UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES
|
|
- Priscilla Hopkins
- 7 years ago
- Views:
Transcription
1 UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES SUBJECT S PROGRAM INTERMEDIATE ENGLISH II/LAB. CAREERS IN WHICH THIS SUBJECT IS TAUGHT MODERN LANGUAGES, MINOR ON TOURISM. EDUCATION, MAJOR ON FOREIGN LANGUAGES DIDATICS. REFERENCE DATA FORMATION AREA CYCLE CODE PRE-REQ CREDITS NUMBER OF HOURS THEORETICAL HOURS PRACTICE HOURS TUTORIAL HOURS INDEPENDENT STUDY HOURS COMMON GENERAL 5 TH ING-3 ING
2 THE SUBJECT S PRESENTATION Intermidiate English II takes participants from low intermidiate (Intermidiate I) to high intermediate. It continues to prepare them to develop competences to be able to have fluent interaction with any speakers of English in any part of the world. The content of this level is composed of the last 4 units of the Elevator I Textbook, that is, units 3 to 6, and also the review activities found from page to 33, which consolidate all the knowledge and skills acquired during the four levels covered by this book. The topics to be discussed are: life today and yesterday, tourist attractions and vacations, changes to make in life, nosy neighbors, health problems and possible solutions, generation gaps, annd so forth. Some video activities are also included, in accordance with the topics seen. PRIOR KNOWLEDGE The set of prior knowledge required for this level is composed of all the competences developed in previous courses, like: competence to: discuss daily routines, express preferences about food and leisure time activities, describe weather conditions, write s, talk about past events, describe last vacations and trips, write a postcard, and the like EDUCATIONAL PURPOSE The educational purpose of this class is to continue to provide participants with all the tools they need to go on developing competences to comprehend and produce oral and written texts that can respond to all communicative situations in which they are going be to involved. General competence: PROFESSIONAL PROFILE S COMPETENCES Capacity to communicate, orally and in the written form, in the mother tongue and in a foreign language.
3 THE SUBJECT S SPECIFIC COMPETENCES. Speaks and writes about events in the past.. Makes comparisons between people, places, and objects. 3. Compares the past and the present. 4. Writes an about his/her memories. 5. Reads and understands texts about life in a past decade. 6. Reads and writes a website forum about the 990s. 7. Uses certain expressions of doubt to give his/her point of view. 8. Talks and writes about future plans. 9. Asks and answers questions about future plans.. Writes an about new neighbors.. Speaks and writes about tourist attractions.. Reads and comprehends articles about people s plans. 3. Asks and describes how she/he feels. 4. Talks and writes about health problems and illenesses. 5. Writes sick notes to other people, like, for example, to his/her teacher or boss. 6. Asks for and gives advice for solving health problems. 7. Reads and understands medical advice articles. 8. Listens to and understands conversations between doctors and patients. 9. Responds to and make suggestions about different life situations. 0. Talks and writes about vacation plans.. Discusses topics related to current and previous generations.. Reads and understands magazine articles about different generations. 3. Listens to and understands people talking about their plans for the summer. 4. Writes a diary entry. 5. Values and analyzes differences between generations. 6. Compares generatrion gaps. 7. Writes and speaks about summer activities. 8. Has the competence to write a diary about a certain year. 3
4 UNIT XIII : DECADES CONTENTS AND PER UNIT: FIRST AND SECOND WEEKS TUTORIAL INTERACTION 6 TIH INDEPENDENT STUDY 8 HOURS OF INDEPENDENT STUDY EXPECTED RESULTS Communication: 3.. Talks and writes about past decades. 3.. Compare current life to that of past decades Give opinions about past events Compare people, places, and objects Write a quiz on the 80s and 90s. Grammar: 3.6. Past simple: regular and irregular verbs Comparatives. Vocabulary: 3.8. Nouns related to the 970s.. Brainstorming: Everyone will give opinions about what life was like some decades ago: 70s, 80s, 90s They are to make comparisons to current life.. Class work: The facilitator and participants are going to review the past tense of regular and irregular verbs. A list on the board will do. 3. Pair work: Participants get together to talk about their life and personality a decade ago: how things have changed. 