Can you answer Milly s question and tell her why? Jot down your answers on a note pad, then check the answer key below.
|
|
- Victor Russell
- 1 years ago
- Views:
Transcription
1 When you have to write a lesson plan is it sometimes difficult to write down your aims? This lesson will give you ideas on how to write better aims when you need to. Task 1 Milly s dilemma. Milly is asking for help from her Director of Studies. Milly: I m going to teach this lesson using a reading text. The students will spend quite a bit of time reading and then working on vocabulary-in-context. The only thing is there are some really good examples of the past continuous in the text. I want them to underline these verb forms because we studied them last week and it would be good revision. The problem is I m not really sure what my main aim is reading or grammar? Can you answer Milly s question and tell her why? Jot down your answers on a note pad, then check the answer key below. Task 1 Feedback Milly indicates that her students will spend quite a bit of time reading. Her focus on grammar looks like she will only get students to underline and notice the past continuous without doing a detailed focus on this verb phrase. This suggests that the main aim of Milly s lesson concerns the development of reading skills and the grammar focus is a subsidiary (or secondary) aim. Key skill Sometimes it is necessary to write detailed lesson plans, for example, when you are going to be observed by another teacher. Writing main and subsidiary aims for the lesson as a whole as well as writing aims for each step or stage in a lesson can help you to think carefully about what you are trying to achieve with your students.
2 Task 2 Writing clear aims Some of the following aims are well written, while others are not clear or do not contain enough detail. Put the aims into the appropriate column below. Aims a) For learners to distinguish between will and going to used to make spontaneous decisions in the context of stating intentions after a lottery win. b) By the end of the lesson learners will have had practice in using strategies to guess the meaning of new vocabulary in context. c) To clarify the present perfect continuous using a taped dialogue. d) For learners to practise the present continuous with the attached picture. e) To provide practice in scan listening skills in the context of listening to flight departure information at an airport. f) By the end of the lesson students will have had speaking practice and clarification of some tenses. g) To provide freer writing practice in the context of mini paragraphs. h) By the end of the lesson learners will have an understanding of which kinds of words can have both a weak and strong phonological form in authentic spoken language. i) For learners to practise detail reading and the inferring of opinion from a newspaper article with political bias. j) To focus on linking as per page 27 ex. 3 k) To clarify the form and meaning of the future perfect in the context of speculating about technology in the future. l) By the end of the lesson learners will have done a great variety of reading practice around the topic. Well written aims Aims are not clear or lack detail
3 Check your ideas in the answer key. Task 3 Aims in the procedure Sometimes it can be difficult to write aims in the procedure of the plan. You need to be sure you are stating an aim and not just describing what the students are going to do. For example: 1) To get students to read and answer question 1. 2) To make sure students have a gist understanding of the text. Comment: 1) is just describing procedure, but 2) is clearly stating an aim. Decide whether the following statements are (A) aims or (D) merely a description of activities. Put A or D in the column on the right. Statements A or D? a) To check learners understanding of the activity. b) To identify and highlight irregular simple past forms. c) To complete the second task. d) To discuss the answers in pairs. e) To provide oral fluency practice f) To underline examples of the present perfect in the text g) To plan the essay before the first draft h) To provide controlled oral practice of the target language i) To complete the gaps in the sentences j) To brainstorm and share ideas for the first draft.
4 Check your ideas in the answer key. Task 4 Aims and description Now describe activities that match the aims. The first example has been done for you. Example activities a) To check learners understanding of the activity. Description: The teacher asks oral asks oral questions to make sure the students know what they have to do. b) To identify and highlight irregular simple past forms. e) To provide oral fluency practice g) To plan the essay before the first draft h) To provide controlled oral practice of the target language Check your ideas in the answer key.
