Vocabulary & Writing Lesson
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- The document outlines a 40-minute English lesson plan about Christmas vocabulary for intermediate middle school students. - The lesson plan includes showing a video clip to introduce Christmas words, brainstorming the students' prior knowledge, teaching word definitions with flashcards, having students complete a worksheet and write letters to Santa, and singing a Christmas song together. - The lesson aims to teach students new Christmas vocabulary and have them use the words in speaking and writing.
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The document summarizes the process of painting balls for a toy. It discusses painting balls red, yellow, light green, and blue. The author found the light blue did not match the other colors so they painted additional yellow balls that were too light. They used pliers to paint the balls to avoid getting paint on their hands. They plan to attach dowels to the toy and ensure the ball colors match the pig faces before finishing the project next week.
December Week 4
This document outlines the weekly schedule and activities for teachers Mary, Valerie, Karen, Robin, Emily, Jeni, and Shuang for the week of December 24-28, 2018. The study focus is wrapping up the holidays. Each day includes large group meetings to discuss the question of the day and commitment, read alouds, small group activities, and other lessons. Monday through Wednesday the school is closed. Activities include discussing winter holidays, taking down Christmas decorations, reading books, doing art projects, and playing in the dramatic play area. The teachers plan lessons targeting various areas of child development and learning.
Class 5
This document provides a lesson on present indefinite negative verbs in English and Urdu. It introduces the formula "Do/Does + Subject + verb(1st form) + object + ?" and provides examples like "Do I walk on footpath?" and "Does he make a cup of tea?". It then gives exercises to translate sentences from Urdu to English using this structure, such as "Does grandma tell stories?". The document concludes by defining vocabulary words and assigning homework to make sentences in the present indefinite negative and with the new vocabulary.
Class 4
The document provides a lesson on using the present indefinite negative tense in English. It gives the formula of subject + do/does + not + verb + object. Examples are provided like "I do not walk on footpath" and "She does not read novels". Exercises are included to translate sentences into English like "Grandma does not tell stories". Key vocabulary is also defined, such as "collaborate", "put out", and "sneeze". Homework involves making sentences in the present indefinite negative tense and with the vocabulary words.
About Me, Angie[1]
Angie is an 11-year-old girl born in China on April 4, 1998. She enjoys singing with her best friend Alexandra and playing volleyball. Her favorite subjects are IT, PE, Peruvian studies, Spanish and English. Angie dislikes how teachers leave a lot of homework from one day to the next.
Welcome to first grade
This document provides information from Mrs. T, a first grade teacher, for the 2012-2013 school year. It includes her contact information, family details, volunteer opportunities in the classroom, a daily schedule, reward and consequence systems, homework expectations including reading assignments and word sorts, and links to the school district website for curriculum details.
Class 3
This document outlines a lesson on the present indefinite tense in English. It provides examples of affirmative sentences using subjects like I, we, you, they, he, she, it and singular names. Examples are given for daily routines, habitual actions and universal truths. Exercises are included to translate sentences into English using the tense. The document concludes with new vocabulary words and a homework assignment to make sentences using the present indefinite affirmative and vocabulary.
WHAT ARE THEY DOING NOW?
The document lists various activities that people may be doing such as reading, shopping, playing sports, taking photos, playing music, and more. It then provides examples of matching activities with people and describing what they are doing currently. For instance, it states that Katy is watering the flowers now. It also asks questions to confirm if people are doing certain activities or not, like asking if Lucy is reading a book now (she is swimming instead). Finally, it prompts looking at pictures and correcting sentences about what the people in the pictures are doing.
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13
The document summarizes the process of painting balls for a toy. It discusses painting balls red, yellow, light green, and blue. The author found the light blue did not match the other colors so they painted additional yellow balls that were too light. They used pliers to paint the balls to avoid getting paint on their hands. They plan to attach dowels to the toy and ensure the ball colors match the pig faces before finishing the project next week.
December Week 4
This document outlines the weekly schedule and activities for teachers Mary, Valerie, Karen, Robin, Emily, Jeni, and Shuang for the week of December 24-28, 2018. The study focus is wrapping up the holidays. Each day includes large group meetings to discuss the question of the day and commitment, read alouds, small group activities, and other lessons. Monday through Wednesday the school is closed. Activities include discussing winter holidays, taking down Christmas decorations, reading books, doing art projects, and playing in the dramatic play area. The teachers plan lessons targeting various areas of child development and learning.