4. Textbook work: The whole class will work in the textbook reading, writing, speaking activities, from page 96 to page. 5. Forum: When has life been better, yesterday or today? Why? 6. Dictation: Participants are going to listen to a text about life in the 70s, and then they will write what they hear. 0 4 Hours Writing: Participants are going write a quiz on the 80s and 90s.. Writing: The will write an to a friend about the 990s. 3. They will make a list of words and expressions used around the 80s and 90s, to compare them to current words and expressions. 4. Oral presentation: Participants are to choose a decade from the 70s, 80s, 90s, 000 to make an oral presentation about events and characteristics of those years. 5. Workbook exercises: Participants will complete the exercises of unit 3 in the workbook.. 8. They have the competence to talk and write about past decades.. They can compare current life to life some decades ago. 3. They are able to give opinions about past events. 4. They compare people, places, objects, and times. 5. They the ability to ask and answer questions about the past Words to compare people, places, objects, 4
5 and times. 3.. Adjectives to describe times/past decades. CONTENTS AND PER UNIT: THIRD AND FOURTH WEEKS UNIT XIV: GOING PLACES TUTORIAL INTERACTION 6 TIH INDEPENDENT STUDY 8 HIS EXPECTED RESULTS Communication: 4.. Speak and write about tourist attractions. 4.. Describe the main tourist attrations where one lives Talk and write about future plans and changes to make in one s life Describe the personality of one s neighbors. Grammar: 4.5. GOING TO to refer to future plans HOPE TO and WANT TO to express desires in the. Participants are looking at pictures of tourist attractions to determine the names and locations of such places.. Peer work: Participants get together to share information about tourist attractions they have been to in their country. 3. Dictation: Participants are going to write some general knowledge sentences the facilitator will dictate. 4. Peer work: Participants get together to share information about their future plans for next vacations. 5. Class speaking: Everyone is going to participate by sharing the changes they want and hope to make in their lives Portfolio: Participants are going to make a portfolio which contains pictures of tourist attractions they would like to visit in different parts of the world. They will also say why.. Writing: Participants will write an to a friend about their future plans for next vacations. 3. By usin WANT and HOPE TO, participants are going to send a letter to the teacher about some desires they have in their lives. 4. They will make a description of their nearest neighbors personality. 8. They have the competence to speak about and describe tourist attractions around the world and in their country.. They are able to write and talk about future plans and changes they want to make in their lives. 3. They have capacity de refer to other people personality, especially that of their neighbors. 4. They know how to use WANT and HOPE TO to express desires and future intentions. 5. They use words related to the tourism sector in a correct way to talk about issues and places concerning tourism. 5
6 future. Vocabulary: 4.7. Words related to tourist attractions Phrases to describe lifestyle changes Words to express doubt. 6. Textbook: In the textbook, the facilitator and participants are going to work the exercises and activities it suggests, from page to Forum: What changes would you like to make in your life? Participants have to complete the exercises and activities in the workbook, for unit Oral presentation: Participants are going to prepare an oral presentation about tourist attractions in the world. Explanation in front of class. 7. Review: They are going to complete the review unit on pages CONTENTS AND PER UNIT: FIFTH AND SIXTH WEEKS UNIT XV: DOCTOR, DOCTOR TUTORIAL INTERACTION 6 TIH INDEPENDENT STUDY 8 ISH EXPECTED RESULTS Communication: 5.. Name internal and external parts of the body. 5.. Speak and write about health problems Ask and describe how one. The facilitator will illustrate parts of the body by showing pictures to participants.. The facilitator and the whole class will write on the board a list of words that refer to health problems (signs and symptoms). 3. The facilitator will show 0 0. Make a list of illenesses that can affect different parts of the body.. Make a list of names of spacialists that can help one about health problems. 3. Writing: Write a sick note to your professor.. They are competent to name parts of the body.. They can talk and write about health problems. 3. They are able to desccribe how they and others feel. 4. They have the ability to 6