5 Thinking about your teaching You probably do not write detailed aims for lessons that you teach on a day-by-day basis. However, it is often a good idea to think about what your aims are in a lesson. Think of some lessons that you have taught in the last two or three weeks. Decide whether your aims were clear for these lessons or whether they were a bit confused and resulted in lessons that you were hot happy with. Do you think your students where clear about your aims? Note your thoughts in your Teaching Log. Taking it to the classroom Try telling your students what your aims are at the beginning of each lesson. You can write them up on the board. Alternatively, you could ask your students at the end of the lesson what they thought the aims were. It might be interesting to see what they say. If their ideas are different from yours, it is interesting to explore why. Want to find out more? Page 371 of The Practice of English Language Teaching (4 th edition) by Jeremy Harmer (Pearson 2007) has an introduction to lesson aims. On pages 124 to 128 of Learning Teaching (2 nd edition) by Jim Scrivener (Macmillan 2005), there is further reading on lesson aims. See also section 3 of Language Teaching Classroom Practice DVD & Workbook by Heather Richards and Karen Wise (AUT University 2007).
6 Answer Key Task 2 Feedback Well written aims a), b), e), h), i) and k) Aim not clear or lack detail c) To clarify the present perfect continuous using a taped dialogue. Comment: There is no mention of the topic of the dialogue or the context. d) For learners to practise the present continuous with the attached picture. Comment: There is no mention of what kind of practice oral or spoken, controlled or free. There is no mention of the context. f) By the end of the lesson students will have had speaking practice and clarification of some tenses. Comment: There is no mention of whether the speaking is language practice or more general fluency practice. The tenses are not named. g) To provide freer writing practice in the context of mini paragraphs. Comment: There is no mention of the text type (narrative, report, argument) or the topic of the text. j) To focus on linking as per page 27 ex. 3 Comment: There is no mention of whether the linking is to do with pronunciation or grammar. l) By the end of the lesson learners will have done a great variety of reading practice around the topic. Comment: There is no specific mention of the kind of reading sub skills (scan, skim, intensive) that will be practised in the lesson. Task 3 Feedback a. A b. A c. D d. D e. A f. D g. A h. A i. D j. D Task 4 Feedback b) To identify and highlight irregular simple past forms. Description: The teacher asks learners to underline simple past irregular forms in the text. She gives them a list of irregular verbs to help them identify new forms. e) To provide oral fluency practice Description: The students work in pairs to personalise the information in the text by telling each other about a recent holiday they have had. g) To plan the essay before the first draft Description: Students share their brainstorming notes and discuss the content of each paragraph of the essay. They write up a paragraph-by-paragraph plan. h) To provide controlled oral practice of the target language Description: The teacher uses white board prompts to elicit a four-line dialogue. Students then practise the dialogue in pairs.
7 This work is published under the Creative Commons 3.0 New Zealand Attribution Non-commercial Share Alike Licence (BY-NC-SA). Under this licence you are free to copy, distribute, display and perform the work as well as to remix, tweak, and build upon this work noncommercially, as long as you credit the author/s and license your new creations under the identical terms.
Task 1 Melissa and the computer suite.
Do you sometimes shy away from using computers with your learners? Are you not sure what to do with them? This lesson gives an introductory overview of materials and activities that are central to using
TEACHER NOTES. For information about how to buy the guide, visit www.pearsonpte.com/prepare
TEACHER NOTES The Official Guide contains: information about the format of PTE Academic authentic test questions to practise answering sample responses and explanations test taking strategies over 200
How to become a successful language learner
How to become a successful language learner By Alison Fenner English and German Co-ordinator, Institution Wide Language Programme Introduction Your success in learning a language depends on you! You may
Reading Strategies by Level. Early Emergent Readers
The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom
Lesson plan for piloting: Language Experience Approach
Around our college Topic: Our College Level: SfL pre-entry / SQA Access 2 ESOL Literacies / CEFR A1 Time: 70-90 minutes (more with extension writing activities) Aims To develop students ability to read
Teaching Methodology Modules. Teaching Skills Modules
3.3 Clarendon Park, Clumber Avenue, Nottingham, NG5 1DW, United Kingdom Tel: +44 115 969 2424. Fax: +44 115 962 1452. www.ilsenglish.com. Email: frances@ilsenglish.com Teacher Development Modules for Teachers
Independent Listening Task: Stereotypes
At a glance Level: ISE III Independent Listening Task: Stereotypes Focus: Independent listening task Aims: To develop listening strategies when listening to a lecture on the use of stereotypes in education
Haberdashers Adams Federation Schools
Haberdashers Adams Federation Schools Abraham Darby Academy Reading Policy Developing reading skills Reading is arguably the most crucial literacy skill for cross-curricular success in secondary schools.
