking objects: e.g. a shirt and the
wall, gold and paper, an apple and chocolate…
What is the focus of this activity?.....................................................................
Did you make any modifications or try out
variations?..................................................................................................................
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10. English Teacher Support Unit 8
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Did it work?
interesting difficult boring
Activity – 8: ‘The First Step’ A story (Class-9 non detailed text – Lesson-3)
Tell the students: There is an interesting story in your text book. Annu a little girl want go to School. But
her father would not send her to school. He says, it will be of no use to her as she is a girl. If Chinni her
brother is educated it will help him to get a job. Do you think Annu will go to School? What was Annu’s
first step towards her goal? Read the story and find the answer.
Give the students a clear picture of what you meant by ‘reading‘. You may write the steps of the process
on the board to help them understand what to do.
• Read the lesson
• List out the hard words
• Guess the meaning of the words
• Find simpler meanings for difficult words by checking the glossary or a dictionary
• Read the text again
• Mark sentences which need explanation
• Guess the meaning of those sentences
• Discuss with your friends
The next day, ask them some questions to check their understanding. Then ask them the following
questions.
What is the focus of this activity?.....................................................................
Did you make any modifications or try out
variations?..................................................................................................................
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11. English Teacher Support Unit 8
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Ask, 'Did you mark any sentences which need explanation?' Let a student read out one sentence. Don’t
explain at once. Ask 'What is your guess or what do you think the meaning is?' Let him / her try to
respond. Then ask others to say what they understood about the sentence. If their explanations are not
correct, then you can suggest the meaning.
Options:
a. Antonyms – Class 10
• Antonyms are a good way of developing vocabulary to counter arguments and put forward
opinions clearly to others. Ask the students to do the section on antonyms. The can be encouraged
to make sentences with the words.
b. Negative sentences – Classes 9 and 10
• Negative sentences too can help to put forward an alternate point of view. Ask students to do the
exercise given in this section.
Did it work?
interesting difficult boring
Activity – 9 : Puzzles and riddles
Try to make copies of the following riddles for the students. If that is a problem, write them on the board.
1. I am a table. But I have no legs. Who am I?
2. I am a driver. But no policeman can arrest me. Who am I?
3. I have a face and two hands. But I don’t have arms and legs. Who am I?
4. If you clean it, it becomes black. What is it?
What is the focus of this activity?.....................................................................
Did you make any modifications or try out
variations?..................................................................................................................
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12. English Teacher Support Unit 8
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5. What belongs to you but is used more by other people?
6. I run but never walk, I murmur but never talk, I go on but never stop. What am I?
7. What is as big as an elephant, but weighs nothing at all?
8. If you want to use me, you have to break me. Who am I?
9. As long as I eat, I live. When I drink water, I die.
10. What teaches you without talking?
Answers: 1. Time table 2. Screw driver 3.Clock 4.Blackboard 5. Your name 6. River 7. Shadow 8. Egg 9.
Fire 10. Book
If you write the riddles on the board, don’t ask them to copy them. Instead act as if you are going to rub
them. Do they stop you? Or are they copying them, without waiting for your instructions?
Here are some more suggestions related to riddles.
• Ask students to collect as many riddles as possible and share them with others.
• Ask them to translate Odia riddles into English and vice versa.
• Creating new riddles will be an interesting challenge. Ask them to think of an object and create a
riddle. E.g.: If you press me the television will work. Who am I? Answer – TV remote.
Did it work?
interesting difficult boring
What is the focus of this activity?.....................................................................
Did you make any modifications or try out
variations?..................................................................................................................
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13. English Teacher Support Unit 8
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Assessing yourself
Student performance indicators
Here are some indicators you can use to evaluate yourself.
• I can present an event/ ask an interesting question to draw students’ attention.
• I can give instructions (what to do? how to do?) clearly.
• I can organize materials and provide them at the right time.
• I can observe students and extend minimum help to make them involve in the
activity
• I can organize the classroom according to the nature of the activity.
• I can increase/ decrease the level of challenge of an activity (Can try variation of an
activity according to the level of interest of the students).
• I can read out texts/ present stories and events with the right features of narration
(facial expression, gestures, tonal variations... etc).
Read the key objectives of this TSU. Convert them into questions. Based on them you
can evaluate the performance of your students.
Please note down your evaluation questions. Share them at the cluster meetings.