Unit 1 sentence structures
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The document discusses different types of sentences including simple sentences with one clause, compound sentences with two independent clauses, and complex sentences with one independent clause and one or more dependent clauses. It provides examples of each type of sentence and explains the basic structures of sentences including subject, verb, object, and complement. It also covers the different parts of speech including nouns, pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions.
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Noun clause
Noun clauses function as nouns and can serve different grammatical purposes within a sentence. They typically begin with words like that, which, who, when, why, how or if/whether. That-clauses use the word "that" to introduce the clause, while wh-word clauses use interrogative words like who, what, when. If/whether-clauses are dependent clauses formed from yes/no questions using if or whether. Noun clauses can serve as subjects, objects, complements, and appositives within sentences.
prepositions
The document discusses prepositions and provides examples of their usage. It defines prepositions as words that show the relationship between nouns, pronouns, and other parts of a sentence. Some key points include:
- Prepositions usually come before nouns or pronouns and can indicate location, time, or direction.
- There are single-word, compound, and phrase prepositions. Common prepositions include on, at, in, to, from, with, by, about, over, under, off, of, for.
- Prepositions are classified into types including prepositions of place, time, and movement.
- Examples demonstrate correct preposition usage and exceptions to rules.
Sentence - Basic Sentence Structure
Sentence, Parts of a Sentence, Subject and Predicate, Complements, Direct Object, Indirect Object, Predicate Nominative, Predicate Adjective, Basic Sentence Structure
How to transform sentences
The document provides information on transforming sentences from affirmative to negative and interrogative. It discusses the three types of sentences - affirmative, negative, and interrogative. For negative sentences, it outlines adding "not" between the helping verb and main verb for sentences with helping verbs, and using "do/does/did + not" before the main verb for sentences without helping verbs. For interrogative sentences, it describes starting sentences with a helping verb or wh-word and placing wh-words before sentences with helping verbs. Formulas and examples are given for changing sentence structures.
VERBS
This document discusses different types of verbs and verb tenses in English. It describes verbs as words that express actions, conditions, or states of being. It then covers various verb categories such as action verbs, auxiliary verbs, regular and irregular verbs. Finally, it examines 14 verb tenses in English including simple, perfect, progressive, and emphatic tenses and provides examples of how each is formed and used.
Phrases Prepositional And Appositive
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Who,Whose,Whom
The document discusses the proper uses of who, whom, and whose in sentences. It explains that who is used as the subject of a sentence, whom is used as the object, and whose indicates possession. Some examples are provided to illustrate when to use who, whom, and whose depending on whether the word is being used as the subject, object, or to indicate possession in a sentence.
Modals in past forms
This document discusses the modal verbs "may have", "might have", "could have", and "must have" which are used to express possibilities in the past. "May have", "might have", and "could have" suggest less certainty about past events or actions, while "must have" implies a stronger probability. Examples are provided to illustrate how these modal verbs can be used to speculate about possible reasons or explanations for past situations where the true reason is unknown. The document also notes some pronunciation patterns for these modal verbs and provides exercises for the reader to practice using them.
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Noun clause
Noun clauses function as nouns and can serve different grammatical purposes within a sentence. They typically begin with words like that, which, who, when, why, how or if/whether. That-clauses use the word "that" to introduce the clause, while wh-word clauses use interrogative words like who, what, when. If/whether-clauses are dependent clauses formed from yes/no questions using if or whether. Noun clauses can serve as subjects, objects, complements, and appositives within sentences.
prepositions
The document discusses prepositions and provides examples of their usage. It defines prepositions as words that show the relationship between nouns, pronouns, and other parts of a sentence. Some key points include:
- Prepositions usually come before nouns or pronouns and can indicate location, time, or direction.
- There are single-word, compound, and phrase prepositions. Common prepositions include on, at, in, to, from, with, by, about, over, under, off, of, for.
- Prepositions are classified into types including prepositions of place, time, and movement.