KET for Schools Reading and Writing Part 9 teacher s notes
KET for Schools Reading and Writing Part 9 teacher s notes Description This is a guided discovery activity to find out what candidates need to do in KET for Schools Reading and Writing Part 9. Students
An Overview of Conferring
An Overview of Conferring You may have several important questions about writing conferences: ª What are the goals of a writing conference? ª When should I confer with students about their writing? ª What
Catering for students with special needs
Catering for students with special needs In preparing students for the assessment tasks, teachers need to be aware of the specific learning needs of individual students in their classes. These could include
COMPUTER TECHNOLOGY IN TEACHING READING
Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn
Task 3 Reading into Writing: Strict or Relaxed Parents?
Task 3 Reading into Writing: Strict or Relaxed Parents? Reading & Writing At a glance Level: ISE I Focus: Task 3 Reading into writing Aims: To read information on a topic, write opinions and give advice
Course Syllabus My TOEFL ibt Preparation Course Online sessions: M, W, F 15:00-16:30 PST
Course Syllabus My TOEFL ibt Preparation Course Online sessions: M, W, F Instructor Contact Information Office Location Virtual Office Hours Course Announcements Email Technical support Anastasiia V. Mixcoatl-Martinez
CLASSROOM ASSESSMENT TECHNIQUE EXAMPLES
CLASSROOM ASSESSMENT TECHNIQUE EXAMPLES By Thomas A. Angelo and K. Patricia Cross From Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Ed. Fifty Classroom Assessment Techniques are
Handbook for teachers
Teaching Knowledge Test TKT: Practical Handbook for teachers ISBN 978-1-906438-85-2 www.cambridgeesol.org/tktpractical 9 781906 438852 UCLES 2010 EMC/6412/0Y04 *8377839149* University of Cambridge ESOL
NAME: DATE: Leaving Certificate BUSINESS: Enterprise. Business Studies. Vocabulary, key terms working with text and writing text
Leaving Certificate Business Studies Enterprise Please see Teachers Notes for explanations, additional activities, and tips and suggestions. Learning Support Vocabulary, key terms working with text and
Shopping: Week 1 of 2
The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)
CELTA. Syllabus and Assessment Guidelines. Fourth Edition. Certificate in Teaching English to Speakers of Other Languages
CELTA Certificate in Teaching English to Speakers of Other Languages Syllabus and Assessment Guidelines Fourth Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is regulated
REPORT INFORMATION ON THE INSPECTION ON THE QUALITY OF LEARNING AND TEACHING IN FRENCH
An Roinn Oideachais agus Scileanna Department of Education and Skills Subject Inspection of French REPORT Virginia College Virginia, County Cavan Roll number: 70390L Date of inspection: 17 October 2014
The Use of Pictures and Illustrations in Teaching English
Hirosaki University Repository The Use of Pictures and Illustrat Title Teaching English Author(s) Uematsu, Hajime Citation 21 世 紀 教 育 フォーラム, 7, 2012, p.45-50 Issue Date 2012-03-31 URL http://hdl.handle.net/10129/4790
Task 1 Long Reading: Emotional Intelligence
At a glance Level: ISE II Task 1 Long Reading: Emotional Intelligence Focus: Task 1 Long reading Aims: To develop reading strategies by reading an article about emotional intelligence and answering three
9 Sat 11:30 am Golf with Tom and Harry
Student A Warm Up Work with a partner. What is your next appointment? Conversation Read and fill in the spaces. Scene: Pam and Bob work in different departments of ABC incorporated. Bob is calling Pam.
Introduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins.
The Introduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins. Grades: 4-6 Subjects: English, English As A Second Language Overview of Lesson Plan: Help students develop
Shinas College of Technology English Language Center Course Outline Level-2 Semester 1, September-December 2014
Shinas College of Technology English Language Center Course Outline Level-2 Semester 1, September-December 2014 Course Title : Grammar Program Level : Level-2 Textbook Methodology: Discovery approach Integrated
I. Title of Lesson: Learning from Artifacts and What Artifacts Tell Us
Lesson Plan Class: Seventh Grade Subject: World History Ancient Civilizations Topic: Unit One Investigating the Past: How are social scientists like detectives? I. Title of Lesson: Learning from Artifacts
Writing an Introductory Paragraph for an Expository Essay
Handout 27 (1 of 1) Writing an Introductory Paragraph for an Expository Essay Prompt Read the following: If you re like many Americans, you have just spent a few days in close quarters with your parents,
Indiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
Integrated Skills in English (ISE) Guide for Students ISE II (B2) Reading & Writing Speaking & Listening
Integrated Skills in English (ISE) Guide for Students ISE II (B2) Reading & Writing Speaking & Listening Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent
Centre for English Language Studies University of Birmingham. Masters in Teaching English as a foreign or second language
Centre for English Language Studies University of Birmingham Masters in Teaching English as a foreign or second language Analysis of three units of three different course books By Deborah Grossmann Spetember
Correlation: ELLIS. English language Learning and Instruction System. and the TOEFL. Test Of English as a Foreign Language
Correlation: English language Learning and Instruction System and the TOEFL Test Of English as a Foreign Language Structure (Grammar) A major aspect of the ability to succeed on the TOEFL examination is
Topic Task: Preparing Students for Conversation in the Topic Task At a glance
Topic Task: Preparing Students for Conversation in the Topic Task At a glance Level: ISE Foundation Focus: Topic task Aims: Developing skills in connected speech for the topic task and encouraging question
Writing for Impact Trainer s Notes
Professional English Writing for Impact Trainer s Notes Jeremy Day The publisher has used its best endeavours to ensure that the URLs for external websites referred to in these materials are correct and
Care Skillsbase: Skills Check 5 What Is Effective Communication?
Care Skillsbase: Skills Check 5 What Is Effective Communication? Interviewer s pack Contents Skills Check activity for general use Skills Check activity for domiciliary use Feedback form Personal development
Section 4: Key Informant Interviews
UCLA CENTER FOR HEALTH POLICY RESEARCH Section 4: Key Informant Interviews Purpose Key informant interviews are qualitative in-depth interviews with people who know what is going on in the community. The
Reading Listening and speaking Writing. Reading Listening and speaking Writing. Grammar in context: present Identifying the relevance of
Acknowledgements Page 3 Introduction Page 8 Academic orientation Page 10 Setting study goals in academic English Focusing on academic study Reading and writing in academic English Attending lectures Studying
Accelerated Professional Program (APP) Absolute Beginner Varies (Typically 50+ units)
APP English 1A Absolute Beginner emphasizes the development of practical language skills with a focus on business-related themes, vocabulary, and grammatical structures. The instructor will tailor the
POLITE ENGLISH. Giving advice FREE ON-LINE COURSE. Lesson 2: version without a key SZKOLENIA JĘZYKOWE DLA FIRM ZREALIZUJEMY TWÓJ CEL!
