Unit 6 Pathway Lesson Plan
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This lesson plan is for pathway is designed for secondary and adult esl and efl learners to have fun while learning. Textbook is pathway. It is a vocabulary based teaching integrated with game. Visuals are making it very easy to learn. As a teacher,all you will have to do is to focus on the pronunciation of each word.To encourege the participation make sure you correct error within the game play strategies.
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CHAPTER 12 - Focusing on language 2021.pdf
This document discusses methods for focusing on language in foreign language teaching. It covers errors and correction, including different types of errors students make and techniques for indicating errors and enabling correction. It discusses when and how to correct errors depending on whether the goal is accuracy or fluency. Some techniques for indicating errors include using facial expressions, gestures, or finger correction to point out the error. Students can be invited to self-correct or correct each other. The document also addresses testing considerations, noting a good test should be fair, not too difficult to mark, and provide clear results. Traditional tests include discrete item and integrative tasks.
Audio lingual method slide presentation
The document summarizes an audio-lingual language teaching method demonstration lesson. The key points are:
1. The teacher models target language sentences for repetition by students to form habits. Errors are corrected to prevent formation of bad habits.
2. Students struggle with a dialogue line, so the teacher uses a "backward build-up drill" from the end of the sentence.
3. Grammar drills like substitution and question-answer are used to overlearn patterns. The teacher positively reinforces students with praise.
THE ORDERED AND ACTIVE FOREIGN LANGUAGE CLASSROOM
The document provides guidance for establishing an effective foreign language classroom with consistent procedures and core interactive activities. It emphasizes establishing procedures for classroom setup, daily routines, and student behavior. Core vocabulary and grammar activities should be simple, interactive, and address different learning styles. Examples of activities are provided, such as Total Physical Response for vocabulary introduction, Partner Practice for reference lists, and Word Wall and Lotería for visual association. Consistency, student engagement, and addressing multiple intelligences are keys to student success.
Accent Reduction 1
This document provides tips for proper word stress in English. It explains that word stress, or emphasizing the correct syllable, is important for intelligibility even if pronunciation is otherwise accurate. It then gives four tips: (1) most two-syllable nouns and adjectives stress the first syllable, (2) most two-syllable verbs stress the last syllable, (3) words ending in "ion" usually stress the syllable before, and (4) words ending in "ity/ety/ify/efy" usually stress the syllable before. Each tip is accompanied by example words to practice the stress pattern. It concludes by mentioning other online resources that provide more comprehensive word stress rules.
Sample 650-teaching-reading-spelling-chapter-54
This document describes a reading improvement technique called SITDOWN (Simultaneous Individualized Teacher Directed with students correcting their OWN). Key points:
- SITDOWN involves giving all students spelling tests and dictating sentences at the same time, but at individualized levels of difficulty tailored to each student's abilities.
- Students correct their own mistakes immediately to learn from them.
- Focusing on word families and patterns helps students improve reading and spelling.
- Varying the difficulty of the same sentences allows all students to participate while still challenging them at their own level.
- Early results found SITDOWN improved students' spelling and reading of tricky words like "your" and "
11-2 slides strategies in visualizing vocabulary.pptx
visualize vocabulary, basic language, basic grammar, forms, meanings, vocabulary, understanding, critical thinking, definitions, synonyms, antonyms, homonyms,
understanding different meanings, understanding different definitions, understanding grammar, understanding different languages
Katsande SM Lesson8_Using Feedback and Sentence Variety in.pptx
The document provides guidance on using sentence variety and feedback in academic writing. It discusses the importance of feedback for development and improvement. The document then covers techniques for incorporating sentence variety, such as starting sentences with adverbs or prepositional phrases to avoid repetitive subject-verb structures. It uses examples from a student essay and provides tasks for rewriting sentences to practice these techniques. The overall aim is to help writers engage readers through varied rhythms, structures and emphasis in their sentences and paragraphs.
Reflection on Week 1 ESL Methods_ Sekkhapirath Set.docx
The teacher has been exploring better English teaching methods for their students in Cambodia. While previously believing Communicative Language Teaching would work best, they found it difficult to get students to speak and pronounce words correctly. After taking an ESL Methods course, the teacher believes Audiolingual Method would be most practical, as it will help students practice pronunciation and communication through repetition. This is preferable to the teacher's previous Grammar Translation and Communicative Teaching approaches, which did not engage students as much. The Audiolingual Method shown in demonstration videos provided ideas for practical implementation.
Teacher, I need more words!
This document provides guidance and activities for teaching vocabulary to English language learners. It discusses the importance of vocabulary learning and recommends focusing instruction on 5-8 key words per lesson. It outlines three stages of vocabulary learning: initial exposure, manipulating words, and deeper understanding. A variety of interactive activities are described that target each stage, like using the keyword method, vocabulary cards, acting out words, and creating associations. The document emphasizes the need for both direct instruction and indirect learning opportunities, as well as frequent spaced review, to help students fully learn and retain new words.