7 feels Ask for and give advice about health problems Describe signs and symptoms, as well as some common illnesses. Grammar: 5.6. Feel vs. have Should and shouldn t Vocabulary: situations to participants, so that they can give advice by using the modal should/shouldn t. 4. Role play: Participants are going to take part in dramas: Doctor and patients. 5. Forum: What are some habits that make us healthy? 6. Lab. Class: Video epidose about doctor and patient, from WorldLink Video Activity Book. 7. Textbook: Unit 5 exercises and activities, from page to Complete the exercises that are left undone from the video activity book. 5. Oral presentation. Participants are going to make a presentation about advice for good health habits. 6. Workbook: They have to do the exercises and activities in the workbook. 3 6 Hours 6 speak about different illnesses (signs and symptoms). 5. They can give advice to others about how to take care of health. 6. They have the competence to speak and write about good habits for health Body parts Words related to health problems. 5.. Expressions to describe how one feels. 7
8 CONTENTS AND PER UNIT: SEVENTH AND EIGHTH WEEKS UNIT XVI: MY GENERATION TUTORIAL INTERACTION 6 TIH INDEPENDENT STUDY 8 ISH EXPECTED RESULTS Communication:. 6.. Discuss generation gaps. 6.. Read and analyze articles about different generations Compare likes and dislikes of different generations, including curret ones Make and respond to suggestions about vacation plans. Grammar: 6.5. Review of present and past tense.. The facilitator and participants will discuss different generation gaps.. Peer work: Participants will get together to talk about defferences between their generation and their parents generation. 3. Pair work: Participants are to speak about the various activities that can be done during the summer. 4. Video episode: Participants are going to watch a video episode about activities for summer vacations, from WorldLink Video Activity Book. 5. Forum: What comparisons can you make between you generation and your parents one? 6. Textbook: The whole class is going to work the exercises and activities in the textbook Writing: Participants are going to write a diary about this year.. Oral presentaton: They are to make a presentation on diverse generation gaps. 3. Video Activity Book: They will complete the exercises left undone in the Video Activity Book. 4. Activities and exercise for unit 6 from the Resource Bank Book. 5. Review activities: From page to Workbook: To complete exercises and activities for unit 6 in the workbook They have capacity to speak and write about different generation gaps.. They are good at appreciating differences in various generations. 3. They can make comparisons about likes and dislikes of different generations. 4. They are able to make and respond to suggestions about vacation plans and summer activities Review of GIONG to and MODALS. 8
9 Vocabulary: 6.7. Words that refer to leisure activities Expressions to make and respond to suggestions. ADES Y ACTIVIDADES CONTENTS AND PER UNIT: EIGHTH WEEK TUTORIAL INTERACTION 3 TIH INDEPENDENT STUDY ISH EXPECTED RESULTS 0. Feedback about questions originated from activities done as independent studies Assessment of participations in forums, homework, and other platform activities. -. Handing in Projects on time.. Department Test Learning Self-evaluation. 3. Coevaluation. 4- Final Project s form and content corrections. 9
10 EVALUATION STRATEGIES CRITERIA INSTRUMENTS PERCENTAGES (%) Knowledge of the topic, coherence, Oral presentations analysis and creativity. Slides for oral presentations. 5% Written reports Originality, research, analysis, writing, orthography. Analytical and reflexive reading reports. 5% Written tests Final project Virtual activities: forums, chat, homework Participation in facilitations Objectivity, coherence, clarity, and disposition. Clarity, relation with the current reality, personal reflexions, citations, bibliographic cites, and coherence. Punctuality, spontaneity, originality, and creativity. Democracy, respect, coherence, seriousness, and attention. Written partial tests. 30% Bibliographic and field research. 0% UAPA s platform use. % Self and co-evaluations in the classroom. % First week facilitation Weekly assignments Final Research/project Tests INFORMATION TO REMEMBER The facilitator will begin the subject by presenting the program, the general and specific competences that participants must develop, as well as by explaining the parameters of evaluation and how every process will be carried out weekly. Will be handed in the dates established by the facilitator or sent by the virtual campus. It is important to study the contents of every unit to develop the subject s competences. Competences will be developed as long as you keep doing your homework assignments and practicing the target language inside and outside class. Will be assigned the fisrt week and developed during the whole bimester, handed in the 8th week. To be taken the 4th and 8th weeks. Tests are based on all the contents of the subject.