- Examples demonstrate correct preposition usage and exceptions to rules.
Sentence - Basic Sentence Structure
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How to transform sentences
The document provides information on transforming sentences from affirmative to negative and interrogative. It discusses the three types of sentences - affirmative, negative, and interrogative. For negative sentences, it outlines adding "not" between the helping verb and main verb for sentences with helping verbs, and using "do/does/did + not" before the main verb for sentences without helping verbs. For interrogative sentences, it describes starting sentences with a helping verb or wh-word and placing wh-words before sentences with helping verbs. Formulas and examples are given for changing sentence structures.
VERBS
This document discusses different types of verbs and verb tenses in English. It describes verbs as words that express actions, conditions, or states of being. It then covers various verb categories such as action verbs, auxiliary verbs, regular and irregular verbs. Finally, it examines 14 verb tenses in English including simple, perfect, progressive, and emphatic tenses and provides examples of how each is formed and used.
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Who,Whose,Whom
The document discusses the proper uses of who, whom, and whose in sentences. It explains that who is used as the subject of a sentence, whom is used as the object, and whose indicates possession. Some examples are provided to illustrate when to use who, whom, and whose depending on whether the word is being used as the subject, object, or to indicate possession in a sentence.
Modals in past forms
This document discusses the modal verbs "may have", "might have", "could have", and "must have" which are used to express possibilities in the past. "May have", "might have", and "could have" suggest less certainty about past events or actions, while "must have" implies a stronger probability. Examples are provided to illustrate how these modal verbs can be used to speculate about possible reasons or explanations for past situations where the true reason is unknown. The document also notes some pronunciation patterns for these modal verbs and provides exercises for the reader to practice using them.
Must, have to, should
This document discusses different ways to express obligation, necessity, prohibition, and advice in English using modal verbs and expressions.
It explains that "must" and "have to" both express obligation or necessity, with "have to" being more common for general rules and "must" for specific instances. "Don't have to" means there is no obligation, while "mustn't" expresses prohibition. "Should" and "shouldn't" are used to give advice or opinion, with "should" being less strong than "must" or "have to". The document provides examples for how to use each expression appropriately.
Relative clauses
This document discusses relative clauses, including:
1. Relative pronouns such as who, which, that can introduce a relative clause to provide more information about a person or thing.
2. The relative pronoun can sometimes be omitted if it is not the subject of the relative clause.
3. Relative clauses can be either defining or non-defining - defining clauses are essential to the meaning while non-defining clauses provide extra information set off by commas.
Phrasal verbs
This document provides an overview of phrasal verbs in English. It defines phrasal verbs as verbs combined with particles that do not function as prepositions. Phrasal verbs are common in everyday speech and often have different meanings than single-word verbs. The document discusses transitive and intransitive phrasal verbs, noting that transitive phrasal verbs take objects and the object can appear in different positions. It provides examples of phrasal verb usage and exercises for readers to practice forming sentences using phrasal verbs.
The Subjunctive Mood
The document discusses the subjunctive mood in English grammar. It defines the subjunctive mood and covers its uses including:
- Synthetic verb forms of the present, past and perfect subjunctive
- Analytical forms using "should", "would", "may" and "might" plus infinitives
- Uses in simple sentences, conditional clauses, subject/predicate clauses and more
- Differences between British and American usage of the subjunctive forms
Noun clause
This document defines and provides examples of clauses, phrases, dependent clauses, and independent clauses. It explains that a clause contains a subject and verb, while a phrase does not. Independent clauses can stand alone as a sentence, while dependent clauses cannot and must be attached to an independent clause. There are three types of dependent clauses: noun clauses, adjective clauses, and adverb clauses. Noun clauses function as subjects or objects and are introduced by question words like who, what, when, where. They have subject-verb word order unlike corresponding question forms.
