The document contains a daily lesson plan for an English language class for Year 5 students. The lesson is on free time and involves listening, speaking, reading and writing activities. In the listening activity, students will match pictures to words from a song about free time. In the speaking activity, students will work in pairs to discuss their interests, using a dialogue structure. In the reading activity, students will read a text on hobbies in Prague and complete comprehension questions.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
1. By:MissAsh
YEAR 5 DAILY LESSON PLANS
Success Criteria
Pupils can
1. listen and match at least 5 pictures
2. read and fill in at least 5 blanks
DAY Choose anitem. (Lesson 1) YEAR 5
SUBJECT English Language MODULE Listening
THEME World of self, family and friends DATE Clickor tap to entera date.
TOPIC Starter Unit: Free time TIME
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard:
Main: 1.2 Understand meaning in a variety of familiar
contexts
Complementary: 3.2 Understand a variety of linear
and non-linear print and digital texts by using
appropriate reading strategies
Pre-lesson: Teacher writes ‘free time’ on the board and ask
students to share what they think is free time.
Lesson delivery:
1. Pupils refer to textbook page 4 Activity 1 and asked to
check if any of their sharing earlier is in the box.
2. Pupils listen to audio CD1-02. Pupils listen to the song and
match the words to the pictures below orally.
3. Pupils refer to Activity 2. Teacher checks if pupils
understand the words.
4. Pupils read the text with a partner and guess which words
go in the gaps.
5. Pupils listen to CD1-03 to check the answers.
Post-lesson: Pupils in groups of 6 conduct a think-pair-share
where they share what they would do in their free time.
Learning Standard:
Main: 1.2.1 Understand with support the main idea
of longer simple texts on range of familiar topics
Complementary: 3.2.1 Understand the main idea of
simple texts of two paragraphs or more
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able to
listen and match pictures correctly.
Complementary: At the end of the lesson, pupils will
be able to read and fill the gaps correctly.
textbook songs/audio clips
a) THINKING SKILLS:
Applying
c) 21ST
CL ACTIVITIES:
Think-Pair-Share
b) CLASSROOM-BASED
ASSESSMENT: Observation
d) 21ST
CL METHOD: Pupil-
centred
REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.
2. By:MissAsh
YEAR 5 DAILY LESSON PLANS
Success Criteria
Pupils can
1. give at least 5 detailed information to their partner
2. write at least 6 detailed information
DAY Choose anitem. (Lesson 2) YEAR 5
SUBJECT English Language MODULE Speaking
THEME World of self, family and friends DATE Clickor tap to entera date.
TOPIC Starter Unit: Free time TIME
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard:
Main: 2.1 Communicatesimpleinformation
intelligibly
Complementary: 4.2 Communicatebasic information
intelligibly for a range of purposes in print and digital
media
Pre-lesson: Teacher shares his/her likes and dislikes. Teacher
plays a game where pupils stand up if the sentence teacher
says is true for them. For example: You like ______. You don’t
like ______.
Lesson delivery:
1. Pupils refer to textbook page 4 Activity 3 and complete try
to fill in the blanks with their own answers. Pupils are guided
with CD1-04.
2. Pupils listen to Activity 5. In pairs, pupils repeat the
dialogue substituting with their own interests.
For example:
A: I’m into _______. B: Oh, I don’t like _____. I like_____.
3. Pupils refer to textbook page 5 and completeActivities 1, 2
and 4. Teacher conducts Activity 1 orally and pupils can
complete Activities 2 and4 in their exercise books.
4. Pupils are given the Let’s Ask task sheet or asked to draw
the table in their exercise books.
5. Teacher demonstrates how to conduct the activity with the
pupils.
6. In groups of 3, pupils conduct the ‘Let’s Ask’ activity.
Post-lesson: Pupils share their findings with the class.
Learning Standard:
Main: 2.1.1 Give detailed information about
themselves
Complementary: 4.2.1 Give detailed information
about themselves
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able to
give detailed information based to their partner
correctly.
Complementary: At the end of the lesson, pupils will
be able to write detailed information correctly.
textbook songs/audio clips task sheet
a) THINKING SKILLS:
Analysing
c) 21ST
CL ACTIVITIES:
Pair/Group discussion
b) CLASSROOM-BASED
ASSESSMENT: Task
d) 21ST CL METHOD: Pupil-
centred
REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.
3. By:MissAsh
YEAR 5 DAILY LESSON PLANS
Success Criteria
Pupils can
1. read and create at least 3 sentences based on the sample.
2. keep the interaction going using their own dialogues.
DAY Choose anitem. (Lesson 3) YEAR 5
SUBJECT English Language MODULE Reading
THEME World of self, family and friends DATE Clickor tap to entera date.
TOPIC Starter Unit: Free time TIME
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard:
Main: 3.2 Understand a variety of linear and non-
linear print and digital texts by using appropriate
reading strategies
Complementary: 2.2 Use appropriate communication
strategies
Pre-lesson: Teacher projects World map or Google Earth on
the screen. Teacher asks if pupils know where Europe is, then
the Czech Republic. Teacher asks pupils the capital city of
Czech Republic (Ans: Prague). Pupils refer to textbook page 5
and say 3 differences between houses in Prague and Malaysia
based on the picture.
Lesson delivery:
1. Pupils refer to textbook page 5 Activity 6 and choose the
correct subject pronouns. Pupils compare their answers with
their partners and then teacher.
2. Teacher writes their, they’re and there on the board. Pupils
share sample sentences from Activity 6 that use the words.