11 Basic BIBLIOGRAPHY. Gray, David: Elevator I Textbook. Richmond Publishing Edwards, Lynda: Elevator I Workbook. Richmond Publishing Stempleski, Susan: World Link Video Course. Workbook Intro. Thomson. Boston COMPLEMENTARY. Edwards, Lynda: Elevator I Resoursce Bank. Richmond Publishing.007. THE SUBJECT S FACILITATOR S PROFILE: The facilitator for this subject must be licensed on languages and have a professional preparation and experience on language teaching of all levels, as well as the following qualities for teaching English: patience and tolerance; open-minded and dynamic. Done by: REVISED BY: Luz Rosa Estrella. José Parra: Language School Director. Elizabeth Filpo, Tourism School Professor. This program was finished and approved by the Curricular Reform Office, June 0.
UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES
UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES SUBJECT S PROGRAM ENGLISH I CAREERS IN WHICH THIS SUBJECT IS TAUGHT PSYCHOLOGY ACCOUNTING MARKETING BUSINESS MANAGEMENT
More informationUNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES
UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES SUBJECT S PROGRAM ENGLISH III CAREERS IN WHICH THIS SUBJECT IS TAUGHT PSYCHOLOGY ACCOUNTING MARKETING BUSINESS MANAGEMENT
More informationUNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES
UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES SUBJECT S PROGRAM ENGLISH II CAREERS IN WHICH THIS SUBJECT IS TAUGHT PSYCHOLOGY ACCOUNTING MARKETING BUSINESS MANAGEMENT
More informationESCUELA DE LENGUAS CENTRO DE IDIOMAS ESCUELA SUPERIOR POLITECNICA DE CHIMBORAZO LANGUAGE CENTER
ESCUELA SUPERIOR POLITECNICA DE CHIMBORAZO LANGUAGE CENTER ENGLISH SYLLABUS FOR THE SCHOOL OF ECOTOURISM ENGINEERING LEVELS: IV, V, VI, VII INFORMATION DATA: SCHOOL: ECOTOURISM. SUBJECT: ENGLISH LEVELS:
More informationLEVEL 5-1 - New Headway Intermediate
LEVEL 5-1 - New Headway Intermediate SKILLS-BASED SPEAKING Students should be able to GRAMMAR VOCABULARY PRONUNCIATION LISTENING WRITING TOPICS: Exploring the World Unit 1 PG 6-13 ask and answer questions
More informationCURRICULUM GUIDE SPANISH FOUR HADDAM-KILLINGWORTH HIGH SCHOOL July 2005/revised April 2008
COURSE: Spanish 4 CURRICULUM GUIDE SPANISH FOUR HADDAM-KILLINGWORTH HIGH SCHOOL July 2005/revised April 2008 Prepared by: William Bartholomew Corey Borzain Consuelo Magleby LENGTH OF COURSE: One year,
More informationMStM Reading/Language Arts Curriculum Lesson Plan Template
Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.
More informationPART II: ACTIVITY PACKETS. Lesson Planning. What Are the Essential Components of a Lesson Plan?
PART II: ACTIVITY PACKETS Adult English language learners generally have limited time to devote to participating in language classes. A good lesson plan is an important tool that focuses both the instructor
More informationCOMPUTER 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
More informationESL RUBRICS. As we learned in the workshop entitled Incorporating Rubrics into Instruction which is part of
ESL RUBRICS As we learned in the workshop entitled Incorporating Rubrics into Instruction which is part of the Student Success ASSESSMENT certificate, rubrics can be used for formative assessment. Formative
More informationTools 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
More informationSTAGE 2 ASSESSMENT EVIDENCE
Title: Exprésate! Subject/Course: Spanish II Topic: Familiares y amigos Chapter 1 Grades: 8 th 12 th Designer(s): Spanish teachers STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.1, A.1.2.3,
More informationChecklist for Recognizing Complete Verbs
Checklist for Recognizing Complete Verbs Use the following six guidelines to help you determine if a word or group of words is a verb. 1. A complete verb tells time by changing form. This is the number
More informationGet Ready for IELTS Writing. About Get Ready for IELTS Writing. Part 1: Language development. Part 2: Skills development. Part 3: Exam practice
About Collins Get Ready for IELTS series has been designed to help learners at a pre-intermediate level (equivalent to band 3 or 4) to acquire the skills they need to achieve a higher score. It is easy
More informationUseful classroom language for Elementary students. (Fluorescent) light
Useful classroom language for Elementary students Classroom objects it is useful to know the words for Stationery Board pens (= board markers) Rubber (= eraser) Automatic pencil Lever arch file Sellotape
More informationEnglish for Academic Skills Independence [EASI]
Session 8 English for Academic Skills Independence [EASI] Grammar Quiz Quick question from Session 7 What are the three most important tenses for university study? The three most important tenses for academic
More informationSpeaking for IELTS. About Speaking for IELTS. Vocabulary. Grammar. Pronunciation. Exam technique. English for Exams.