Class 5
This document provides a lesson on present indefinite negative verbs in English and Urdu. It introduces the formula "Do/Does + Subject + verb(1st form) + object + ?" and provides examples like "Do I walk on footpath?" and "Does he make a cup of tea?". It then gives exercises to translate sentences from Urdu to English using this structure, such as "Does grandma tell stories?". The document concludes by defining vocabulary words and assigning homework to make sentences in the present indefinite negative and with the new vocabulary.
Class 4
The document provides a lesson on using the present indefinite negative tense in English. It gives the formula of subject + do/does + not + verb + object. Examples are provided like "I do not walk on footpath" and "She does not read novels". Exercises are included to translate sentences into English like "Grandma does not tell stories". Key vocabulary is also defined, such as "collaborate", "put out", and "sneeze". Homework involves making sentences in the present indefinite negative tense and with the vocabulary words.
About Me, Angie[1]
Angie is an 11-year-old girl born in China on April 4, 1998. She enjoys singing with her best friend Alexandra and playing volleyball. Her favorite subjects are IT, PE, Peruvian studies, Spanish and English. Angie dislikes how teachers leave a lot of homework from one day to the next.
Welcome to first grade
This document provides information from Mrs. T, a first grade teacher, for the 2012-2013 school year. It includes her contact information, family details, volunteer opportunities in the classroom, a daily schedule, reward and consequence systems, homework expectations including reading assignments and word sorts, and links to the school district website for curriculum details.
Class 3
This document outlines a lesson on the present indefinite tense in English. It provides examples of affirmative sentences using subjects like I, we, you, they, he, she, it and singular names. Examples are given for daily routines, habitual actions and universal truths. Exercises are included to translate sentences into English using the tense. The document concludes with new vocabulary words and a homework assignment to make sentences using the present indefinite affirmative and vocabulary.
WHAT ARE THEY DOING NOW?
The document lists various activities that people may be doing such as reading, shopping, playing sports, taking photos, playing music, and more. It then provides examples of matching activities with people and describing what they are doing currently. For instance, it states that Katy is watering the flowers now. It also asks questions to confirm if people are doing certain activities or not, like asking if Lucy is reading a book now (she is swimming instead). Finally, it prompts looking at pictures and correcting sentences about what the people in the pictures are doing.
Class 1
This document provides an outline and explanation of the words "this", "that", "these", and "those". It also covers present, past, and future forms of "to be" sentences and includes vocabulary words. The homework is to make sentences using each of the demonstrative pronouns and tenses of "to be" as well as one sentence for each vocabulary word.
Wh questions
This document summarizes different types of wh-questions in English and Spanish, including question words, basic question structures, and tenses like present simple, present continuous, simple past, and past continuous. It also covers questions using "who" and whether they ask about the subject or object of the sentence.
Wh questions-game warm up 8vo basico
This document contains a series of incomplete questions with blanks for question words and subjects. It can be used as a game to teach students question formation by having them match question beginnings to possible endings to form valid questions. The game is played in small groups where students take turns drawing question beginnings and using ending cards to complete the questions, working together to form as many correct questions as possible.
Lesson 14 improving memory 2013
This document discusses different mnemonic devices that can help improve memory recall, such as acronyms, acrostics, and narrative chaining. It provides examples of using an acronym to remember the order of planets and creating a story to link unrelated words like "dog" and "ball." Narrative chaining works by linking items in a meaningful sequence or story. Acrostics take the first letter of words to form a new word or sentence. These mnemonic devices can help with memory and information retrieval.
Day of-the-week
This document contains a photocopiable worksheet with activities for students to learn the days of the week. The activities include forming lines with "day cards" to spell out the days, copying the days in order, finding days in a scrambled word snake, spelling corrections, coloring the days, comparing colors with a partner, and coloring days based on given instructions. The instructions have the students color code days for things like English lessons, school days, home days, music lessons, brushing teeth, today/yesterday/tomorrow, and the day before/after specific days. The worksheet concludes with questions about favorite and least favorite days of the week.
