Video Assessment sheet 2 - PD III - Pass
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This document is a feedback form for a trainee teacher named Muller Lilia after observing one of her lessons. Various aspects of her teaching performance are rated on a scale of 1 to 5, with comments noting that she used interactive resources well to engage learners and maintained good use of the target language. Areas for improvement included checking spelling and being attentive to timing. Her overall performance was rated an 8 out of 10.
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Video Assessment sheet 1 - PD III - Pass
The document provides feedback on a lesson recording for a trainee teacher named Muller Lilia. Various aspects of the lesson are rated on a scale of 1 to 5, with ratings generally being positive. Some suggestions for improvement are provided, such as moving around the classroom more and having students write on the board. The overall performance of the teacher is rated 8 out of 10. Positive final comments note that the teacher did a great job but should share one more video to complete the requirements.
2018 - TPD- Kindergarten Level Practicum - Planilla de Video 2 - Eccheri
The document provides feedback on a trainee teacher's lesson. It rates the teacher's performance in various categories from 1 to 5, with comments. Areas for improvement included classroom arrangement, ensuring all students could see and hear, gaining students' full attention, and pronunciation. The observer gave the teacher a rating of 8 out of 10 and praised their hard work, encouraging fuller student participation.
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This document outlines a lesson plan for an intermediate English gymnastics class with the following objectives: 1) Use daily life conversation 2) Deliver thoughts effectively 3) Communicate with foreigners. The 50-minute class involves warming up with gymnastics videos, interpreting an article on gymnastics and learning vocabulary, partner discussions about favorite Olympic events and worksheets, and evaluations including a speaking assessment. Students will practice speaking for two minutes in front of the class.
Lesson Frame for Romeo and Juliet
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Sheltered instruction technology plan
This document outlines four scenarios in which technology can support English language learners in the classroom. An interactive whiteboard is used to demonstrate a science lesson on the water cycle. Computers allow teachers to provide feedback to students on assignments submitted electronically. The website Story Time for Me builds vocabulary by reading stories aloud with highlighted text. Handheld translating devices help English language learners participate in cooperative group work by translating assignments and conversations.
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The document discusses key elements of successful language learning including motivation, interesting and relevant topics, personalized tasks, authentic input such as real language and frequent words, and variety in input styles and activities. It also emphasizes student choice and enthusiasm for teaching.
It then summarizes elements of the face2face language learning program including a focus on motivation, authentic input based on corpus data, and core components like vocabulary, grammar, real world language, pronunciation, and communication and learning skills. The program uses inductive and functional approaches.
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Video Assessment sheet 1 - PD III - Pass
The document provides feedback on a lesson recording for a trainee teacher named Muller Lilia. Various aspects of the lesson are rated on a scale of 1 to 5, with ratings generally being positive. Some suggestions for improvement are provided, such as moving around the classroom more and having students write on the board. The overall performance of the teacher is rated 8 out of 10. Positive final comments note that the teacher did a great job but should share one more video to complete the requirements.
2018 - TPD- Kindergarten Level Practicum - Planilla de Video 2 - Eccheri
The document provides feedback on a trainee teacher's lesson. It rates the teacher's performance in various categories from 1 to 5, with comments. Areas for improvement included classroom arrangement, ensuring all students could see and hear, gaining students' full attention, and pronunciation. The observer gave the teacher a rating of 8 out of 10 and praised their hard work, encouraging fuller student participation.
English Retreat Findings
The document discusses findings from an English retreat regarding class sizes and the time it takes for teachers to grade student essays. It notes that with a class size of 35 students, it would take an English teacher around 29 hours to proficiently read, mark, grade, and enjoy one set of essays from five classes. Even cutting the grading time in half to 10 minutes per essay, it would take a teacher over 24 hours per week to grade papers for five classes of 29 students. Recommendations included raising class sizes to 35 students, investigating better ways to measure student communication outcomes, and providing more inspirational gatherings for teachers.
Say it right!