About Collins series has been designed to be easy to use, whether by learners studying at home on their own or in a classroom with a teacher: Instructions are easy to follow Exercises are carefully arranged
More informationDivision of Arts, Humanities & Wellness Department of World Languages and Cultures. Course Syllabus SPANISH I LAN 113
Division of Arts, Humanities & Wellness Department of World Languages and Cultures Course Syllabus SPANISH I LAN 113 Semester and Year: Spring 2012 Course and Section number: 113-003/ 113-010 Meeting Times:
More informationDivision of Arts, Humanities & Wellness Department of World Languages and Cultures. Course Syllabus. 한국어 2 Korean II LAN 265
Division of Arts, Humanities & Wellness Department of World Languages and Cultures Course Syllabus 한국어 2 Korean II LAN 265 Semester and Year: Course and Section number: Meeting Times: Location: INSTRUCTOR:
More informationSubject: Spanish as a Foreign Language, Middle School Program
Subject: Spanish as a Foreign Language, Middle School Program Overview: The Spanish as a Foreign Language Program at BNS focuses on the development of communication and comprehension skills. The Middle
More informationClass 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,
More informationFrench Curriculum Grades 4-8
French Curriculum Grades 4-8 French Grade Four: 1. Students will be introduced, recognize, and recite the French alphabet. 2. Students will recognize, recite and respond to simple French greetings. 3.
More informationTask-Teach-Task Sample Lesson
Task-Teach-Task Sample Lesson Lesson Title: Getting to Know One Another Communicative Goal(s): Introducing yourself; Asking/answering questions to learn more about someone. Objective(s): Students will
More informationListening Student Learning Outcomes
Listening Student Learning Outcomes Goals for Learning Has sufficient vocabulary to comprehend an unsimplified academic lecture Can paraphrase academic discourse effectively in writing and discussion from
More informationTask 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
More informationGESE Initial steps. Guide for teachers, Grades 1 3. GESE Grade 1 Introduction
GESE Initial steps Guide for teachers, Grades 1 3 GESE Grade 1 Introduction cover photos: left and right Martin Dalton, middle Speak! Learning Centre Contents Contents What is Trinity College London?...3
More informationWilliams Middle School Lesson Plans
Name: Kirsten Washington Date: 08/17/15-08/21/15 Class: German 7 th /8 th /Introduction to German 7 th grade 8 th grade 7 th grade 8 th grade 7 th grade Introduction/Rules and Procedures, Germany Students
More informationREPORT 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
More informationTo download the script for the listening go to: http://www.teachingenglish.org.uk/sites/teacheng/files/learning-stylesaudioscript.
Learning styles Topic: Idioms Aims: - To apply listening skills to an audio extract of non-native speakers - To raise awareness of personal learning styles - To provide concrete learning aids to enable
More informationAcalanes Union High School District Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE
Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE COURSE TITLE: GRADE LEVEL: Grades 9-12 COURSE LENGTH: One Year PREREQUISITE: Spanish 1 or equivalent experience CREDIT: 10 units UC/CSU CREDIT: Receives UC/CSU
More informationLinked sounds Listening for spelling of names and phone numbers. Writing a list of names and phone numbers Work book pg 1-6
TOPICS: Alphabet; greetings, names and titles of address; numbers and phone numbers PG 2-7 introduce themselves friends, say hello goodbye; ask for names and phone numbers Possessive adjectives my, your,
More informationAPPENDIX A: ACTFL GUIDELINES. APPENDIX C: Methodology for Innovative Instruction in K-12 World Language Programs
APPENDIX A: ACTFL GUIDELINES APPENDIX C: Methodology for Innovative Instruction in K-12 World Language Programs 261 APPENDIX A: C: METHODOLOGY ACTFL GUIDELINES FOR INNOVATIVE INSTRUCTION IN K-12 Figure
More informationHow Can Teachers Teach Listening?
