Unit6 liftoff5
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This document outlines a lesson plan that includes four sections. Each section focuses on different behavioral objectives and teaching strategies with an evaluation element. The objectives range from making polite suggestions to reviewing quantities and directions. Teaching strategies include discussion, role plays, listening, and miming activities. Evaluations involve students reading, presenting, or reporting to the class. Homework is assigned for each section in the textbook.
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This document provides an overview of key components of balanced literacy instruction including getting to know learners, selecting appropriate texts, essential elements of reading instruction, assessments, and creating a literacy-rich environment. It recommends learning about student interests, motivation, and backgrounds to best teach students. When selecting texts, factors like readability, vocabulary, and concept density should be considered. The essential elements include phonemic awareness, phonics, fluency, vocabulary, and comprehension. Assessment and observation of students' reading, speaking, and achievement of standards informs guided reading and differentiated instruction. A print-rich classroom with modeling, free writing, and student work fosters literacy development.
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The document provides examples of ways to accept or refuse an invitation or suggestion to attend a talk on Thursday. To accept, one can say they'd love to go, that it's a good idea, or agree by saying "let's go" or "OK, let's go". To refuse, one can say they are busy that day but suggest another time, propose an alternative activity, or express regret at not being available due to other commitments on Thursday.
Invitations
Some hints for students of English who want to know more about how to invite, refuse and accept invitations
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This document summarizes the administration and scoring of the Qualitative Reading Inventory (QRI), including:
1) The main purposes of administering passages are to determine a student's independent, instructional, and frustration levels for word identification and comprehension.
2) Assessment options include evaluating prior knowledge, oral reading miscue analysis, comprehension through recall and look-backs, and think-alouds.
3) General guidelines are provided for administering passages, including instructions to students and selecting appropriate passages.
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This document summarizes an ARS Language & Literacy PD session that covered the following key points in 3 sentences:
The session reviewed ARS goals of best practices, essential early literacy skills, knowledgeable educators, and engaged communities. Participants learned about the ARS curriculum approach, instructional roadmap, and practiced implementing a shared book reading protocol. Educators then had planning time to discuss what is working, needs improvement, and how to integrate various components of the ARS curriculum.
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1. The document discusses cooperative learning, which is a teaching method where students work in small groups to prepare and present topics to the whole class, with an emphasis on student choice, division of labor, and presentation methods.
2. Cooperative learning has six key characteristics: students work in small groups of 2-5 on a learning activity; they must work cooperatively to accomplish tasks; members are interdependent and accountable for their own work; and the teacher introduces the activity and monitors the groups.
3. The document provides five examples of cooperative learning activities and strategies, including interviewing partners, roundtable discussions, assigning group roles, comparing favorite artists, and peer questioning after a lecture.
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This document discusses the Teaching Knowledge Test (TKT), an English language teaching qualification from Cambridge English. It provides 3 key points about the TKT:
1. The TKT helps teachers teach English to schoolchildren and adult learners around the world by improving their teaching skills and confidence.
2. Taking the TKT can increase career opportunities and is a flexible qualification that can lead to other teaching certifications.
3. Module 3 of the TKT focuses on writing skills instruction and includes examples of writing tasks and activities teachers can use in the classroom, such as writing letters, completing stories, and copying words.
Objectives and assessment
This document outlines objectives and materials for a lesson on using personal pronouns in affirmative statements. The three objectives are: 1) Students will identify personal pronouns in sentences, 2) Students will learn how to use personal pronouns in affirmative statements, and 3) Students will distinguish between singular and plural personal pronouns. The lesson will include warm-up questions, explaining the differences between singular and plural pronouns with examples, guided practice with example sentences, independent practice exercises, and two forms of assessment: a written evaluation and oral evaluation involving completing blanks in a dialogue.
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This document provides information about a Debate 101 class including the professor's contact information, an overview of what students will learn, evaluation criteria, policies, and a tentative schedule. Some key points:
- Students will learn communication and debate strategies, speaking, reading, writing, research, and vocabulary skills while discussing topics and global problems.
- Evaluation is based on attendance/participation (50%), homework (30%), and a final exam (20%). Strict policies address absences, tardiness, materials, language, and homework.
- The tentative schedule outlines 12 weeks of readings, skills, and a final debate. Topics include government, economics, politics, society and more.
SPS Stats Question Stems Compatible
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This document outlines the objectives and structure of an English Composition course taught by Tim Erb. The class aims to improve students' confidence in writing in English through peer review, multimedia, and non-traditional assignments submitted using technology. Students are encouraged to use platforms like Steemit and Google Docs for homework, with extra credit available for content creation. Grading will be based on exams, attendance/participation, and homework submitted on Moodle or other collaborative platforms.