POLITE ENGLISH FREE ON-LINE COURSE Lesson 2: Giving advice version without a key WARM UP THINK Do you like giving advice? Do you often ask for advice? WATCH OUT! Do you know the difference between: ADVICE
TRY VISIT GO STAY TAKE WRITE FLY GO BUY
Warm Up Work with a partner. Tell your partner three things about your last holiday. Vocabulary Match the verb to the activity. TRY VISIT GO STAY TAKE WRITE FLY GO BUY photographs sightseeing souvenirs
Modern foreign languages
Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007
How to Take Running Records
Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted
ESP MARKETING TEACHER S NOTES
Teacher s notes: Level 1 (Intermediate) ESP MARKETING TEACHER S NOTES Worksheet A A. Vocabulary With stronger students, don t give them the correct answers until they have read the text and have had a
TeachingEnglish Lesson plans. Mobile phones. Topic: Mobile phones and text communications
Mobile phones Topic: Mobile phones and text communications Aims: - To develop students understanding of telephone and text communications - To give students a chance to practise speaking Level: Pre-intermediate
Achievement (business version)
Achievement (business version) Lesson code: I9Z5-VL8E-1V3A ELEMENTARY 1 Reading Read the text about Bill Gates and put the correct heading above each paragraph. BUSINESS CAREER CHARITY WORK PERSONAL LIFE
Site Security Officer
www.workbase.org.nz Literacy profile: Site Security Officer Role: Site security guards control access to and patrol sites, guard property against theft and vandalism, maintain order, ensure that site safety
Program Overview. This guide discusses Language Central for Math s program components, instructional design, and lesson features.
Program Overview Introduction This guide discusses Language Central for Math s program components, instructional design, and lesson features. What is Language Central for Math? Program Components Language
Class contents and exam requirements Code 20365 20371 (20421) English Language, Second language B1 business
a.y. 2013/2014-2014/2015 Class contents and exam requirements Code 20365 20371 (20421) English Language, Second language B1 business Program Master of Science Degree course M, MM, AFC, CLAPI, CLEFIN FINANCE,
Unit 1: Alliances. Preview. Listening 1 2. Keynotes. Reading: UNIT OBJECTIVES. Spring in their steps Language: Reading 1. Review of tenses Vocabulary:
UNIT 1 Unit 1: Alliances UNIT OBJECTIVES Reading: Spring in their steps Language: Review of tenses Vocabulary: Definitions; metaphors Career skills: Building relationships Culture at work: Working relationships
Language Reading Connection
Language Reading Connection Collaborating with Your SLP WELCOME! What is Project CENTRAL? Coordinating g Existing g Networks To Reach All Learners The ultimate goals are to provide professional development
Teacher s Pack h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8
Cleaners: accident reports! Teacher s Pack h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8 Cleaning: accident reports teachers notes GGCleaning: accident reports Contents Accident reports:
Tools to Use in Assessment
Tools to Use in Assessment II. Observations and Checklists Teachers have always watched and observed students in the classroom and they have made instructional decisions based on these observations. Too
The Good Old Days. 2. Famous places: Next, students must drag the pictures of the famous places to the names of the cities where they are.
The Good Old Days Level: 2º E.S.O. Grammar: Positive and negative descriptive adjectives. The simple past tense of the verb to be. There was / there were. The time. Functions: Describing past habits and
COMMUNICATION SKILLS SYLLABUS FOR THE CERTIFICATE COURSE IN PRIMARY EDUCATION
THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION AND VOCATIONAL TRAINING COMMUNICATION SKILLS SYLLABUS FOR THE CERTIFICATE COURSE IN PRIMARY EDUCATION 2009 Ministry of Education and Vocational Training,
Growing Strong Nonfiction Readers and Writers What Matters Most in and out of Class Presenter: Mary Ehrenworth
Parents as reading and writing partners: A day to help parents understand the literacy work their children are doing in school, and what to do at home to help their children grow and achieve at the highest
Interactive Whiteboards, Productive Pedagogies and Literacy Teaching in a Primary Context.