3 How Can Teachers Teach Listening? The research findings discussed in the previous chapter have several important implications for teachers. Although many aspects of the traditional listening classroom
More informationSpanish Curriculum Grades 4-8
Spanish Curriculum Grades 4-8 Spanish Grade Four 1. Students will be introduced, recognize, and recite the Spanish Alphabet. 2. Students will recognize, recite and respond to simple Spanish greetings.
More informationTransportation: Week 2 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)
More informationopenmind 1 Practice Online
Macmillan Practice Online is the easy way to get all the benefits of online learning and with over 100 courses to choose from, covering all competence levels and ranging from business English to exam practice
More informationDivision of Arts, Humanities & Wellness Department of World Languages and Cultures. Course Syllabus 한국어 중급 INTERMEDIATE KOREAN I LAN 266
Division of Arts, Humanities & Wellness Department of World Languages and Cultures Course Syllabus 한국어 중급 INTERMEDIATE KOREAN I LAN 266 Semester and Year: Course and Section number: Meeting Times: Location:
More informationAuthority versus Power by Melissa McDermott
Authority versus Power by Melissa McDermott Lesson Description: This formative lesson focuses on developing an understanding of the concept of authority. Students will identify and role play scenarios
More informationThe new portfolio will not be assessed by examiners but will be used as a tool for students to develop their writing skills at each level.
A Teachers guide to the Trinity portfolio toolkit What is a portfolio? It s a file or folder that contains a collection of your students work. Each portfolio should include at least one example of each
More informationGranite Oaks Middle School
Granite Oaks Middle School Señorita Moss Foreign Language Department Room: B5 Office Hours: by appointment; before & after school (916) 315-9009 Ext. 3205 cmoss@rocklin.k12.ca.us Welcome to Granite Oaks
More informationSPANISH Kindergarten
SPANISH Kindergarten Use Junior SYMTALK workbook Recognize 80+ Vocabulary words Recognize basic greetings and courtesies. Identify colors and numbers 1-10 Develop reading skills using pictures to identify
More informationLevel 2 6.4 Lesson Plan Session 1
Session 1 Materials Materials provided: image of 3R symbol; 4 environment images; Word Map; homework puzzle. Suggested additional materials: examples of compostable and non-compostable waste, i.e., apple
More informationGRAMMAR STRUCTURES STRATEGIES ACTIVITIES MATERIAL EVALUATION
AGRUPAMENTO DE ESCOLAS DR. VIEIRA DE CARVALHO ESCOLA BÁSICA E SECUNDÁRIA DR. VIEIRA DE CARVALHO DEPARTAMENTO DE LÍNGUAS PLANIFICAÇÃO ANUAL DE INGLÊS 7º ANO 1º PERÍODO ANO LECTIVO 2015-2016 NO. OF LESSONS:
More informationSpanish 002, Elementary Spanish II Online Class. Section #8193, Fall 2014. Norma Jacinto, Spanish Instructor
Fall 2014 Spanish 002 Online Spanish 002, Elementary Spanish II Online Class Section #8193, Fall 2014 Norma Jacinto, Spanish Instructor ETUDES (online classroom) www.myetudes.org SUPERSITE (homework and
More informationEAS 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
More informationCan you answer Milly s question and tell her why? Jot down your answers on a note pad, then check the answer key below.