2. Pupils read the text in Activity 7 with their partners. Then,
pupils refer to the box KEY PHRASES and are guided by the
teacher to complete the phrases.
3. Pupils practise their new dialogues. Teacher walks around
to guide students.
Post-lesson: Pupils are given a foldable to cut and paste.
Teacher asks pupils to make their own sentences using the
words under each flap.
Learning Standard:
Main: 3.2.1 Understand the main idea of simpletexts
of two paragraphs or more
Complementary: 2.2.1 Keep interaction going in
short exchanges by using suitable questions
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able to
read and create their own suitable dialogues.
Complementary: At the end of the lesson, pupils will
be able to keep the interaction going using their
dialogues.
textbook songs/audio clips foldable
a) THINKING SKILLS:
Analysing
c) 21ST
CL ACTIVITIES:
Pair/Group discussion
b) CLASSROOM-BASED
ASSESSMENT: Task
d) 21ST
CL METHOD: Pupil-
centred
REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.
4. By:MissAsh
YEAR 5 DAILY LESSON PLANS
Success Criteria
Pupils can
1. describe at least 3 objects by writing sentences
2. listen and draw at least 3 objects
DAY Choose anitem. (Lesson 4) YEAR 5
SUBJECT English Language MODULE Writing
THEME World of self, family and friends DATE Clickor tap to entera date.
TOPIC Starter Unit: Free time TIME
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard:
Main: 4.2 Communicatebasic information intelligibly
for a range of purposes in print and digital media
Complementary: 1.2 Understand meaning in a variety
of familiar contexts
Pre-lesson: Teacher writes ‘classroom objects’ on the board.
Pupils brainstorm and write the words on a piece of paper or
in their books. Then, teacher adds words such as furniture,
electrical objects, stationery and decoration on to the graphic
organizer. Pupils are called to the front to write their answers
based on the categories.
Lesson delivery:
1. Pupils refer to textbook page 6 Activity 1. Pupils listen to
CD1-06 and spell the answers to the pictures correctly.
2. Teacher check the answers with the pupils.
3. Pupils read the picture in Activity 2 on the same page.
Teacher can ask pupils to write the sentences in their books
or ask pupils to orally give the answers.
4. Pupils refer to Activity 4 and asked to draw in their exercise
books. Tell pupils to not look at their friends’ drawings and
it’s better to be different. Pupils write 4 sentences based on
their drawn picture.
Post-lesson: In pairs, pupils take turns to read their sentences
and draw. Ex: Pupil A read his/hersentences and pupil B draws
the picture while listening. Pupils compare their drawings to
their partners’ version.
Learning Standard:
Main: 4.2.4 Describe people, places and objects
using suitable statements
Complementary: 1.2.4 Understand longer sequences
of supported classroom instructions
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able to
describe objects in their self-drawn picture correctly.
Complementary: At the end of the lesson, pupils will
be able to understand the sequence of instructions
and draw the objects.
textbook songs/audio clips Choose an item.
a) THINKING SKILLS:
Analysing
c) 21ST
CL ACTIVITIES:
Pair/Group discussion
b) CLASSROOM-BASED
ASSESSMENT: Observation
d) 21ST CL METHOD:
Group-based activities
REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.
5. By:MissAsh
YEAR 5 DAILY LESSON PLANS
Success Criteria
Pupils can
1. give 1 or more explanations on whether they like the poem or not in their
own words.
2. guess at least 2 meaning of the words given using suitable gestures.
DAY Choose anitem. (Lesson 5) YEAR 5
SUBJECT English Language MODULE Language Art
THEME World of self, family and friends DATE Clickor tap to entera date.
TOPIC This Tooth TIME
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard:
Main: 5.2 Express personal responses to literary texts
Complementary: 3.2 Understand a variety of linear
and non-linear print and digital texts by using
appropriate reading strategies
Pre-lesson: Teacher plays ‘Simon says’ with the pupils.
Lesson delivery:
1. Pupils are introduced to the poem in the Anthology of
Poems page 18.
2. Pupils read the poem silently.
3. Teacher reads the poem with gestures (storytelling tone)
and pupils follow after the teacher.
3. Pupils are divided into Groups 1 and 2. Teacher writes
different sets of words from the poem for both the groups.
4. Teacher explains to pupils that in their groups they must
guess the meaning of the words based on the pictures
shown. Pupils can use words (clues) and movements to
describe the words.
5. Pupils conduct the activity and the group that guesses
most words the fastest will be the winner.
6. In groups, pupils act out their poem stanzas. Pupils read
the stanza and moveaccordingly when they read the verbs
they guessed earlier.
7. Pupils are prompted to share their opinions on whether
they like the poem or not. Teacher prompt pupils to give a
simple explanation.
Post-lesson: Teacher asks pupils,” What do you do if your
tooth is loose?” and pupils show their possible actions
without words.
Learning Standard:
Main: 5.2.1 Explain in simplelanguage why the like
or dislike an event, description or character in a text
Complementary: 3.2.3 Guess the meaning of
unfamiliar words from clues provided by title, topic,
and other known words
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able to
explain whether they like the poem using their own
words.
Complementary: At the end of the lesson, pupils will
be able to guess the meaning of words based on
pictures from the poem.
textbook Choose anitem. Choose an item.
a) THINKING SKILLS:
Evaluating
c) 21ST
CL ACTIVITIES:
Pair/Group discussion
b) CLASSROOM-BASED
ASSESSMENT: Observation
d) 21ST
CL METHOD:
Group-based activities
REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.