This document provides a lesson plan aimed at helping intermediate secondary school students improve their pronunciation and speaking confidence. The plan involves students playing a word game in pairs to generate vocabulary, then constructing sentences using each word and checking pronunciation with an online dictionary and speech synthesizer. Finally, student pairs volunteer to present their sentences to be evaluated on improved pronunciation, fluency, and confidence. The teacher will reflect on the strengths and weaknesses of the lesson overall.
Jessica Speaking
This document outlines a lesson plan for an intermediate English gymnastics class with the following objectives: 1) Use daily life conversation 2) Deliver thoughts effectively 3) Communicate with foreigners. The 50-minute class involves warming up with gymnastics videos, interpreting an article on gymnastics and learning vocabulary, partner discussions about favorite Olympic events and worksheets, and evaluations including a speaking assessment. Students will practice speaking for two minutes in front of the class.
Lesson Frame for Romeo and Juliet
The document outlines a lesson plan where students will work in groups to rewrite sections of Act 3 Scene 1 from Romeo and Juliet in different text styles by summarizing characters' dialogue, with the teacher first modeling how to take dialogue and write a script, and then guiding students and having them brainstorm and create a first draft of their script.
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This document outlines four scenarios in which technology can support English language learners in the classroom. An interactive whiteboard is used to demonstrate a science lesson on the water cycle. Computers allow teachers to provide feedback to students on assignments submitted electronically. The website Story Time for Me builds vocabulary by reading stories aloud with highlighted text. Handheld translating devices help English language learners participate in cooperative group work by translating assignments and conversations.
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The document discusses key elements of successful language learning including motivation, interesting and relevant topics, personalized tasks, authentic input such as real language and frequent words, and variety in input styles and activities. It also emphasizes student choice and enthusiasm for teaching.
It then summarizes elements of the face2face language learning program including a focus on motivation, authentic input based on corpus data, and core components like vocabulary, grammar, real world language, pronunciation, and communication and learning skills. The program uses inductive and functional approaches.
Empower a2 elementary_teachers_book
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Day to day concerns
This document outlines various techniques for planning and conducting effective English language lessons on a day-to-day basis. It discusses planning lessons by selecting performance areas and breaking them into component parts. When presenting new language, the document recommends teaching relevant and contextualized language, using real-world discourse patterns, and empowering students. It also emphasizes the importance of feedback, correction, awareness-raising, and using a variety of activities, including warm-ups, to fully engage students in learning.
KSSR year 4 lesson plan writing unit 10
1. The English Year 4 lesson plan outlines a lesson on the topic of "Unity in Diversity" held on July 15, 2017.
2. The lesson involves students writing a short paragraph describing a festive season in Malaysia after matching pictures of festivals with vocabulary words and answering questions about different races' celebrations.
3. The learning objectives are for students to write a linear text using appropriate language and style about multiracial unity in Malaysia.
Academic fastrack...
A flexible study program to improve your IELTS score, enhance English for Academic purpose, and help you get into college or university of your choice.
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Error correction is used to highlight areas for students to improve their writing and speaking skills by correcting mistakes. There are several approaches to error correction, including emphasizing students' psychological development and interlanguage. Errors can be categorized based on their cause, such as random guesses, hypothesis testing, or slips. A model for written error correction evaluates comprehensibility, task requirements, and accurate syntax and lexis. Teachers can plan error correction by giving guidelines and having students self-edit or peer-edit using techniques like color-coding, writing corrections, or identifying error codes. The goal is to train students to independently improve their English skills over time.
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The document discusses interventions for struggling readers. It recommends a 3-step process: 1) Diagnose needs through assessments, 2) Prepare targeted materials, 3) Implement interventions including classroom support, small group instruction, and a reading lab program. The reading lab uses the Carbo Method of repeated readings of recorded books above students' levels to improve fluency, comprehension and motivation. Vocabulary development strategies include using sophisticated words, graphic organizers, and self-checking cards.
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This document summarizes the curriculum, assessments, challenges, and communication for a Chinese 4/AP class. The curriculum follows the AP guidelines and uses thematic units with performance-based assessments. Students are assessed weekly with quizzes and monthly with integrated performance assessments. Challenges for the AP exam include a variety of topics, time pressure, and spontaneous conversation. The teacher communicates using a class wiki and encourages support from home for students to develop skills for college.