Interactive Whiteboards, Productive Pedagogies and Literacy Teaching in a Primary Context. Authors: Peter Kent, Assistant Manager Centre for Teaching and Learning, ACT Department of Education. And Matthew
Integrated Skills in English (ISE) Guide for Students ISE II (B2) Reading & Writing Speaking & Listening
Integrated Skills in English (ISE) Guide for Students ISE II (B2) Reading & Writing Speaking & Listening Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent
Action Plan for Teachers
Action Plan for Teachers a guide to teaching English by Callum Robertson Richard Acklam Learn English with BBC World Service BBC World Service broadcasts radio programmes for learners and teachers of English.
STIR Education Micro-Innovations that raise results STUDENT ATTENDANCE SCANNER
STIR Education Micro-Innovations that raise results STUDENT ATTENDANCE SCANNER FOCUS: DISCILINE STUDENT ATTENDANCE SCANNER STIR EDUCATION At STIR Education, our belief is that the best way to improve the
Ms Juliani -Syllabus Special Education-Language/ Writing
Ms Juliani -Syllabus Special Education-Language/ Writing * As a teacher, I have high expectations for my students and believe that they need to be encouraged, nurtured, and rewarded for their efforts.
No Evidence. 8.9 f X
Section I. Correlation with the 2010 English Standards of Learning and Curriculum Framework- Grade 8 Writing Summary Adequate Rating Limited No Evidence Section I. Correlation with the 2010 English Standards
EiM Syllabus. If you have any questions, please feel free to talk to your teacher or the Academic Manager.
EiM Syllabus EiM Syllabus First, a word about our EiM courses. The Standard Course focuses on the key skills areas of listening, speaking, reading and writing while, underlying this is the emphasis on
ETS Automated Scoring and NLP Technologies
ETS Automated Scoring and NLP Technologies Using natural language processing (NLP) and psychometric methods to develop innovative scoring technologies The growth of the use of constructed-response tasks
TEFL Cert. Teaching English as a Foreign Language Certificate EFL MONITORING BOARD MALTA. January 2014
TEFL Cert. Teaching English as a Foreign Language Certificate EFL MONITORING BOARD MALTA January 2014 2014 EFL Monitoring Board 2 Table of Contents 1 The TEFL Certificate Course 3 2 Rationale 3 3 Target
UCC Writing Survey of Students
UCC Writing Survey of Students In November of 2014, over 750 undergraduates completed a short online survey about undergraduate writing. Respondents were almost evenly divided among all four classes, with
Facilitator: Dr. Mervin E. Chisholm h Manager/Coordinator, IDU
Developing Your Course Outline Facilitator: Dr. Mervin E. Chisholm h Manager/Coordinator, IDU What Will We Be Doing Today? Use instructional design models and to decide on appropriate it approaches to:
Penguin Facts. Standards for the 21st-Century Learner. Published on AASL Learning4Life Lesson Plan Database
Published on AASL Learning4Life Lesson Plan Database Penguin Facts Created by: Neely Swygert Title/Role: Teacher Librarian Organization/School Name: Gadsden Elementary Location: South Carolina Grade Level:
Spoken English for Work (SEW) exams Guide for Teachers (B1)
Spoken English for Work (SEW) exams Guide for Teachers (B1) Trinity College London 89 Albert Embankment London SE1 7TP UK T +44 (0)20 7820 6100 F +44 (0)20 7820 6161 E esol@trinitycollege.co.uk www.trinitycollege.co.uk
Planning and preparing presentations Giving presentations Features of a good presentation Poster presentations
Presentations What is a presentation? Planning and preparing presentations Giving presentations Features of a good presentation Poster presentations For further information and the full range of study
Helping English Language Learners Understand Content Area Texts
Helping English Language Learners Understand Content Area Texts English language learners (ELLs) experience intense problems in content area learning because they have not yet acquired the language proficiency