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
More informationA Writer s Reference, Seventh Edition Diana Hacker Nancy Sommers
A Writer s Reference, Seventh Edition Diana Hacker Nancy Sommers What s new on the companion Web site? hackerhandbooks.com/writersref The companion Web site for A Writer s Reference, Seventh Edition, now
More informationThe 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
More informationCollaborative Task: Just Another Day at the Office
At a glance Level: ISE II Collaborative Task: Just Another Day at the Office Focus: Collaborative task Aims: To develop speaking skills by responding to prompts related to the workplace Objectives: To
More informationCHARTES D'ANGLAIS SOMMAIRE. CHARTE NIVEAU A1 Pages 2-4. CHARTE NIVEAU A2 Pages 5-7. CHARTE NIVEAU B1 Pages 8-10. CHARTE NIVEAU B2 Pages 11-14
CHARTES D'ANGLAIS SOMMAIRE CHARTE NIVEAU A1 Pages 2-4 CHARTE NIVEAU A2 Pages 5-7 CHARTE NIVEAU B1 Pages 8-10 CHARTE NIVEAU B2 Pages 11-14 CHARTE NIVEAU C1 Pages 15-17 MAJ, le 11 juin 2014 A1 Skills-based
More informationGrade 5. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teachers Resource Bundle 1 The Arts 1.1
More informationKINDGERGARTEN. Listen to a story for a particular reason
KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words
More informationVocabulary Reflection Statement
Vocabulary Reflection Statement Vocabulary is often neglected in the classroom. We as language teachers assume that our students will learn the vocabulary at home. We have to stress the importance of vocabulary
More informationSoft Skills in the Workplace DVD
Instructor s Guide for Soft Skills in the Workplace DVD Overview Being a good worker means having the skills to do the job. When most of us think of skills, we think of job-specific skills such as a mechanic
More informationNAME: 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
More informationProgram 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
More informationTurtle Island Conservation: Grade 4 Miskwaadesi/A`nó:wara Ontario Curriculum Based Expectations Guide. Grade 4
Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teachers Resource Bundle 1 The Arts 1.1
More informationPublished on www.standards.dcsf.gov.uk/nationalstrategies
Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units
More informationESCOLA 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
More informationSummarizing and Paraphrasing
CHAPTER 4 Summarizing and Paraphrasing Summarizing and paraphrasing are skills that require students to reprocess information and express it in their own words. These skills enhance student comprehension
More informationSpanish 1411 WZ9: First Year Spanish I SPRING 2011. Online Course Syllabus
1 Spanish 1411 WZ9: First Year Spanish I SPRING 2011 Online Course Syllabus Instructor Information Name: E-Mail: Juan Soto jsoto@odessa.edu Office: Wilkerson Hall, Rm. 202 Odessa College 201 W. University
More informationIntensive Language Study: Beginning Vietnamese VIET 1000-1500 (3 credits / 45 class hours)
Intensive Language Study: Beginning Vietnamese VIET 1000-1500 (3 credits / 45 class hours) SIT Study Abroad Program: Vietnam: Culture, Social Change and Development PLEASE NOTE: This syllabus represents
More informationGMAT.cz www.gmat.cz info@gmat.cz. GMAT.cz KET (Key English Test) Preparating Course Syllabus
Lesson Overview of Lesson Plan Numbers 1&2 Introduction to Cambridge KET Handing Over of GMAT.cz KET General Preparation Package Introduce Methodology for Vocabulary Log Introduce Methodology for Grammar
More informationElicit Me too and Me neither by asking students if they have a sister or brother (or dog, cat ) and then responding appropriately.
All about me. Topic: Personal interests, likes and dislikes Aims: To help students focus on fluency when speaking To develop students communication skills To develop students listening skills Level: Pre-intermediate
More informationSyllabus EMEN 5080, Business Ethics
Syllabus EMEN 5080, Business Ethics Prerequisite: Graduate standing. Course Description. Many people believe that business ethics cannot be taught. This course assumes that is not true, that ethical decision
More informationPUSD High Frequency Word List
PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.
More informationCourse 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
More informationTarget Audience: Intermediate to advanced English and Civics students (NRS levels 4-5)
Project Title: President Presentations Target Audience: Intermediate to advanced English and Civics students (NRS levels 4-5) Description and Objectives: In this project, each student will be assigned
More informationDepartment of Portuguese University of Massachusetts Dartmouth Spring 2014 Portuguese 102-
Department of Portuguese University of Massachusetts Dartmouth Spring 2014 Portuguese 102- Class time: Instructor: MWF e-mail: Office hrs: COURSE OBJECTIVES: Portuguese 102 is the second course in a four-course
More informationUsing Direct Instruction Programs as Intervention Programs in Grades K 3
Using Direct Instruction Programs as Intervention Programs in Grades K 3 Direct Instruction News Volume 5, Number 2 Summer 2005 Introduction This article is about the use of Direct Instruction as an intervention
More information2. Provide the scoring guide/rubric for the culminating task (summative assessment).