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4. Teachers preferred to correct student errors to raise awareness rather than ignoring them.
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This document discusses types of errors made by English language learners and strategies for providing feedback on errors in student writing. It divides mistakes into slips, errors, and attempts. Common error types include issues with nouns, verbs, subject-verb agreement, word choice, and sentence structure. The document emphasizes that mistakes are a normal part of language learning and provides tips for deciding which errors to address, such as errors that impede comprehension or common patterns. It also discusses using direct and indirect feedback, and strategies to help students develop vocabulary, grammar, style, independence, and self-editing skills.
Teaching Speaking Part 3
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Jeopardy test
I do not actually have access to information about specific teachers, students or events at your school. My role is to discuss language teaching concepts in general.
The role of corrective feedback in second language learning
The document discusses corrective feedback (CF) in second language learning. It defines CF and outlines its theoretical positions from universal grammar, cognitive-interactionist, and sociocultural perspectives. The document also describes various types of oral and written CF strategies, including recasts, clarification requests, metalinguistic clues, and explicit correction. Guidelines for conducting effective CF are provided, emphasizing the cognitive advantages of CF and importance of opportunities for learner self-correction and uptake.
2018 TPD Video 1 - Secondary Level Practicum - Eccheri
The document provides feedback on a trainee teacher's lesson. It includes a rating scale to evaluate different aspects of the lesson, comments on things that went well and could be improved, and an overall performance rating. Some specific feedback included suggesting a better classroom arrangement since a projector couldn't be used, controlling teacher talking time to give students a more active role, and checking student understanding. The trainee received a final performance rating of 6-10 and comments to foster more even and active student participation.
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Gieser Leticia received feedback on her student teaching practicum from October 9th. She was rated highly in most categories like presentation of material, teaching strategies, classroom management, and rapport with students. Some areas for improvement were noted such as starting lessons in a more engaging way and managing noise levels when students got too loud. Overall her performance was rated very positively with an 8 out of 10.
2018 - TPD -Video 2 - Secondary Level Practicum - Eccheri
This document is a feedback form for a trainee teacher named Ana Eccheri evaluating her lesson recording from her practicum period. It rates her performance in 9 categories from 1 to 5, with 5 being outstanding. It also includes comments on aspects to improve like student engagement during presentations and suggestions to have students move around more. The evaluator gave an overall performance rating of 8 out of 10.
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The course combines classroom materials from Cambridge University Press with online assessment from Cambridge English Language Assessment. It features engaging lessons, reliable assessment to measure progress, and personalized online practice. Assessment includes unit and mid/end-of-course tests covering four skills that generate CEFR-level reports. The methodology emphasizes learner engagement, manageable learning through carefully selected language and lesson pacing, rich practice opportunities, and a comprehensive approach to developing speaking and writing skills.
Day to day concerns
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Day to day concerns 2
This document outlines planning considerations and techniques for day-to-day language lessons. It discusses (1) planning lessons around performance areas identified in needs analyses, (2) selecting and using a variety of methods like modeling language and role plays, (3) defining warm ups as crucial preparation periods, (4) presenting new language in context and patterns of discourse, (5) providing feedback and correction, (6) raising students' awareness of language use, and (7) including engaging activities. The goal is to effectively teach relevant language that empowers students for real-life communication.
Teachers' and Students' Attitudes Toward Error Correction in L2 Writing
Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers.
Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.
Teach with Digital: Empower EFL learners speaking skills
Digital tools have been used in a variety of ways in language instruction to provide learners with opportunities to produce oral output. This presentation is about the integration of Flipgrid, a video recording tool, to enhance learners’ speaking skills inside and outside the classroom while receiving feedback on their performance.
Day to day concerns
This document outlines various techniques for planning and conducting effective English language lessons on a day-to-day basis. It discusses planning lessons by selecting performance areas and breaking them into component parts. When presenting new language, the document recommends teaching relevant and contextualized language, using real-world discourse patterns, and empowering students. It also emphasizes the importance of feedback, correction, awareness-raising, and using a variety of activities, including warm-ups, to fully engage students in learning.