Subject complements
This document discusses subject complements and provides examples of sentences containing subject complements. Subject complements are words that describe the subject of a sentence and follow a linking verb. Linking verbs include forms of "to be" as well as verbs like taste, smell, sound, feel, seem, look, appear, grow, remain, and become. Examples of sentences with subject complements include "The boy is funny" and "The lemon tastes sour."
The infinitive
The document discusses the infinitive in English grammar. It defines the infinitive as the base form of a verb and notes there are to-infinitives and bare infinitives. It then examines the different functions of the infinitive in a sentence, such as subject, object, and adverbial uses. Finally, it explores the various forms of the infinitive including active/passive voices and perfect/continuous aspects.
Relative clauses
Relative clauses add additional information to a main clause using relative pronouns like who, which, that, when, where, whose. Defining relative clauses are essential to identifying the noun, while non-defining clauses provide extra information and are set off by commas. Relative pronouns can be omitted in some defining clauses if they are the object. Prepositions are sometimes placed at the end of relative clauses involving location or object.
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Conjunctions
This document discusses different types of conjunctions in English language. There are three main types: coordinating conjunctions, subordinating conjunctions, and correlative conjunctions. Coordinating conjunctions join grammatically similar parts of a sentence, such as words, phrases, or independent clauses. Common coordinating conjunctions include and, but, or, nor, and for. Subordinating conjunctions introduce dependent clauses and indicate the relationship between the dependent and independent clauses. Frequent subordinating conjunctions are after, although, because, before, how, once, since, and than. Correlative conjunctions always come in pairs and link balanced words, phrases, or clauses, such as both, and, either,
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Pronouns
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Reflexive Pronouns
Reflexive pronouns are used to indicate that both the subject and object of a sentence receive the action of the verb. A table lists the personal pronouns and their corresponding reflexive pronouns. Examples are given to illustrate their use including "I cut myself in the kitchen" and "He hurt himself when he fell off his skateboard." Notes provide guidance on using yourself/yourselves correctly and when reflexive pronouns can and cannot be used.
Connectors in English
This document discusses connectors and their importance in writing. It begins with defining connectors as words that join two ideas in a text and provide clarity. It then describes different types of connectors, including addition, sequence, cause and effect, contrast and comparison, emphasis, and example connectors. Grammar rules for using connectors are explained, such as placing connectors between two related sentences. The document concludes with practice questions to test understanding of connectors and a bibliography.
The simple present
This document summarizes the simple present tense in English. It outlines the forms of to be, to have, and other verbs in the simple present tense, including affirmative, negative, and interrogative forms. Examples are provided to illustrate how to conjugate verbs in the simple present tense and how to form negative and interrogative sentences. Common uses of the simple present tense include facts, habitual or repeated actions, and scheduled events.
Modal verbs
This document discusses modal verbs and how they are used to modify the meaning of other verbs. It provides examples of common modal verbs like can, could, will, shall, must, should, might, and may. It explains how modal verbs are used to show ability, likelihood, advice, permission, obligation, and habits. It provides exercises for learners to practice identifying modal verbs, making them negative, choosing the right modal verb, and matching pictures to sentences containing modal verbs.
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Let’s discuss improving our schools. I will keep fighting for a new hospital. Why do we use gerunds? Voting is an important responsibility. Choosing a candidate takes time. I enjoy working for the people. Do you resent paying higher taxes? A gerund is the base form of a verb + -ing. Gerunds can be used as nouns.
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This document defines and provides examples of different types of clauses:
1) Independent clauses can stand alone as a complete sentence, while subordinate clauses cannot due to missing a subject and verb relationship and depend on an independent clause for meaning.
2) Adjective clauses modify nouns and begin with relative pronouns like "who", while adverb clauses modify verbs and begin with subordinating conjunctions like "because".
3) Noun clauses function as nouns and are introduced by words like "how", "if", and "that".
Gerunds and infinitives
This document discusses gerunds and infinitives in English grammar. It provides lists of verbs that are followed by gerunds or infinitives. Some key points:
- Gerunds can be used as subjects, objects of verbs, or complements. Infinitives can be subjects, objects, or complements as well, and also follow certain adjectives and nouns.