PA Final Project Kat Duncan
The document provides directions for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates for general information, assessments of phonemic awareness, instructional strategies, standards, use of technology, and reflections. The templates are to be completed over several sessions to detail plans for phonemic awareness activities, assessments, and use of assessments to inform instruction.
Power Teaching
The document provides information about power teaching techniques. It discusses establishing classroom procedures and using attention grabbers like "Class-Yes" to focus students. Specific techniques are described, such as "Teach-Okay" which involves briefly explaining concepts and having students rephrase and teach their peers. The document emphasizes rewarding positive behavior and correcting errors in a gentle way to motivate students.
English-Weekly_Learning_Plan.docx
This weekly learning plan outlines English lessons for 4th grade students focusing on adjectives. Each day covers a different competency and objective related to adjectives. Monday introduces adjectives and their parts of speech. Tuesday covers the three degrees of adjectives. Wednesday discusses forming the comparative and superlative degrees. Thursday and Friday provide activities for students to practice forming different degrees of adjectives. Remedial lessons are also provided for students needing extra help. Homework involves answering questions about the lessons.
Approaches to teach reading
The document discusses three main approaches to teaching reading:
1. The Language Experience Approach (LEA) uses students' own words and experiences to create reading material. It helps develop language skills.
2. The Phonics Approach teaches the relationship between letters and sounds. It helps students recognize familiar words and decode new words.
3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
Each approach has different activities to practice skills like matching pictures, word/letter hunts, blending sounds, and integrating language skills through poems. Videos and songs can also be used in phonics instruction.
Reflecting on the effect of teaching practices to
The document discusses various strategies teachers can use to reflect on their teaching practices and improve student achievement, including keeping a teaching notebook, video recording lessons for self-analysis, surveying students for feedback, analyzing student performance data, conducting peer observations, and asking self-reflective questions. It emphasizes that reflective teaching is an ongoing process of evaluating methods, implementing changes, and continuing to reflect and improve.
Dos and donts for teaching reading
This document provides guidance on effective reading instruction strategies. It outlines DOs and DON'Ts for four phases of a reading lesson: 1) Planning - set clear learning objectives and share them with students; 2) Pre-lesson activity - introduce the topic before reading; 3) Using details - provide tasks to guide multiple readings and encourage guessing meaning from context; 4) Applying information - use the text as a stimulus for productive activities and help students recycle vocabulary. The overall message is that teachers should guide students' understanding through focused tasks, discourage over-reliance on translation, and promote independent comprehension strategies.
Edmark power point
The Edmark Reading Program is a sight-word based program designed for students with developmental disabilities or those struggling with phonics. It uses a highly systematic and repetitive multi-sensory approach to teach 150 words in Level 1 and 200 words in Level 2. Lessons include word recognition, picture matching, stories, and tests. The program is individualized and uses principles of ABA. It provides structure for teachers and data collection to monitor student progress.
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Unit 6 Pathway Lesson Plan
- 2. PRE-READING Before reading all students should be familiar with the vocabulary used in the passage. This helps them to understand better and progress in achieving coherence. Use this slide to play taboo in between two teams, let students learn by doing(acting-drawing) instead of memorizing techniques.
- 3. EASY TO LEARN Using visuals with a lot of repetition is the easiest way to learn vocabulary. Take a moment of guessing before you click on the arrow to see the visuals.
- 4. EASY TO LEARN The last slide is designed to evaluate your knowledge. Try to use the new words within a sentence. Keep it simple The focus should be on the use of vocabulary ;not confusing grammar rules.
- 5. COLLEAGUE
- 6. CURE
- 7. DISEASE
- 8. ENCOUNTER
- 9. ENDANGERED
- 10. MODEL
- 11. RESOURCES
- 12. SIDE EFFECTS
- 13. SPECIFIC
- 14. TARGET
- 15. EVALUATE Use the following slide to evaluate yourself. Make sure you write one sentence using the new vocabulary. Check with your teacher and pairs.
- 16. VOCABULARY PRACTICE Word Part of Speech DEFINITION Sentence 1.Collegue NOUN Workmate, Coworker 2.Cure NOUN Remedy, Medicine 3.Disease NOUN Illness, Sickness 4.Encounter VERB Unexpectedly experience or be faced with (something difficult ) 5.Endangered ADJECTIVE Seriously at risk of extinction 6.Model NOUN Replica, Copy, Representation 7.Resources NOUN A stock or supply of money, materials or things 8.Side effects NOUN Undesirable effect of a drug or medical treatment 9.Specific ADJECTIVE clearly defined or identified 10.Target NOUN a person, or a thing selected as the aim
- 17. HOMEWORK Answer the vocabulary exercise on your book. Check the answers with your teacher.