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1. The English Year 4 lesson plan outlines a lesson on the topic of "Unity in Diversity" held on July 15, 2017.
2. The lesson involves students writing a short paragraph describing a festive season in Malaysia after matching pictures of festivals with vocabulary words and answering questions about different races' celebrations.
3. The learning objectives are for students to write a linear text using appropriate language and style about multiracial unity in Malaysia.
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A flexible study program to improve your IELTS score, enhance English for Academic purpose, and help you get into college or university of your choice.
Error correction
Error correction is used to highlight areas for students to improve their writing and speaking skills by correcting mistakes. There are several approaches to error correction, including emphasizing students' psychological development and interlanguage. Errors can be categorized based on their cause, such as random guesses, hypothesis testing, or slips. A model for written error correction evaluates comprehensibility, task requirements, and accurate syntax and lexis. Teachers can plan error correction by giving guidelines and having students self-edit or peer-edit using techniques like color-coding, writing corrections, or identifying error codes. The goal is to train students to independently improve their English skills over time.
Mistakes and Feedback
Mistakes made by language learners can be categorized as slips, errors, or attempts. Slips can be self-corrected, errors cannot. Attempts involve using structures not yet learned. Errors may be caused by L1 interference, developmental issues, or overgeneralization. When assessing students, teachers should ignore slips, encourage risk-taking, praise effort, avoid over-complimenting, foster self-assessment, and show genuine interest. Feedback should distinguish between accuracy and fluency work. During fluency activities, gentle corrections if needed to aid communication; otherwise allow errors. For accuracy, first signal the mistake exists, then help student correct it. Written feedback involves commenting and coding, with the goal of
Reading interventions2
The document discusses interventions for struggling readers. It recommends a 3-step process: 1) Diagnose needs through assessments, 2) Prepare targeted materials, 3) Implement interventions including classroom support, small group instruction, and a reading lab program. The reading lab uses the Carbo Method of repeated readings of recorded books above students' levels to improve fluency, comprehension and motivation. Vocabulary development strategies include using sophisticated words, graphic organizers, and self-checking cards.
Backschoolnight
This document summarizes the curriculum, assessments, challenges, and communication for a Chinese 4/AP class. The curriculum follows the AP guidelines and uses thematic units with performance-based assessments. Students are assessed weekly with quizzes and monthly with integrated performance assessments. Challenges for the AP exam include a variety of topics, time pressure, and spontaneous conversation. The teacher communicates using a class wiki and encourages support from home for students to develop skills for college.
The mistake buster complete
The document discusses the Mistake Buster technique for teaching grammar to junior high school students. The technique involves students actively finding and correcting grammatical mistakes prepared by the teacher. It has several steps: choosing a mistake category related to the lesson, the teacher providing mistakes for students to find, and teaching procedures of pre-teaching, whilst teaching, and post-teaching. The advantages are that it keeps students excited, gives a sense of accomplishment, and allows the teacher to check comprehension. Sample activities involve short sentences, narratives, and a wrap up. The conclusion recommends it as an active learning technique where the teacher prepares mistakes and guides students through preparation and main activity stages.
Bi presentatio na
The document summarizes the results of a survey about the use of grammar in school conducted with 22 English teachers. The main findings are:
1. The teachers strongly agreed that the formal study of grammar is essential for mastery of a foreign language.
2. Intensive repetitive exercises and explicit instruction of grammar rules were seen as effective teaching methods.
3. Grammar practice was seen as crucial, and best done both orally and in writing.
4. Teachers preferred to correct student errors to raise awareness rather than ignoring them.
5. Most teachers felt prepared to teach grammar and enjoyed doing so due to prior training improving their skills and confidence.
4.2
The document discusses how to introduce peer lesson observations for teacher trainers. It provides an example form that observers can use to focus on how new language is introduced and requires observers to comment on the success of teaching methods. It also discusses preparing for observations, the purpose of providing feedback, how long observations should last, taking notes, managing feedback discussions, what to do if the trainer fails, and the possibility of a second observation visit.