Rygaards International Secondary School Assessment, Recording and Reporting Policy
Rygaards International Secondary School Assessment, Recording and Reporting Policy ASSESSMENT The purpose of assessment The purpose of assessment is to enhance the quality of teaching and learning. Assessment
Elementary School Lesson Plan: Understanding Main Idea and Details
Elementary School Lesson Plan: Understanding Main Idea and Details From the classroom of Angela Szakasits, 5 th grade Reading and Social Studies teacher at North Topsail Elementary School in Hampstead,
Inglés. Primer Año de Ciclo Básico. Guía Didáctica
Inglés Primer Año de Ciclo Básico Guía Didáctica 1 Inglés Primer Año de Ciclo Básico Guía Didáctica Fran Linley Brian Abbs Chris Barker Ingrid Freebairn 1 with Gabriel Díaz Maggioli Rosario Estrada Laura
Summary of Lesson Plan
LESSON PLAN, UNIT 9: VOCABULARY (for Student pages 102-103) Summary of Lesson Plan Vocabulary (Student pages 102-103) 60 minutes Vocabulary (Student pages 102-103) 60 minutes Content: personal banking
Download Check My Words from: http://mywords.ust.hk/cmw/
Grammar Checking Press the button on the Check My Words toolbar to see what common errors learners make with a word and to see all members of the word family. Press the Check button to check for common
Top Notch Second Edition Level 3 Unit-by-Unit CEF Correlations
Top Notch Second Edition Level 3 Unit-by-Unit Correlations Full Course Correlation with International Standards and Exams LEVEL PTE ALTE UCLES IELTS TOEIC TOEFL (paper) TOEFL ibt Fundamentals A1 - - -
A Comparative study of two classes One with a MyEnglishLab component; One without. Rob Dean
A Comparative study of two classes One with a MyEnglishLab component; One without. Contents: 1. Background and Rationale 2. Class Scenario 3. Class Profile 4. A week in the life of the Class Without MyEnglishLab
Grade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence
Grade 4: Module 3B: Unit 3: Lesson 2 How Authors Support Their Opinions with Reasons and Evidence This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Guide to Preparing Teaching Statements and Dossiers: For Graduate Students and Teaching Assistants
2015 Guide to Preparing Teaching Statements and Dossiers: For Graduate Students and Teaching Assistants Are you a graduate student intent on pursuing an academic career? If so, you will be required to
EAS Basic Outline. Overview
EAS Basic Outline Overview This is the course outline for your English Language Basic Course. This course is delivered at pre intermediate level of English, and the course book that you will be using is
AP SPANISH LANGUAGE AND CULTURE EXAM 2014 SCORING GUIDELINES
AP SPANISH LANGUAGE AND CULTURE EXAM 2014 SCORING GUIDELINES Identical to Scoring Guidelines used for French, German, and Italian Language and Culture Exams Interpersonal Speaking: Conversation 5: STRONG
For All Psychology Courses STUDENT PACKET FOR PORTFOLIO DEVELOPMENT. Dr. Rosalyn M. King, Professor
For All Psychology Courses STUDENT PACKET FOR PORTFOLIO DEVELOPMENT Dr. Rosalyn M. King, Professor [You can download this packet from www.psyking.net, under Psy201-202, Lessons and Handouts, Downloadable
Graded Examinations in Spoken English (GESE)
Graded Examinations in Spoken English (GESE) Syllabus from 1 February 2010 These qualifications in English for speakers of other languages are mapped to Levels A1 to C2 in the Common European Framework
Teaching Qualifications. TKTPractical module. Teaching Knowledge Test. Handbook for Teachers
Teaching Qualifications TKTPractical module Teaching Knowledge Test Handbook for Teachers contents Preface This handbook provides information for centres and candidates interested in taking TKT: Practical.
GESE Elementary steps. Guide for teachers, Grades 4 6
GESE Elementary steps Guide for teachers, Grades 4 6 What is Trinity College London? Trinity College London is an independent international exams board, fully accredited in England as an awarding body.