English a 1
This document contains an English activity completed by a student named Yenny Mariela Cuastumal Ortega. The activity includes writing sentences using future tenses, tag questions, phrasal verbs, and modal verbs of obligation and advice. It also includes a description of the student's house using simple present tense verbs and an introduction with personal details about the student in the present tense.
Future forms
This document discusses several ways to talk about the future in English: the simple future using will/’ll, the be going to future, the present continuous for arrangements, and the simple present for scheduled events. Examples are provided for each use.
Let me introduce...
This document provides questions for students to ask and answer about each other's personal information, interests, and preferences. It instructs students to first answer the questions individually in writing. They are then asked to partner up, ask and answer the questions out loud to each other, and finally introduce their partner to the class using expressions like "Let me introduce..." and personal pronouns. The goal is for students to practice asking and answering personal questions as well as orally introducing someone.
Dec week 3
The document outlines the weekly schedule and activities for teachers Mary, Valerie, Karen, Emily, Jeni, and Shuang from December 17-21, 2018 at a preschool, where their study is on how winter inspires creativity and includes a field trip to an art museum, adding art supplies to the classroom, reading winter-themed books, doing frozen water experiments, taking temperatures outside, and visiting Santa.
Wh Questions
The document discusses wh-questions in English and Spanish. It provides examples of common wh-words like what, where, when, who, how, and their Spanish equivalents. These question words are used to seek information and are written at the beginning of questions. It also includes a table showing the meaning of each wh-word and sample questions using their formula of wh-word + am/is/are + subject + complement + ?.
Was were
This document provides information about using the past simple verb "to be" in English (was/were) and examples of its use in affirmative, interrogative, and negative sentences. It explains how to conjugate "to be" for singular and plural subjects in the past tense, and gives examples like "Yesterday we were at the park" and "Last month you were at the amusement park."
Esl grammar mini lesson
Thank you for the lesson on wh- questions. Let me know if you have any other questions!
Happy valentine´s lesson
This document contains an agenda for a Valentine's Day English lesson plan consisting of 7 activities: 1) Review of previous class, 2) Warm up questions about Valentine's Day traditions, 3) Watching a video and answering questions about the history of Valentine's Day, 4) Writing Valentine's Day poems, 5) Completing a vocabulary activity with jobs and articles "a" and "an", 6) Making sentences with forms of the verb "to be", and 7) Review questions. The document provides details about the purpose and instructions for each activity.
Unit 0. summary last year
The document provides information and examples about using different tenses in English, including the present simple, present continuous, past simple, and irregular verbs. It discusses how to form sentences using common time expressions with various subjects and gives examples of affirmative, negative, and interrogative sentences. Key tenses covered include the present simple for habits, the present continuous for ongoing actions, and the past simple for completed past actions. Examples are provided to illustrate conjugations of regular and irregular verbs.
Review grammar
This document summarizes the past simple tense in English. It outlines the conjugations of "to be" verbs like "was" and "were" for subjects like I, he, she, it and you, we, they. It also covers regular verb forms using endings like "ed" as well as question forms starting with "did". Examples are provided to illustrate how to talk about actions and states that happened in the past.
Review grammar
This document summarizes the past simple tense in English. It outlines the conjugations of to be (was/were) and regular verbs (verb+ed) in the positive and negative past simple forms. It also provides examples of questions using the past simple tense with was/were and did/didn't. Key uses include talking about completed actions in the past, especially with time expressions like yesterday, last night, and last week.
A happy birthday party
The children had a 45 minute English lesson where they sang happy birthday and made a birthday picture book as a present. Each child drew a gift for the birthday child and wrote their name as the gift giver. The book had a title page by the birthday child stating their name and age followed by pages with drawings of presents and names of the gift givers.
Simple past tense
The document discusses regular and irregular verbs in the simple past tense in English. It provides examples of regular verbs formed by adding "-ed" and irregular verb forms. It also explains how to form negative sentences using "didn't" and questions using "did" + verb for both regular and irregular verbs in the past tense.