Errors,correcting and feedback
This document discusses types of errors made by English language learners and strategies for providing feedback on errors in student writing. It divides mistakes into slips, errors, and attempts. Common error types include issues with nouns, verbs, subject-verb agreement, word choice, and sentence structure. The document emphasizes that mistakes are a normal part of language learning and provides tips for deciding which errors to address, such as errors that impede comprehension or common patterns. It also discusses using direct and indirect feedback, and strategies to help students develop vocabulary, grammar, style, independence, and self-editing skills.
Teaching Speaking Part 3
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Jeopardy test
I do not actually have access to information about specific teachers, students or events at your school. My role is to discuss language teaching concepts in general.
The role of corrective feedback in second language learning
The document discusses corrective feedback (CF) in second language learning. It defines CF and outlines its theoretical positions from universal grammar, cognitive-interactionist, and sociocultural perspectives. The document also describes various types of oral and written CF strategies, including recasts, clarification requests, metalinguistic clues, and explicit correction. Guidelines for conducting effective CF are provided, emphasizing the cognitive advantages of CF and importance of opportunities for learner self-correction and uptake.
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1. A gap between the book's aims of practical communication and learners' needs. Suggestions include teachers tailoring lessons to learning styles/goals.
2. The book's methodology of integrating skills and using tasks, with strengths in variety but weaknesses like lack of choice. Teachers could add creative activities.
3. The content's updated topics, strong skill development activities but some deductive aspects, and visual aids that decorate but don't connect to lessons. Suggestions target these issues.
Video 2 secondary
The document is a feedback form for a trainee teacher named María Celeste Cortés evaluating her lesson recording from her practicum period in secondary school. The form rates Cortés' performance in various teaching categories from 1 to 5 and provides comments on her strengths such as establishing rapport with students and engaging them in a game, as well as areas for improvement such as having students use new words in full sentences. The evaluator gives Cortés an overall performance rating of 8 out of 10.
ELT201 Week 5
This document discusses different lesson types and structures for teaching grammar. It describes test-teach-test (TTT), present-practice-produce (PPP), and task-based learning (TBL) lesson plans. For each approach, it outlines the basic stages and provides examples. It also discusses the advantages and disadvantages of each. The document concludes by emphasizing the importance of clear lesson aims and connecting all stages of a lesson to those aims. Teachers are encouraged to consider student needs and purpose when selecting activities and to vary their instructional approaches.
Slides. A presentation for the Bachelor's degree in English Language Teaching...
A proposal to promoting students' speaking skills through communicative activities. A case study of Mapara Secondary School, Nampula - Mozambique.
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The document is a feedback form for a trainee teacher's lesson recording. It rates the teacher's performance in various categories from 1 to 5, with comments. The observer notes that the teacher's visual aids and student work were good, but the presentation stage was too long and passive for students. The observer suggests involving students more, such as having them describe visual aids. They rate the teacher's overall performance as a 7 out of 10 and advise controlling talking time to make lessons more dynamic.
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2. Session 1 of Day 1 discusses evaluating materials for communicative language classrooms and considering learner and teacher needs. Checklists are presented as systematic tools for internal material evaluation.
3. Session 2 applies evaluation criteria to a sample speaking task for young learners and reviews characteristics of effective speaking tasks and challenges language learners may face.
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This document discusses lesson planning and provides guidance on developing effective lessons. It outlines the advantages of having a good lesson plan, including inspiring teacher improvement, helping with evaluation, and developing confidence. It then describes the key components of a lesson plan, such as objectives, anticipatory sets, direct instruction, guided and independent practice, materials, assessment, and reflection. The document also discusses principles for designing lessons focused on specific skills, like reading, speaking, vocabulary, grammar, and listening. These include introducing new vocabulary in context, providing opportunities for student speaking practice, and incorporating strategy training. Finally, it addresses learning styles and motivation.
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Muller Lilia - Final Reflection - Secondary Practice
1) The document summarizes the author's secondary teaching practicum experience in 2021 where they taught English to second year students in Neuquen, Argentina.
2) It was a difficult time due to the COVID-19 pandemic which required classes to be online at first before transitioning back to in-person.
3) The author reflects that they enjoyed working with teenage students more than expected and aims to incorporate more meaningful, contextualized activities and projects in their future teaching.
Lesson Plan 03/09/21 - Muller Lilia - PDIII - Queries - Pass
The document is a lesson plan submitted by a student teacher for a 2nd year English class of 14 students at the elementary level. The 70-minute lesson aims to review vocabulary, grammar structures, and abilities seen in previous classes through various interactive activities and games. Students will evacuate doubts about homework, revise forms and vocabulary through pictures, fill in sentences from a short text, and play an ability recall game using a cartoon character as a prompt. The teacher provides scaffolding such as modeling, questions, and repetition to support student participation throughout the lesson.
Lesson Plan 30/08/21 - Muller Lilia - PDIII - Queries - Pass
- The document is a lesson plan submitted by a student teacher for a virtual English lesson with 14 second year students focused on revising content from previous lessons.
- The plan includes reviewing vocabulary related to the Simpsons characters through pictures, completing sentences about the family tree, and forming a rule for have/has got forms.
- Scaffolding strategies like saying word initials, definitions, and examples are incorporated to support students. Feedback is also provided to check understanding and address any doubts.
Lesson Plan 20/08/21 - Muller Lilia - PDIII - Queries - Pass
- The document is a lesson plan submitted by a student teacher for a virtual English lesson with 14 second year students focused on revising content from previous lessons.
- The plan includes reviewing vocabulary related to the Simpsons characters through pictures, completing sentences about the family tree, and forming a rule for the have/has got form.
- Scaffolding strategies like saying word initials, definitions, and examples are incorporated to support students. The plan aims to address learning objectives like evacuating doubts, revising forms and vocabulary, and developing language skills.
Worksheet - Lesson 10
1) The document contains exercises from an English workbook.
2) In Activity 1, students are asked to reorder letters to form words related to pictures of common activities.
3) In Activity 2, students are to write questions to match given answers about famous Argentine athletes, including Luciana Aymar and Gabriela Sissons.
4) In Activity 3, students are prompted to write a short paragraph describing details from a profile about famous footballer Kun Agüero.
Lesson Plan 27/08-21 - Muller Lilia - PDIII - Pass
- 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.
Worksheet - Lesson 9
The document contains instructions for students to complete 3 activities in English: 1) a word search puzzle to match abilities to pictures, 2) a chart to complete sentences about what characters can and cannot do, and 3) listening to a song and answering what the singer cannot do. The activities focus on using the phrase "I/He/She can/can't" to describe abilities and skills.
Lesson Plan 23/08/21- Muller Lilia - PDIII - Pass
- The document is a lesson plan submitted by a student teacher for a lesson on abilities in English.
- The 70 minute lesson aims to develop students' listening, writing, speaking and reading skills through activities reviewing vocabulary on abilities and describing personal abilities.
- Activities include a warm-up where students describe what they can and can't do, a listening activity where students complete a chart with information about speakers' abilities from a video, and a paired speaking activity where students interview each other about abilities.
Worksheet - Lesson 8
The document contains texts about Lionel Messi and Taylor Swift describing what they can and can't do. It includes activities for students to correct sentences about what Messi and Swift can do based on the texts, write new sentences using "can", "can't" and "but", and record an audio describing what they can do using given words.
Lesson Plan 19/08/21 - Muller Lilia - PDIII - Pass
- The document provides a lesson plan for a 2nd year English class focusing on abilities.
- The plan includes aims, language focus on vocabulary and structures for expressing abilities, procedures for introduction, presentation and two activities, as well as transition comments between sections.
- The lesson concludes with a game to review abilities where students ask questions to identify partially covered photos of athletes.
Worksheet - Lesson 7
1. The document contains exercises from an English workbook about sports and the Olympics.
2. In Activity 1, students read a text about two athletes, Belen and Isabell, and answer questions about what each athlete can and can't do in terms of sports abilities.
3. In Activity 2, students match pictures of sports with written descriptions of themselves, focusing on what they can and can't do athletically.
4. Activity 3 prompts students to describe a favorite Olympic athlete, noting what that athlete can and can't do in their sport.
Verde Lesson Plan 18/08/21 - Muller Lilia - PDIII - Pass
- The document is a lesson plan submitted by a student teacher for a 2nd year English class of 14 students focusing on the topic of sports.
