unit4flipgridactivity4-220924030950-af6c0c22-221029004117-4a0ba6b6.pdf
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The document outlines the performance indicators and scoring rubric for a Flipgrid speaking activity where students give two recommendations to each person using the modal verb "should." An outstanding performance is given a score of 10 and is defined as fluently giving two recommendations to each person with exceptional speaking skills. A good performance is given an 8 and involves giving one recommendation with some hesitations and fairly exceptional speaking. A regular performance is given a 6 and is defined as giving recommendations to some people with many hesitations and needing improvement in speaking skills.
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This document provides guidance on teaching productive speaking and writing skills. It discusses using communicative activities in lessons and identifies important elements to consider. Specifically, it outlines a warm-up activity where students talk to classmates to find things they have in common. It then asks questions about implementing this activity and provides different speaking activities to discuss, focusing on whether they are practical, purposeful, productive, predictable, and adaptable. Finally, it instructs choosing a speaking activity to set up and provide instructions for in the classroom.
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Identify 1–2 behavioral/objective elements of
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quality/fidelity implementation as defined by the
checklist.
2. Observer #1 Teacher: Pose a question to the
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3. Teacher Observer #2: State an idea for refining,
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4. Observer #2 Teacher: Provide feedback and ask
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Assessment and Teaching in German Language Class in the Netherlands.
The teacher uses 10 different types of assessments in their classroom that range from traditional to more alternative approaches. Some assessments are used frequently while others are used occasionally. Most assessments are summative and designed internally, with the teacher providing feedback. While most assessments are individual, some incorporate group work or peer assessment. The teacher aims to improve assessments by incorporating more formative and diagnostic testing as well as improving peer assessment.
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Children acquire language very easily in their early years, starting with single words and progressing to complete sentences. Language acquisition requires exposure to the language through comprehensible input. When teaching a second language, teachers must provide input that students can understand but not fully reproduce, and create opportunities for students to practice and use the language. Different methods emphasize different approaches, such as focusing on grammar rules, behavioral conditioning, or communicative activities. Successful language learning engages students, encourages independent study, and activates acquired knowledge through personalized activities.
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The document provides guidance on how to teach speaking in the classroom. It discusses the characteristics of successful speaking activities, common problems that inhibit student speaking, and strategies teachers can use to address these problems. Specifically:
1) Successful speaking activities have high student motivation, use an appropriate language level, involve meaningful interaction, give all students a chance to speak, and are well-designed for skill development.
2) Problems that can inhibit speaking include student inhibition, low participation, and activities that do not engage students.
3) Teachers can address these problems by using group work, ensuring activities use "easy language", giving clear instructions, choosing engaging topics, and training students in discussion skills.
The Pedagogy of Video Marking or Teaching a Wastepaper Bin to Whistle
This document discusses using video feedback to enhance student learning and progress. It emphasizes treating all students as if they will achieve at the highest levels given support and time. Video feedback should focus on students, correct their work, and challenge or enhance fundamental concepts. Creating quality video feedback requires focusing feedback on a specific part of student work, correcting mistakes, and extending understanding of important concepts. The document also discusses common critiques of marking and feedback as well as myths surrounding teacher accountability.
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ELT201 Week 9 teaching productive skills (speaking)
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unit4task4speakingthesmartestpersoniknow-220116042603-220418192836-2207080701...
Assessment and Teaching in German Language Class in the Netherlands.
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unit1task2speakingbecomingawaiterorwaitress-220115023512-220708045626-2b5af4d...
This document outlines the performance indicators and scoring rubric for an English assignment where students take on the role of a waiter or waitress. Students must create a menu that includes appetizers, salads, entrees, desserts, and beverages. They then practice their speaking skills by describing Salvadoran dishes for each menu section. Students can earn higher scores by adding more Salvadoran options to the menu, demonstrating exceptional speaking skills, and submitting the assignment on time as online text.
unit1task1listeningorderinginarestaurant-220708043410-ee098a1a.pdf
This document outlines the performance indicators and scoring rubric for a listening assignment in an English class where students listen to an audio about ordering in a restaurant and answer four questions. A student will score 10 points if they answer all questions accurately and on time. They will score 8 points if they answer two or three questions accurately, but their response is late or long. They will score 6 points or less if they answer one or no questions accurately and their response is late and in an inappropriate file format.
unit-4-lesson-3-220116024036-220418181310.pdf
Showing appreciation for good service is important. When someone helps you, it is polite to thank them for their time and efforts. A simple "thank you" can make someone's day and encourage them to provide excellent service in the future.
unit-4-lesson-2-220116024113-220418182001.pdf
Buying items on sale can save you money. Department stores and discount retailers often have sales and clearance sections with great deals. Checking newspaper ads and shopping online can help you find the best prices on items you need to purchase.
unit-4-lesson-1-237228116-220116023934-220418180218.pdf
Asking for a recommendation is an important part of the job search process. When asking for a recommendation, be sure to give the recommender advance notice and provide them with your resume and details about the position you are applying for. It is also wise to follow up with a thank you note after your recommender has provided the recommendation.
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The document provides 9 steps for recording and sharing a video response: click to record the video, start/pause recording, add effects, check the video, save it, add a caption, post it to a topic, and finally share the video by copying the link.
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The document provides 11 steps for recording and sharing a video response: allow camera and microphone access; click to start recording and add effects if desired; pause and review the recording; save and add a caption with your name; post to see the final work; create and copy a link to paste and share the video response.
Unit 3-lesson-4
This lesson focuses on describing past vacation experiences in 3 sentences or less. Students will discuss and write about their favorite vacations by sharing details about the location, activities, people they traveled with, and how it made them feel. The goal is to practice using descriptive words and phrases to help readers visualize and understand their vacation memories.
Unit 3-lesson-3-235585598
Students will discuss their preferences for vacations in a lesson about travel. They will share where they have gone or would like to visit and what activities they enjoy during trips. Classmates will listen to each other's preferences and perspectives on taking vacations.
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