Post Training Asessment Report
This document summarizes a post-training follow-up assessment conducted in Kenya in 2013. The assessment aimed to evaluate how health workers applied knowledge and skills from trainings funded by USAID into their work, and identify any barriers. A total of 282 health workers who received training in 2012 were interviewed. The assessment found that after training, the number of health workers offering services increased, as did the daily number of patients seen. Supervisors also reported improvements in quality of services delivered. However, health workers still faced challenges like lack of supplies and staff rotations. The report provides recommendations to address challenges and better support health workers after training.
Post method
This document discusses the post-method approach to teaching English as a foreign language. It begins by providing background on post-method and defining it as moving beyond a single prescribed method. The key characteristics of post-method are described as being constructivist and process-oriented rather than positivist and product-focused. The document then outlines the strategic framework of post-method, which includes maximizing learning opportunities and ensuring social relevance among other strategies. It concludes that post-method is a pedagogy that allows teachers to effectively combine strategies for optimal language instruction.
English 625 Session # 2
This document provides an agenda and summaries for an English teaching methods course. The agenda includes discussions on developing critical awareness in language education, Pennycook's concept of postmethod pedagogy, and chapters from Kumaravadivelu and Hall. Key topics covered include critiques of traditional SLA approaches and methods, the political nature of language and education, and characteristics of postmethod pedagogy including its emphasis on particularity, practicality, and teacher autonomy. Students are assigned readings and presentations for the next class.
Post Method Era
This document discusses the history of language teaching methods and the move to a post-methods era. It describes how early methods like the direct method, audiolingualism, and total physical response aimed to improve on previous approaches. However, methods began facing criticism for being too prescriptive and not accounting for student and classroom contexts. By the late 1980s, the dominance of methods was waning as it became clear there was no single best way to teach and methods needed to be adapted based on student needs. The post-methods era emphasizes drawing from multiple sources, understanding issues and controversies, and adapting teaching based on students rather than rigidly following any single method.
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Class 1
This document provides an outline and explanation of the words "this", "that", "these", and "those". It also covers present, past, and future forms of "to be" sentences and includes vocabulary words. The homework is to make sentences using each of the demonstrative pronouns and tenses of "to be" as well as one sentence for each vocabulary word.
Wh questions
This document summarizes different types of wh-questions in English and Spanish, including question words, basic question structures, and tenses like present simple, present continuous, simple past, and past continuous. It also covers questions using "who" and whether they ask about the subject or object of the sentence.
Wh questions-game warm up 8vo basico
This document contains a series of incomplete questions with blanks for question words and subjects. It can be used as a game to teach students question formation by having them match question beginnings to possible endings to form valid questions. The game is played in small groups where students take turns drawing question beginnings and using ending cards to complete the questions, working together to form as many correct questions as possible.
Lesson 14 improving memory 2013
This document discusses different mnemonic devices that can help improve memory recall, such as acronyms, acrostics, and narrative chaining. It provides examples of using an acronym to remember the order of planets and creating a story to link unrelated words like "dog" and "ball." Narrative chaining works by linking items in a meaningful sequence or story. Acrostics take the first letter of words to form a new word or sentence. These mnemonic devices can help with memory and information retrieval.
Day of-the-week
This document contains a photocopiable worksheet with activities for students to learn the days of the week. The activities include forming lines with "day cards" to spell out the days, copying the days in order, finding days in a scrambled word snake, spelling corrections, coloring the days, comparing colors with a partner, and coloring days based on given instructions. The instructions have the students color code days for things like English lessons, school days, home days, music lessons, brushing teeth, today/yesterday/tomorrow, and the day before/after specific days. The worksheet concludes with questions about favorite and least favorite days of the week.
English a 1
This document contains an English activity completed by a student named Yenny Mariela Cuastumal Ortega. The activity includes writing sentences using future tenses, tag questions, phrasal verbs, and modal verbs of obligation and advice. It also includes a description of the student's house using simple present tense verbs and an introduction with personal details about the student in the present tense.
Future forms
This document discusses several ways to talk about the future in English: the simple future using will/’ll, the be going to future, the present continuous for arrangements, and the simple present for scheduled events. Examples are provided for each use.
Let me introduce...