Communicative Textbooks: English Language Textbooks in Iranian Secondary School
Communicative Textbooks: English Language Textbooks in Iranian Secondary School Mahdi Dahmardeh (Warwick) Abstract English language teaching materials (textbooks) play an important role in many language
Exam Information: Graded Examinations in Spoken English (GESE)
Exam Information: Graded Examinations in Spoken English (GESE) Specifications Guide for Teachers Regulations These qualifications in English for speakers of other languages are mapped to Levels A1 to C2
ESCOLA BÁSICA D. DOMINGOS JARDO. 7.º ANO Coursebook: iteen 7 ANO LETIVO 2013/2014. 1st TERM Number of lessons: 39-42
7.º ANO Coursebook: iteen 7 ANO LETIVO 2013/2014 1 PRESENTATION DIAGNOSTIC TEST Students are expected to: Recall knowledge previously acquired. Widen their vocabulary range within the subtopics. Develop
Task 4 Extended writing: The advantages and disadvantages of using mobile phones
Task 4 Extended writing: The advantages and disadvantages of using mobile phones Level: ISE II Focus: Task 4 Extended writing Aims: To write an essay on the advantages and disadvantages of using mobile
My week. Vocabulary (SB page 18) Unit objectives. My day. Word XP. To start. Power up
02 My week Unit objectives Reading: Vocabulary: Grammar: Listening: Speaking: Writing: Vocabulary (SB page 18) Ask students: How many days are there in a week? Which days are the weekend and which are
Scenario 2: Assessment Practices. Subject Matter: Interactive Communication. Acquiring and Presenting Cultural Information.
Task 1: Principles of Content-Specific and Developmentally Appropriate Pedagogy for Single Subject In Task 1: Principles of Content-Specific and Developmentally Appropriate Pedagogy includes four scenarios.
KEY SKILLS OF JUNIOR CYCLE
KEY SKILLS OF JUNIOR CYCLE Key skills of junior cycle Learners need a wide range of skills to help them face the many challenges presented to them in today s world. They develop specific skills in their
Student Handbook. Part C Courses & Examinations
Student Handbook Part C Courses & Examinations Student Handbook Part C Courses & Examinations CONTENT Testing & Progress Approach General English Course Descriptions Beginner to Pre-Intermediate Course
The Academic Language of Tests
Teaching Your Secondary English Language Learners The Academic Language of Tests Focusing on English Language Arts Contents I. Introduction...1 II. Teaching the Language of the Reading-Objective Questions...3
Barbara J. Ehren, Ed.D., CCC-SLP Research Associate Libby23@aol.com
Nanette Fritschmann Doctoral Fellow nfritsch@ku.edu Irma Brasseur Doctoral Candidate ibrasser@ku.edu Barbara J. Ehren, Ed.D., CCC-SLP Research Associate Libby23@aol.com The University of Kansas Center
Corporate and Promotional Programme Production
Unit 28: Corporate and Promotional Programme Production Unit code: QCF Level 3: Credit value: 10 Guided learning hours: 60 Aim and purpose R/600/6611 BTEC National This unit aims to provide learners with
Welcome to. The school exceeds expectations for the quality of education. The quality of teaching and learners achievements is excellent.
2 3 contents Introduction 3 Why Communicate School? 4 Students from many different countries 5 Why study in Manchester? 6 Course selection & progress 8 Teaching method 9 General English 10 IELTS 12 Conversation
LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
COURSE SYLLABUS ESU 561 ASPECTS OF THE ENGLISH LANGUAGE. Fall 2014
COURSE SYLLABUS ESU 561 ASPECTS OF THE ENGLISH LANGUAGE Fall 2014 EDU 561 (85515) Instructor: Bart Weyand Classroom: Online TEL: (207) 985-7140 E-Mail: weyand@maine.edu COURSE DESCRIPTION: This is a practical
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS For implementation in 2013 Contents English as an Additional Language... 3 Introduction... 3 Structure of the EAL Companion... 4 A Stages Lower
Integrated Skills in English (ISE) Guide for Students ISE III (C1) Reading & Writing Speaking & Listening
Integrated Skills in English (ISE) Guide for Students ISE III (C1) Reading & Writing Speaking & Listening Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent