This document provides information on content and language objectives. It begins by explaining that content and language objectives set clear expectations for students about what they will learn and how they will learn it. It then defines a content objective as telling what students will learn, and a language objective as telling how students will learn and demonstrate their mastery through skills like reading, speaking, writing or listening.
The document provides examples of content and language objectives and discusses how all teachers are responsible for language teaching. It provides categories of language objectives like key vocabulary, discourse genres, language functions and strategies. It also offers tips for writing good content and language objectives and evaluating them. Finally, it stresses the importance of sharing and referring back to objectives throughout the lesson
This presentation is focused around a specific template used at Lipscomb University; however, the tips and information can be used for any teacher looking to create an excellent lesson plan
Not sure about using authentic material in your English language class? Here is a useful introduction from elt-training.com. For the full, free voiced over presentation recording, visit www.elt-training.com
This presentation is focused around a specific template used at Lipscomb University; however, the tips and information can be used for any teacher looking to create an excellent lesson plan
Not sure about using authentic material in your English language class? Here is a useful introduction from elt-training.com. For the full, free voiced over presentation recording, visit www.elt-training.com
Games can be a motivating way of teaching English, but are they always useful? In this workshop, we'll look at reasons for using games and examine how to match objectives with fun so that our students can be engaged, successful learners. We'll also take a look at some example classroom games and analyze which ones would be best to use in your classroom!
Fun ways to Teach English for Very Young LearnersHertiki Marsaid
Games play a central role in English lesson. They can be used to give practice in all language skills and be used to practice many types of communication. Games also encourage, entertain, teach and promote fluency. However, as teachers, we have to be aware in choosing the games for our students. Well-chosen games are helpful as they give children a break and at the same time allow them to practice language skills. To make games work in class, the teachers must have the rules, instructions, time management, praises and rewards. These are the following games that can be used to teach English for very young learners: Passing Activity, Shooting Letters, Do What I Say and Not What I Do, Find Someone Who, Miming, Memory, Snowball, Running Dictation, Blindfold, BINGO, Whispering, Guess Who, Find the Difference, Fishing, Hopscotch, Paper Airplanes, Listen-Color, Chopstick, Role-Play, and Musical Chair. All in all, games make the young learners become more active and they are willing to participate during the English lesson.
There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
M.Wright
Visible Learning presented by Stephen Kendall-Jones to MBIS teachers on 11 June 2013 for staff PLD. Use of VL slides from the VL workshop series (through VLPlus in Auckland) and the Hattie presentation to the Graham Noble foundation.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Games can be a motivating way of teaching English, but are they always useful? In this workshop, we'll look at reasons for using games and examine how to match objectives with fun so that our students can be engaged, successful learners. We'll also take a look at some example classroom games and analyze which ones would be best to use in your classroom!
Fun ways to Teach English for Very Young LearnersHertiki Marsaid
Games play a central role in English lesson. They can be used to give practice in all language skills and be used to practice many types of communication. Games also encourage, entertain, teach and promote fluency. However, as teachers, we have to be aware in choosing the games for our students. Well-chosen games are helpful as they give children a break and at the same time allow them to practice language skills. To make games work in class, the teachers must have the rules, instructions, time management, praises and rewards. These are the following games that can be used to teach English for very young learners: Passing Activity, Shooting Letters, Do What I Say and Not What I Do, Find Someone Who, Miming, Memory, Snowball, Running Dictation, Blindfold, BINGO, Whispering, Guess Who, Find the Difference, Fishing, Hopscotch, Paper Airplanes, Listen-Color, Chopstick, Role-Play, and Musical Chair. All in all, games make the young learners become more active and they are willing to participate during the English lesson.