This document provides questions for students to ask and answer about each other's personal information, interests, and preferences. It instructs students to first answer the questions individually in writing. They are then asked to partner up, ask and answer the questions out loud to each other, and finally introduce their partner to the class using expressions like "Let me introduce..." and personal pronouns. The goal is for students to practice asking and answering personal questions as well as orally introducing someone.
Dec week 3
The document outlines the weekly schedule and activities for teachers Mary, Valerie, Karen, Emily, Jeni, and Shuang from December 17-21, 2018 at a preschool, where their study is on how winter inspires creativity and includes a field trip to an art museum, adding art supplies to the classroom, reading winter-themed books, doing frozen water experiments, taking temperatures outside, and visiting Santa.
Wh Questions
The document discusses wh-questions in English and Spanish. It provides examples of common wh-words like what, where, when, who, how, and their Spanish equivalents. These question words are used to seek information and are written at the beginning of questions. It also includes a table showing the meaning of each wh-word and sample questions using their formula of wh-word + am/is/are + subject + complement + ?.
Was were
This document provides information about using the past simple verb "to be" in English (was/were) and examples of its use in affirmative, interrogative, and negative sentences. It explains how to conjugate "to be" for singular and plural subjects in the past tense, and gives examples like "Yesterday we were at the park" and "Last month you were at the amusement park."
Esl grammar mini lesson
Thank you for the lesson on wh- questions. Let me know if you have any other questions!
Happy valentine´s lesson
This document contains an agenda for a Valentine's Day English lesson plan consisting of 7 activities: 1) Review of previous class, 2) Warm up questions about Valentine's Day traditions, 3) Watching a video and answering questions about the history of Valentine's Day, 4) Writing Valentine's Day poems, 5) Completing a vocabulary activity with jobs and articles "a" and "an", 6) Making sentences with forms of the verb "to be", and 7) Review questions. The document provides details about the purpose and instructions for each activity.
Unit 0. summary last year
The document provides information and examples about using different tenses in English, including the present simple, present continuous, past simple, and irregular verbs. It discusses how to form sentences using common time expressions with various subjects and gives examples of affirmative, negative, and interrogative sentences. Key tenses covered include the present simple for habits, the present continuous for ongoing actions, and the past simple for completed past actions. Examples are provided to illustrate conjugations of regular and irregular verbs.
Review grammar
This document summarizes the past simple tense in English. It outlines the conjugations of "to be" verbs like "was" and "were" for subjects like I, he, she, it and you, we, they. It also covers regular verb forms using endings like "ed" as well as question forms starting with "did". Examples are provided to illustrate how to talk about actions and states that happened in the past.
Review grammar
This document summarizes the past simple tense in English. It outlines the conjugations of to be (was/were) and regular verbs (verb+ed) in the positive and negative past simple forms. It also provides examples of questions using the past simple tense with was/were and did/didn't. Key uses include talking about completed actions in the past, especially with time expressions like yesterday, last night, and last week.
A happy birthday party
The children had a 45 minute English lesson where they sang happy birthday and made a birthday picture book as a present. Each child drew a gift for the birthday child and wrote their name as the gift giver. The book had a title page by the birthday child stating their name and age followed by pages with drawings of presents and names of the gift givers.
Simple past tense
The document discusses regular and irregular verbs in the simple past tense in English. It provides examples of regular verbs formed by adding "-ed" and irregular verb forms. It also explains how to form negative sentences using "didn't" and questions using "did" + verb for both regular and irregular verbs in the past tense.
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Post method
This document discusses the post-method approach to teaching English as a foreign language. It begins by providing background on post-method and defining it as moving beyond a single prescribed method. The key characteristics of post-method are described as being constructivist and process-oriented rather than positivist and product-focused. The document then outlines the strategic framework of post-method, which includes maximizing learning opportunities and ensuring social relevance among other strategies. It concludes that post-method is a pedagogy that allows teachers to effectively combine strategies for optimal language instruction.
English 625 Session # 2
This document provides an agenda and summaries for an English teaching methods course. The agenda includes discussions on developing critical awareness in language education, Pennycook's concept of postmethod pedagogy, and chapters from Kumaravadivelu and Hall. Key topics covered include critiques of traditional SLA approaches and methods, the political nature of language and education, and characteristics of postmethod pedagogy including its emphasis on particularity, practicality, and teacher autonomy. Students are assigned readings and presentations for the next class.