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This document discusses the four main learning styles: visual, aural, read/write, and kinesthetic. It provides a quiz to determine one's dominant learning style and recommends study strategies tailored for each style. Visual learners benefit from seeing information written down or in diagrams, aural learners prefer listening and speaking, read/write learners perform best when putting information into their own words in writing, and kinesthetic learners learn through hands-on activities and movement. The document aims to help students identify their preferred way of learning and apply appropriate study methods.
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Invitations - Suggestions
The document provides examples of ways to accept or refuse an invitation or suggestion to attend a talk on Thursday. To accept, one can say they'd love to go, that it's a good idea, or agree by saying "let's go" or "OK, let's go". To refuse, one can say they are busy that day but suggest another time, propose an alternative activity, or express regret at not being available due to other commitments on Thursday.
Invitations
Some hints for students of English who want to know more about how to invite, refuse and accept invitations
Making an invitation
Making an invitation involves extending an invitation to an event or activity. Accepting an invitation involves responding affirmatively to the invitation. Rejecting or refusing an invitation involves declining the invitation with an explanation or apology.
Language suggestions
This document provides language for making and responding to suggestions in a polite manner. It offers phrases for making suggestions using question openers with infinitives or gerunds, as well as positive responses like "That's a good idea" and negative responses like "I'm awfully sorry, but..." to refusing suggestions gracefully. Phrases are given for situations involving one person, multiple people, or refusing an invitation while still expressing appreciation.
Ppt story board listening
The document provides examples of asking for and giving opinions using common phrases in English. It gives the pattern "Do you think..." for asking opinions and lists common responses like "Yes, I do" and "No, I don't think so" for agreeing or refusing. A sample dialogue is given between two characters, Brina and Anto, where they ask each other for opinions on a bag and its color. The document encourages learners to practice similar opinion dialogues.
Chapter iv & offering things
The document provides instruction on learning English conversation skills. It includes two sample dialogs between classmates discussing the weather and offering food and drink. It also provides guidance on offering, accepting, and refusing things. Students are then asked comprehension questions about the dialogs and situations. Finally, it introduces a challenge for students to create their own short dialog based on a scenario where one student offers a dictionary to another who forgot theirs.
Making suggestions
The document is a conversation between Robin and Lilly discussing their summer holiday plans. Lilly suggests they go to Marmaris, but Robin suggests Ayvalık instead since Marmaris is too hot. Lilly then suggests they go to Bozcaada island as it is cooler like Ayvalık and they have not been to an island before. Robin agrees that sounds like a great plan. They plan to meet tomorrow to arrange details, but Robin cannot make it as they have a final exam, so they agree to meet over the weekend instead.
speaking -the expressions of accepting and declining an invitation
The document discusses inviting, accepting, and declining invitations. It provides examples of invitation phrases like "Will you join us for dinner?" and responses like "Yes, I'd love to." For declining, responses include "I'm sorry, I can't" or "Thanks, but...". The document encourages practicing making dialogs accepting or refusing invitations in pair work exercises.
Expressions of asking and offering something
This power point tells about the expressions of asking and offering something and it is also gives the responses.
Making Suggestions
This document provides examples of how to make and respond to suggestions in English. It lists common phrases used to make suggestions, such as "I think we should..." and "Why don't we...", and positive responses like "That's a good idea" and "Yeah, why not?". It also gives an example of making an alternative suggestion using phrases like "Why don't we...instead?" and "How about...instead?".
Making suggestions
This document provides guidance on how to make suggestions in English using common phrases like "Why don't we...", "Shall we...", "How about...", "What about...", "Let's...", "We could...", and "I suggest...". It then provides examples of how to use each phrase structure and practice questions to test comprehension.
Advice and suggestions
The document provides advice on how to gently suggest things to people rather than demand them strongly. It suggests using softer language like "why not" or "what about" instead of stronger language like "should" or "must". Some examples are given of rewriting demands as suggestions, such as suggesting someone "go swimming or go running" instead of strongly telling them how they "should" exercise. The document encourages framing advice, recommendations and requests as optional suggestions rather than obligations or requirements.
Inviting, accepting and refusing
Vocabulario visto en clase. Tema: Invitations / Accepting and refusing
Curso Especial de Inglés Nivel 2
Más información en nuestro blog: http://www.cursoespecialdeinglesgcba.blogspot.com.ar/
The expression of offering, accepting, and declining something
The document discusses the proper ways to offer, accept, and decline things in English. It provides examples of formal and informal phrases for offering something like "Can I get you some..." or "What about some?". Accepting offers politely involves saying thank you and responding affirmatively with phrases like "Yes, please" or "That would be very nice.". Declining offers respectfully requires saying no thank you while providing a reason like being on a diet or not having enough time.
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speaking -the expressions of accepting and declining an invitation
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The expression of offering, accepting, and declining something
The expression of offering, accepting, and declining something
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This document outlines a lesson plan containing 4 classes. The first class focuses on expressing obligation and necessity using have to and must. Students will role play and discuss describing people in their group. The second class contrasts habits in the past with present using used to. Students will role play and discuss partners' past and present habits. The third class describes experiences using the present perfect and past simple tenses. Students will present an event to the class. The fourth class compares present and past using used to and expresses obligation reviewing verb tenses through role plays and readings.
Differentiation jp ap t4 t's aut 2011
The document discusses strategies for differentiating instruction to meet the needs of all learners. It identifies factors that affect differentiation, such as educational background and learning styles. It then provides examples of how teachers can differentiate lessons by task, resources, outcomes, extension, and grouping. Specific reading, writing, speaking and listening differentiation strategies are outlined. The document concludes with tips on using visual aids, oral questioning, and interactive learning techniques to further support differentiation.
VITtpresentation
This document summarizes Esther Holt's action inquiry project during her time as a student teacher. She focused on improving her teaching of a Religion and Human Rights class between weeks 5-10 of term 3. Her goals were to use clear expectations, encourage discussion, and ask higher-order thinking questions to improve student engagement and learning outcomes. She found that setting timers and limits helped pacing, while questioning techniques needed more work. Student evidence and surveys showed her inquiry was successful overall, though she still has areas for future growth, such as continuing to develop higher-order questions and checking understanding.
Designing Effective Class Discussions
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This daily lesson log outlines a week of English lessons for 10th grade students focusing on argumentative texts. The objectives are for students to understand the key structural elements of argumentative texts and compose their own persuasive texts. Each day focuses on a different element, such as identifying the three parts of an argument, summarizing outlines, and expressing opinions on common community issues. Lessons incorporate discussion, analysis of examples, and writing practice. The teacher evaluates student mastery and requires remediation for some.
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1) Effective language teaching involves motivating students through a combination of intrinsic and extrinsic factors like enjoyment, satisfaction, and social interaction.
2) While immersion programs provide extensive exposure, they require at least a year abroad and are very expensive. Quality teaching from knowledgeable teachers is important for any language program to be successful.
3) Successful early language learning focuses on listening, speaking, reading and writing skills through frequent practice, attention to individual needs, and encouragement of cooperation and cultural understanding between students.
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2) While immersion programs provide extensive exposure, they require at least a year abroad and are very expensive. Quality teaching from knowledgeable teachers is important for any language program to be successful.
3) Successful early language learning focuses on listening, speaking, reading and writing skills through frequent practice, attention to individual needs, and encouraging cultural understanding and collaboration between students.
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This document outlines a 10th grade English lesson plan for Cecilyn L. Regonios at Nagyantok High School. The lesson will take place over 5 sessions from Monday to Friday. Students will watch a video clip about the myth of Daedalus and Icarus and complete related tasks analyzing themes of friendship and personal realizations. The teacher will evaluate students' understanding through group activities and a creative assignment expressing love for parents. Reflection on the lesson will address student performance, teaching strategies, and ways the principal can support with challenges like behavior issues or technology needs.
R hawkes cheney_school_session2_planningks4
The document discusses the benefits of the new GCSE qualifications in languages and provides information about controlled assessment. It outlines that GCSE languages will now have 60% coursework assessment, allowing teachers more control over content and timing. Challenges for teachers include rethinking how speaking is taught and assessed to prepare students for the new criteria and tasks. Sample assessment criteria for the speaking component are also presented.
R hawkes cheney_school_session2_planningks4
The document discusses the benefits of the new GCSE qualifications in languages and provides information about controlled assessment. It outlines that GCSE languages will now have 60% coursework assessment, allowing teachers more control over content and timing. Challenges for teachers include rethinking how speaking is taught and assessed to prepare students for new tasks. Sample assessment criteria for the GCSE speaking exam are also presented.
Learning Skills 5 Coping With Your Assessment Slides
The document discusses assessment methods, preparation for assessment, answering assessment questions, and ethics in assessment. It explains four assessment methods: continuous assessment, assignments, tests, and participation in online discussions. It provides tips for effective preparation, which includes gathering notes, revising and memorizing content, practicing answering questions, and planning a study schedule. The document also outlines different types of assessment questions and how to answer them, such as true-false, multiple choice, and subjective questions. Finally, it discusses ethics around writing assignments and citing sources.
Unit 8
This document contains lesson plans for four English classes that focus on different grammar objectives each day. The lessons include behavioral objectives, teaching strategies like role play and discussion, evaluation activities like asking questions or playing games, and homework assignments related to the day's objectives. The objectives covered are using vocabulary and structures to express information, comparing adverbs, using relative clauses, and writing sentences using the structures from the previous lessons.
Parent Coffee (3rd Grade) 2012
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Daily Lesson Log English 10 Quarter 2 Lesson 33.docx
Daily Lesson Log English 10 Quarter 2 Lesson 33.docx
Learning Skills 5 Coping With Your Assessment Slides
Learning Skills 5 Coping With Your Assessment Slides
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