- Certain verbs like "mean" and "try" have different meanings depending on whether they are followed by a gerund or infinitive.
- Passive forms include gerunds and infinitives like "being played" and "to be played". Get can sometimes replace be in passive forms.
Sentence structures
Sentence is a group of words which has at least one subject and one verb. There are four sentence structures:
- Simple sentence,
- Compound sentence,
- Complex sentence, and
- Compound- complex sentence.
Story map hills like w elephants
An American man and his girlfriend discuss their relationship while drinking at a bar in Spain. They talk about an unspecified problem that is making the girl uneasy. When she orders him to stop talking about the issue, it remains unresolved. In the end, the girl leaves on a train while the man stays behind at the station.
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This document discusses different ways to express obligation, necessity, prohibition, and advice in English using modal verbs and expressions.
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Relative clauses
This document discusses relative clauses, including:
1. Relative pronouns such as who, which, that can introduce a relative clause to provide more information about a person or thing.
2. The relative pronoun can sometimes be omitted if it is not the subject of the relative clause.
3. Relative clauses can be either defining or non-defining - defining clauses are essential to the meaning while non-defining clauses provide extra information set off by commas.
Phrasal verbs
This document provides an overview of phrasal verbs in English. It defines phrasal verbs as verbs combined with particles that do not function as prepositions. Phrasal verbs are common in everyday speech and often have different meanings than single-word verbs. The document discusses transitive and intransitive phrasal verbs, noting that transitive phrasal verbs take objects and the object can appear in different positions. It provides examples of phrasal verb usage and exercises for readers to practice forming sentences using phrasal verbs.
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The document discusses the subjunctive mood in English grammar. It defines the subjunctive mood and covers its uses including:
- Synthetic verb forms of the present, past and perfect subjunctive
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- Uses in simple sentences, conditional clauses, subject/predicate clauses and more
- Differences between British and American usage of the subjunctive forms
Noun clause
This document defines and provides examples of clauses, phrases, dependent clauses, and independent clauses. It explains that a clause contains a subject and verb, while a phrase does not. Independent clauses can stand alone as a sentence, while dependent clauses cannot and must be attached to an independent clause. There are three types of dependent clauses: noun clauses, adjective clauses, and adverb clauses. Noun clauses function as subjects or objects and are introduced by question words like who, what, when, where. They have subject-verb word order unlike corresponding question forms.
Subject complements
This document discusses subject complements and provides examples of sentences containing subject complements. Subject complements are words that describe the subject of a sentence and follow a linking verb. Linking verbs include forms of "to be" as well as verbs like taste, smell, sound, feel, seem, look, appear, grow, remain, and become. Examples of sentences with subject complements include "The boy is funny" and "The lemon tastes sour."
The infinitive
The document discusses the infinitive in English grammar. It defines the infinitive as the base form of a verb and notes there are to-infinitives and bare infinitives. It then examines the different functions of the infinitive in a sentence, such as subject, object, and adverbial uses. Finally, it explores the various forms of the infinitive including active/passive voices and perfect/continuous aspects.
Relative clauses
Relative clauses add additional information to a main clause using relative pronouns like who, which, that, when, where, whose. Defining relative clauses are essential to identifying the noun, while non-defining clauses provide extra information and are set off by commas. Relative pronouns can be omitted in some defining clauses if they are the object. Prepositions are sometimes placed at the end of relative clauses involving location or object.