Post Method Era
This document discusses the history of language teaching methods and the move to a post-methods era. It describes how early methods like the direct method, audiolingualism, and total physical response aimed to improve on previous approaches. However, methods began facing criticism for being too prescriptive and not accounting for student and classroom contexts. By the late 1980s, the dominance of methods was waning as it became clear there was no single best way to teach and methods needed to be adapted based on student needs. The post-methods era emphasizes drawing from multiple sources, understanding issues and controversies, and adapting teaching based on students rather than rigidly following any single method.
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This document contains details of an English lesson plan for teaching family members to students. The lesson plan has three objectives: to introduce family members, identify them, and ask their names. It outlines the aims, objectives, teaching methods, materials, language focus, and procedures for two lessons involving vocabulary development, listening and speaking practice, and activities working individually and in pairs or groups. The overall goal is for students to learn to ask and answer questions about family members using phrases like "Who's this?" and "What's his name?".
Primer periodo planificacion 4 - nasencio
This document provides a lesson plan for a 30 minute Spanish class for 4 year olds focusing on school objects. The lesson plan includes the following:
1. A greeting routine where the teacher greets the students and teaches them a new hello song.
2. A warm up activity where the teacher plays music and the students dance and act as statues. When the music stops, the teacher shows school objects.
3. A presentation where the teacher reads a story about a teddy bear choosing which school objects to bring, using pictures to illustrate big and small versions.
4. A game where students run to identify pictures of big and small school objects from the story.
5. The class ends
Giao an tieng anh 3 hoc ki 2 2015.goc
This document provides the lesson plan for two English lessons on family members and ages. The first lesson introduces family vocabulary like father, mother, brother and sister through pictures, repetition and role plays. It focuses on the question "Who's this?" and answer format "It's my father." The second lesson reviews family members and introduces asking names with "What's his name?" and responding "His name is John Brown." Comprehension is checked through games and songs.
Xmas3
The document outlines a lesson plan about Christmas for a 3rd form class. The lesson aims to develop students' communicative skills about Christmas traditions, teach them to respect other countries' traditions, and review modal verbs. Key activities include reading a poem about Christmas, discussing Christmas symbols and traditions in different countries, reading a letter, playing a grammar game with modal verbs, singing a Christmas song, and making a Christmas card for homework.
1
This document is a textbook for teaching English to third grade students according to the standards of the New Ukrainian School. It contains material designed for the typical programs of the New Ukrainian School in the English language field. The activity-based approach and communicative-game methodology are ensured by the nature of the textbook tasks with audio accompaniment and other components. The textbook was developed by O.D. Karpuk and published in Ternopil, Ukraine in 2020.
Anhlijska mova-3-klas-karpjuk-2020
This document is a textbook for teaching English to third grade students according to the standards of the New Ukrainian School. It contains material designed for the typical programs of the New Ukrainian School in the English language field. The activity-based approach and communicative-game methodology are ensured by the nature of the textbook tasks with audio accompaniment and other components. The textbook was developed by O.D. Karpuk and published in Ternopil, Ukraine in 2020.
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50 holiday activities for the english language classroom
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The document discusses teaching grammar in language classrooms. It defines "grammaring" as using grammar structures accurately and meaningfully based on context rather than just memorizing rules. It then provides a sample lesson plan focused on teaching the simple past tense to intermediate elementary students through a video, story, worksheet, and activity. The plan includes introducing the topic, a warm-up, pre-activity, post-activity, and homework assignment. It concludes with a sample micro-teaching video demonstrating the use of simple past tense verbs.
Grammar
The document discusses teaching grammar in language classrooms. It defines grammaring as focusing on using grammar structures accurately and appropriately in context rather than just learning rules. It then provides a sample lesson plan for teaching the simple past tense to intermediate elementary students over 40 minutes, including warm-up, pre-activity, and post-activity exercises as well as homework. It concludes with a sample micro-teaching video on teaching the past tense through a bedtime story.
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Grammaring
1) The document discusses grammaring, which is an ongoing process of using grammar structures accurately and appropriately in context, rather than just learning rules.