There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
M.Wright
Visible Learning presented by Stephen Kendall-Jones to MBIS teachers on 11 June 2013 for staff PLD. Use of VL slides from the VL workshop series (through VLPlus in Auckland) and the Hattie presentation to the Graham Noble foundation.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Maximizing Comprehensible Input and Output to Improve Student Achievement in ...Chinese Teachers
By Yuqing Hong, Principal of P.S. 310 The School for Future Leaders
Chinese Language Teachers Association of Greater New York (CLTA-GNY) and NYU's Project Developing Chinese Language Teachers are delighted to bring this workshop which shares with participants teaching methods that focus on the way our brains naturally acquire language and techniques and strategies that prioritize the delivery of understandable, personalized and relevant messages, as well as way to empower students with meaningful output for learning.
Dolphin Head Hunters offers Best IELTS coaching in Chandigarh, PTE and Spoken English classes in Chandigarh sector 34.Call 9780754465 for IELTS admission
2. What is the Purpose of a Content
and Language Objective?
Sets clear expectations for students about what they will
be learning about and how they are going to it.
“When learners know and understand learning
intentions and the success criteria, it enables them to
experiment and think about the content”.
Visible Learning by John Hattie, pg 23
3. Content and Language Objectives.
Language objective:
Teachers will be able to discuss and write a content and language objective
for a future lesson in grade-level teams.
Content Objective:
Teachers will be able to identify differences between a content objective
and language objective.
Speaking Writing
4. What is Content Objective and
Language Objective?
Content objective:
tells what students will learn during the
lesson
tells what the students will be able to do
Language objective:
tells how the students will learn and
or/demonstrate their mastery of the
lesson by reading, speaking, writing, or
listening
explains what language skills or processes
students will use
coincide with content objectives
support linguistic development
5. What Do We Teach at School?
Content:
Math Reading Social Studies Art
Writing Music Science Physical Education
6. How Will Your Students interact
with the concepts?
pair and share
discuss
compare
restate
write
read
summarize
contrast
dramatize
debate
They will use language !
7. We learn using four language domains..
What is the Process of Learning?
How do We Learn?
Listening
Speaking
Reading Writing
8. Who is Responsible for Teaching
Language ?
EVERY
TEACHER
IS
Got it!!!
Language of
music
Language
of science
Language
of art
Language
of PE
A LANGUAGE TEACHER
9. categories of language objectives
Key Vocabulary, concept words that is not included in the
content objective needed to talk, read, and write about
the topic
Discourse/Genres (report, narrative)
Language functions related to the topic (prediction,
persuasion)
Strategies (learning vocabulary from context)
10. Language Objectives - Word bank
We should use active verbs to name a function/purpose
for using language in a specific student task.
SWBAT: articulate, recite, summarize, discuss, define,
debate, write
We should use noun phrases to specify language target.
precise adjectives, past tense, clarifying questions
11. Writing Language Objective...
1. Content Objective:
Students will be able to identify different types of parallelograms.
2. Language Objective:
Students will be able to listen to the teacher description in
order to draw different types of parallelograms.
Listening
Speaking
Reading
Writing
12. Writing Good Language Objective...
1. Content Objective:
2. Language Objective:
Students will be able to name various lab equipment and discuss their function in a
group and present it to the rest of the class.
Listening
Speaking
Reading
Writing
Students will be able to review lab safety procedures and its purpose and identify lab
equipment
13. Checklist for Evaluating Content
and language Objectives.
The objectives are observable and measurable.
The objectives are written and presented in language the students can understand.
The content objective is related to the key concept of the lesson.
The language objective promotes student academic language growth (it is not
something most students already do well).
The language objective connects clearly with the lesson topic or lesson activities.
I have a plan for assessing student progress on meeting these objectives during the
14. Using Objectives Effectively...
Teachers need to share and discuss the objective with students.
Merly posting them does no good!!!!
Teachers need to use them as a guide for learning by referring back to them throughout the lesson.
As a result, students will know what their learning targets are for this lesson, and therefore, will be
actively engaged in the learning process.
Students need opportunities to talk about their learning in relation to the objective.
We know what they will learn. There is another question we need to ask. It is how they are going to access the content.
We will look at language objectives within the 4 different language domains.
What are the processes that students learn through?