Adverbs of frequency
Inscribete Ya: http://bit.ly/1nSD99l
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Conjunctions
This document discusses different types of conjunctions in English language. There are three main types: coordinating conjunctions, subordinating conjunctions, and correlative conjunctions. Coordinating conjunctions join grammatically similar parts of a sentence, such as words, phrases, or independent clauses. Common coordinating conjunctions include and, but, or, nor, and for. Subordinating conjunctions introduce dependent clauses and indicate the relationship between the dependent and independent clauses. Frequent subordinating conjunctions are after, although, because, before, how, once, since, and than. Correlative conjunctions always come in pairs and link balanced words, phrases, or clauses, such as both, and, either,
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Reflexive Pronouns
Reflexive pronouns are used to indicate that both the subject and object of a sentence receive the action of the verb. A table lists the personal pronouns and their corresponding reflexive pronouns. Examples are given to illustrate their use including "I cut myself in the kitchen" and "He hurt himself when he fell off his skateboard." Notes provide guidance on using yourself/yourselves correctly and when reflexive pronouns can and cannot be used.
Connectors in English
This document discusses connectors and their importance in writing. It begins with defining connectors as words that join two ideas in a text and provide clarity. It then describes different types of connectors, including addition, sequence, cause and effect, contrast and comparison, emphasis, and example connectors. Grammar rules for using connectors are explained, such as placing connectors between two related sentences. The document concludes with practice questions to test understanding of connectors and a bibliography.
The simple present
This document summarizes the simple present tense in English. It outlines the forms of to be, to have, and other verbs in the simple present tense, including affirmative, negative, and interrogative forms. Examples are provided to illustrate how to conjugate verbs in the simple present tense and how to form negative and interrogative sentences. Common uses of the simple present tense include facts, habitual or repeated actions, and scheduled events.
Modal verbs
This document discusses modal verbs and how they are used to modify the meaning of other verbs. It provides examples of common modal verbs like can, could, will, shall, must, should, might, and may. It explains how modal verbs are used to show ability, likelihood, advice, permission, obligation, and habits. It provides exercises for learners to practice identifying modal verbs, making them negative, choosing the right modal verb, and matching pictures to sentences containing modal verbs.
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Let’s discuss improving our schools. I will keep fighting for a new hospital. Why do we use gerunds? Voting is an important responsibility. Choosing a candidate takes time. I enjoy working for the people. Do you resent paying higher taxes? A gerund is the base form of a verb + -ing. Gerunds can be used as nouns.
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This document defines and provides examples of different types of clauses:
1) Independent clauses can stand alone as a complete sentence, while subordinate clauses cannot due to missing a subject and verb relationship and depend on an independent clause for meaning.
2) Adjective clauses modify nouns and begin with relative pronouns like "who", while adverb clauses modify verbs and begin with subordinating conjunctions like "because".
3) Noun clauses function as nouns and are introduced by words like "how", "if", and "that".
Gerunds and infinitives
This document discusses gerunds and infinitives in English grammar. It provides lists of verbs that are followed by gerunds or infinitives. Some key points:
- Gerunds can be used as subjects, objects of verbs, or complements. Infinitives can be subjects, objects, or complements as well, and also follow certain adjectives and nouns.
- Certain verbs like "mean" and "try" have different meanings depending on whether they are followed by a gerund or infinitive.
- Passive forms include gerunds and infinitives like "being played" and "to be played". Get can sometimes replace be in passive forms.
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Story map hills like w elephants
An American man and his girlfriend discuss their relationship while drinking at a bar in Spain. They talk about an unspecified problem that is making the girl uneasy. When she orders him to stop talking about the issue, it remains unresolved. In the end, the girl leaves on a train while the man stays behind at the station.
Literature
The poem compares the behavior of vultures to that of the commandant of the Belsen concentration camp. It describes vultures nesting together after picking the eyes out of a corpse and eating its insides. Similarly, the commandant would come home from the camp, where humans were roasted, still smelling of death, yet stop to buy chocolate for his child. The poem suggests that even in those capable of great cruelty, a small tenderness for their offspring ensures the continuation of evil in the world.
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Ernest Hemingway was a famous American author known for his spare writing style and for focusing on themes of masculinity, alcoholism, and death. He served as an ambulance driver in WWI and was part of the "Lost Generation" of writers who came of age during that time. Some of his most famous works include "The Sun Also Rises," "A Farewell to Arms," and "The Old Man and the Sea." He won the Nobel Prize in Literature in 1954 and later committed suicide in 1961.
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The story describes a couple waiting at a train station on a hot day. They discuss getting drinks and the hills in the distance that the woman says look like white elephants. Much of their discussion centers around an unspecified "operation" that the man wants the woman to have, though she is hesitant. She ultimately agrees but seems to do so without fully wanting to, suggesting she does not care about herself. The train is due to arrive shortly.
Hills like white elephants
This document discusses Hemingway's short story "Hills Like White Elephants" and his use of an objective point of view. It analyzes how the objective style, through dialogue alone, enhances the theme of dissociation between the two main characters as they discuss getting an abortion without ever mentioning it directly. Additionally, it provides historical context on abortion practices in the 1920s and details from Hemingway's own life that influenced the story.
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Lesson Plan on Hills Like White Elephants" by Ernest Hemingway
This lesson plan is for a 7th grade English class discussing Ernest Hemingway's short story "Hills Like White Elephants." The objectives are for students to identify the characters, understand unfamiliar words, and appreciate the importance of proper communication. Students will do a pre-reading activity to assess their knowledge, then read in groups while acting out the roles. The teacher will provide context on the author and story. Unfamiliar words will be defined. Students will discuss how to settle conflicts and what decision they would make if in the character's shoes. A post-reading assessment includes questions about plot details, interpretation, and application. As an assignment, students will draw and describe the main characters in groups.
Hills like white elephants by ernest hemingway
Ernest Hemingway was born in 1899 in Oak Park, Illinois. He had a strict upbringing and wanted to become a writer or join the army. After being rejected from service, he began a career in journalism. Hemingway went on to publish several acclaimed short story collections and novels in the 1920s and 1930s that helped establish his signature writing style. His works such as The Sun Also Rises and A Farewell to Arms brought him great fame and critical acclaim. Hemingway continued writing and traveling throughout his life, winning the Nobel Prize for Literature in 1954, before taking his own life in 1961.
Hills like White Elephants
Ernest Hemingway was born in 1899 in Oak Park, Illinois. He showed an early talent for writing and began his career as a reporter after leaving home. During World War I, he served as an ambulance driver in Italy where he was injured. This experience inspired his novel A Farewell to Arms. Throughout his life, Hemingway struggled with depression and alcoholism. He took his own life in 1961 at the age of 61.
Ernest Hemmingway
Here are summaries of key parts of the novel:
- Santiago goes out fishing alone after 84 days without catching a fish. His young friend Manolin's parents no longer let Manolin fish with him since they see him as unlucky.
- Santiago manages to catch an enormous marlin after a day-long struggle but must then fend off shark attacks as he tries to bring the fish back to shore.
- Exhausted, Santiago makes it back to shore but the marlin has been almost completely eaten by sharks. Still, Santiago is proud to have caught such a large fish.
- Though his prize is mostly gone, Santiago's struggle and perseverance earn him respect. Manolin brings him food and helps
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This document provides definitions for 5000 academic words. It advertises an audio program that teaches these words in only 15 minutes per day for 4 weeks. It includes a free memory course. The definitions provided are brief and include parts of speech and examples of usage for some of the words.
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Lesson Plan on Hills Like White Elephants" by Ernest Hemingway
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The document provides information for improving instructional practices through classroom observations and walkthroughs. It discusses looking at the nature of student tasks, questioning techniques, and student engagement to understand teacher effectiveness. Specific instructional frameworks like Danielson and Marzano are referenced. A week-long vocabulary lesson plan template is also included, outlining daily activities to explicitly teach tier 2 words to engage students.
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Ela look fors
The document provides information for improving instructional quality through classroom observations. It discusses looking at student and teacher behaviors during tasks, using frameworks like Danielson and Marzano to guide observations, and focusing on domains like communicating with students and engaging them in learning. Specific instructional strategies are presented, such as using questioning techniques and flexible teaching. Data shows most class time is spent on non-academic activities, so the document also provides strategies for increasing student discussion and use of academic language.
Ela look fors
The document provides an overview of effective instructional leadership strategies including introducing English Language Arts look-fors, modeling a vocabulary lesson, providing classroom support through walkthroughs, and selecting a reading passage and vocabulary words to teach the following week. It also includes templates for planning vocabulary instruction and determining additional activities for reinforcing the words.
Ela look fors
The document provides information for improving instructional practices through classroom observations and walkthroughs. It discusses looking at the nature of student tasks, questioning techniques, and student engagement to understand teacher effectiveness. Specific instructional frameworks like Danielson and Marzano models are mentioned. A weekly vocabulary lesson plan template is also provided, outlining daily activities to explicitly teach tier 2 words over the course of a week through multimodal experiences like modeling, discussion, graphic organizers and hands-on tasks.
Capac ela look fors
The document provides information for effective instructional leadership including look-fors when observing classrooms. It discusses using observations and walk-throughs to improve instructional quality and support school improvement. Specific areas of focus for observations are outlined, including common core standards, teaching strategies, student behavior and engagement. A weekly vocabulary lesson plan template is also provided.
ENGLISH5-Q2WK1-DLL-2022-2023.docx
This document is a daily lesson log for an English class of 5th grade students. It outlines the lesson objectives, content standards, learning competencies, and procedures for five days of instruction focused on teaching verb aspects (simple, progressive, perfect, and perfect progressive). The lessons aimed to have students identify and use the different verb aspects to compose clear and coherent sentences. The log details the learning resources used each day and the activities engaged in by students, such as examples, practice exercises, and a formative assessment. It concludes with a reflection on student learning outcomes.
Ela look fors
The document provides information for effective instructional leadership and supporting school improvement. It discusses using observations and walk-throughs to improve instructional quality by focusing on student tasks/artifacts, teacher behavior, and student behavior. Specific domains and components of instructional frameworks like Danielson and Marzano are also referenced. The document also outlines a weekly vocabulary lesson plan template and provides examples of engaging activities for teaching vocabulary.
Ela look fors
The document provides information for improving instructional quality through classroom observations. It discusses looking at student and teacher behaviors during observations. Examples of what to look for include the nature of student tasks, questioning techniques, engagement, and use of assessments. Effective vocabulary instruction is also addressed, with a sample weekly lesson plan template provided that incorporates modeling, discussion, graphic organizers, and other strategies across multiple days. The document emphasizes the importance of observing student behaviors and engagement to understand teacher practice.
Oral proficiency
This document discusses strategies for developing oral fluency in language learners. It defines oral fluency as the ability to express oneself intelligibly, reasonably accurately, and without too much hesitation. It recommends initially focusing on accuracy through drills and repetition, then shifting to focus on fluency through meaningful activities that encourage personal expression. Some problems with speaking that are addressed include inhibition, lack of vocabulary, and uneven participation. Suggested solutions involve grouping students, preparing topics, and minimizing correction to encourage communication.
Ela look fors
This document provides information for effective instructional leadership and supporting school improvement. It discusses using observations and walkthroughs to improve instructional quality by focusing on student and teacher behaviors, tasks, and alignment to standards. Specific look-fors are outlined related to domains from the Danielson framework including communicating objectives, using questioning techniques, engaging students, using assessments, and demonstrating flexibility. Suggestions are provided for establishing routines, examining tasks and interactions, and incorporating best practices like Marzano's strategies and explicit instruction.
Increasing Students' Listening Skill
1) Listening is an active skill that involves selecting and interpreting auditory clues to identify what is happening and being expressed.
2) Effective listeners monitor their comprehension, associate new information with background knowledge, make inferences about unknown words, and get the main idea rather than listening word-for-word.
3) Factors that can interfere with listening comprehension include unfamiliar vocabulary, grammar, topics that are too long, complex, or uninteresting, as well as unfamiliar accents or speeds of speech.
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