2) It provides a sample lesson plan focused on teaching the simple past tense to intermediate English learners.
3) The lesson plan includes warm up activities, a pre-activity, teaching the target grammar point, a post-activity and homework assignment focused on having students practice using the simple past tense.
Vocabulary & Writing Lesson
- The document outlines a 40-minute English lesson plan about Christmas vocabulary for intermediate middle school students.
- The lesson plan includes showing a video clip to introduce Christmas words, brainstorming the students' prior knowledge, teaching word definitions with flashcards, having students complete a worksheet and write letters to Santa, and singing a Christmas song together.
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Theory(Topdown)
Top-down listening uses background knowledge such as context, situation, topic, and information presented before and after to understand the meaning of a message. Top-down listening activities include putting pictures or events in order, listening to conversations to identify locations, reading about a topic then listening to find if points are mentioned, and inferring relationships between people. Successful listening relies on combining top-down processing, which uses background knowledge, with bottom-up processing, which focuses on individual sounds and words, to become effective listeners.
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Top-down listening uses background knowledge such as context, situation, topic, and information presented before and after to understand the meaning of a message. Top-down listening activities include putting pictures or events in order, listening to conversations to identify locations, reading about a topic then listening to find if points are mentioned, and inferring relationships between people. Successful listening relies on combining top-down processing, which uses background knowledge, with bottom-up processing, which focuses on individual sounds and words, to become effective listeners in real-life or classroom settings.
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Vocabulary & Writing Lesson
- 1. Vocabulary & Writing Lesson Presented by Yoonjung Choi, MinJung Choi, Jungwoon Hyeon
- 7. Post-Activity - Ss listen to the song, ‘ All I want for Christmas is you’. - T hands out a worksheet to each student. - Ss fills in the blank with worksheets. - T will encourage students to remember the words and check their understanding.
- 8. Use -T asks students to write a letter to Santa. - Ss share the letters and the wish list. - Ss sing the song, ‘ All I want for Christmas’ together.
- 10. What is your favorite holiday?
- 12. Christmas Edition! TOP 5
- 14. 1 2 3 4 5 Christmas Foods Christmas Cake turkey potatoes bread / rolls pie wrong
- 15. 1 2 3 4 5 Presents for Mom jewelry clothes make-up cash kitchen things wrong
- 16. 1 2 3 4 5 Presents for Dad camera clothes golf clubs neck tie books wrong
- 17. 1 2 3 4 5 Symbols of Christmas Snowman Christmas tree Santa Claus Rudolph stockings wrong
- 18. 1 2 3 4 5 Presents for kids Computer games dolls books toys pet wrong
- 19. 1 2 3 4 5 Christmas Carols Jingle Bells Santa Claus is coming to town White Christmas Rudolph We Wish You a Merry Christmas wrong
- 20. Fireplace
- 21. Reindeer
- 22. Wreath
- 23. Stockings
- 24. Sleigh
- 25. Turkey
- 26. Mistletoe
- 28. All I want for Christmas is you http://www.youtube.com/watch?v=cNcOlAyYNmU
Editor's Notes
- TEACHERS. You can play this two ways. Either, 2, 3, 4, 5 or 6 teams which think and answer together as a team OR With the same teams but each person in the team, in order, gives an answer. You may also wish to not play with each team, guessing in turn. You may play so a team continues to guess if they guess correctly. If they don’t guess anything on the board, the next team can try. And so on. But restart the next board with the next team TO START a category. You may also want students to write down their answers individually while you wait. Give them a time limit and buzzer. Team or group leader checks and gives each points. This is a fun alternative!!!!!
- Ham Turkey Mashed potatoes Bread / rolls Pie
- Jewelry Clothes Beauty supplies Furniture kitchenware
- camera Clothes Sports memoriabilia Tools books
- Nativity scene (Jesus and Mary) Christmas Tree Santa Claus Rudolph (reindeer) Stockings
- Electronic toys Learning toys Books Toy cars Stuffed animals
- Santa Claus is coming to town Jingle Bells Frosty the Snowman Rudolph the Red Nosed Reindeer We wish you a Merry Christmas