- The lesson aims to develop the students' language skills while learning about the Olympic Games. It includes activities where students read about sports, match sports to pictures, and play a drawing game to practice "can" and "can't" sentences.
- The teacher uses slides, worksheets, and games to keep students engaged while reviewing vocabulary and scaffolding their understanding through questions, examples, and encouragement.
Lilia Anabella Muller - CV
Lilia Anabella Muller is a 33-year-old Argentine national with strong interpersonal and communication skills in Spanish and English. She has over 10 years of experience in customer service roles, including as a receptionist at a hotel from 2009-2010 and in customer service at a grocery store from 2018 to present. Additionally, she has trained as a higher health technician with a specialty in surgical instrumentation from 2005-2008 and has taught English at the university level from 2012-2017 and online from 2018 to the present.
Worksheet 1 - Lesson 6
This document contains exercises for an English homework assignment. It includes activities to practice using "have got" and its negative form to describe what singers and characters have or do not have in pictures. Students are to complete sentences describing singers' features and possessions. They then rewrite the sentences in the negative form, substituting pronouns for the singers' names. The document concludes with questions about pictures of Ricky Martin from 2000 and 2019 that students must answer and generate two additional questions for.
Verde Lesson Plan 04/08/21 - Muller Lilia - PDIII - Pass
- 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.
Verde Lesson Plan 29-07-21 - Muller Lilia - PDIII - Pass
- The document is a lesson plan submitted by a student teacher, Lilia Muller, for a virtual consultation class with 14 elementary level English students.
- The 70 minute class aims to address students' questions about homework worksheets from previous lessons covering family types, vocabulary, and magazine clippings.
- Students will ask and answer questions about the activities, express what was difficult, have the teacher model examples, and provide feedback to improve future worksheets. To finish, the teacher will elicit students' opinions on the lesson's usefulness.
Verde Lesson Plan 08/07 - Muller Lilia - PDIII - Pass
- 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.
Verde Lesson plan 30-06 - Muller Lilia - PDIII - Pass
- The document is a lesson plan submitted by student teacher Lilia Muller for a lesson on physical appearance vocabulary with 2nd year elementary students.
- The 80 minute lesson includes warm up activities reviewing family vocabulary, a presentation introducing new vocabulary for describing physical appearance, two worksheet activities for students to practice the new vocabulary, and a game for students to describe famous singers.
- Scaffolding strategies such as modeling, encouraging participation, and clarification of instructions are incorporated throughout the lesson.
Verde Lesson plan 23-06 - Muller Lilia - PDIII - Pass
- 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.
Lesson plan 08/07 - Muller Lilia - Practica Docente III
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.
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Video Assessment sheet 2 - PD III - Pass
- 1. Práctica Docente III Lesson recording – Feedback form Trainee’s name: Muller Lilia School: CPEM N°14 Group: 2 D (2° burbuja) Date: 27/08/2021 Link: a) Circle the value that best describes each category. 1 is very poor, 5 is outstanding. Warm-up: 1 2 3 4 5 Presentation of material: 1 2 3 4 5 Timing: 1 2 3 4 5 Teaching strategies: 1 2 3 4 5 Classroom management strategies: 1 2 3 4 5 Transitions between activities: 1 2 3 4 5 Use of resources and blackboard organization: 1 2 3 4 5 Rapport with the learners: 1 2 3 4 5 Language accuracy and fluency: 1 2 3 4 5 b) Write down some aspects you would like to comment on, including suggestions for improvement. Great resources! You used the chat box to write correct words. Good! This way learners were more active. Good use of L2 throughout most of the lesson. Check – SILK (singular) Check spelling of TIK TOK. Learners participated actively. You should be attentive to timing. You were running out of time and tried to explain homework in a hurry. You did so in L1. Why? d) Rate this teacher’s performance on a scale of 1 – 10 (1 is very poor, 10 is outstanding) Circle the appropriate rating: 1- 2- 3- 4- 5- 6- 7- 8- 9- 10 Final comments: Well done, Lili! You´re really resourceful and committed. Congrats on your hard work. Next step – final reflection!