2. Provide the scoring guide/rubric for the culminating task (summative assessment). Criteria Oral Presentation- Group project Poster Presentation display/ visual aids 1 - Attempts the standard use the
More informationPortuguese as Foreign Language Level A.1
Portuguese as Foreign Language Level A.1 SYLLABUS NON-DEGREE GRANTING 1. CURRICULAR UNIT Portuguese as Foreign Language Level A.1 2. MAIN SCIENTIFIC AREA, according to Portaria nº 256/2005, of March 16
More informationLocal Government and Leaders Grade Three
Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments
More informationStandards and progression point examples
Personal Learning In Personal Learning, standards for assessing and reporting on student achievement are introduced at Level 3. The learning focus statements for Levels Foundation, 1 and 2 provide advice
More informationA01_UUEG_TB_2115_FM.QXD 5/29/09 10:20 AM Page i. English UNDERSTANDING AND USING. Grammar FOURTH EDITION TEACHER S GUIDE DESIGN SERVICES OF CARLISLE
A01_UUEG_TB_2115_FM.QXD 5/29/09 10:20 AM Page i UNDERSTANDING AND USING English Grammar FOURTH EDITION TEACHER S GUIDE A01_UUEG_TB_2115_FM.QXD 5/29/09 10:20 AM Page ii A01_UUEG_TB_2115_FM.QXD 5/29/09 10:20
More informationModifying Curriculum and Instruction
Modifying Curriculum and Instruction Purpose of Modification: The purpose of modification is to enable an individual to compensate for intellectual, behavioral, or physical disabi1ities. Modifications
More informationESL 005 Advanced Grammar and Paragraph Writing
ESL 005 Advanced Grammar and Paragraph Writing Professor, Julie Craven M/Th: 7:30-11:15 Phone: (760) 355-5750 Units 5 Email: julie.craven@imperial.edu Code: 30023 Office: 2786 Room: 201 Course Description:
More informationElementary (A1) Group Course
COURSE DETAILS Elementary (A1) Group Course 45 hours Two 90-minute lessons per week Study Centre/homework 2 hours per week (recommended minimum) A1(Elementary) min 6 max 8 people Price per person 650,00
More informationMaterials: Children s literature written in Spanish, videos, games, and pictures comprise the list of materials.
Pre-Kindergarten The primary focus of the Spanish program in Pre-Kindergarten is the exposure to a foreign language. Since students are introduced to a language and culture that may not be familiar, an
More informationMATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10
PROCESSES CONVENTIONS MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10 Determine how stress, Listen for important Determine intonation, phrasing, points signaled by appropriateness of pacing,
More informationTable of Contents. Spanish as a Third Language
Table of Contents Introduction to the Program....... 1 The Program................... 1 Competencies in Spanish................................ 2 Making Connections: and the Other Dimensions of the....
More informationNewspaper Activities for Students
Newspaper Activities for Students Newspaper Activities for Students Page 2 Higher Learning By the year 2010, millions of the jobs available in the United States will require more than a high school diploma.
More informationThe sophomore Spanish class is team taught by two Spanish teachers during a one hour block. Each
Spanish Curriculum The Spanish curriculum is designed to create a knowledgeable traveler that is able to use the skills obtained in class both through language and culture. Students who complete the Spanish
More informationAbstract The purpose of this paper is to present the results of my action research which was conducted in several 7 th /8 th grade language arts
Abstract The purpose of this paper is to present the results of my action research which was conducted in several 7 th /8 th grade language arts class periods in a Spanish immersion program over a two
More information1 Grammar in the Real World
U NIT 31 Adjectives and Adverbs Making a Good Impression 1 Grammar in the Real World A Do you know how to give a presentation? What do you do to prepare? Read the article How many of your ideas are in
More informationCheck My Writing Kindergarten
Ohio Standards Connection Writing Processes Benchmark F Apply tools to judge the quality of writing. Benchmark D Use revision strategies and resources to improve ideas and content, organization, word choice
More informationxxx Lesson 19 how memory works and techniques to improve it, and (2) appreciate the importance of memory skills in education and in his or her life.
xxx Lesson 19 Memory Skills! Overview: This lesson provides a basic look at how our memory works and how it can be improved by using some simple techniques. Objectives: The objective of this lesson is
More informationIndiana 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
More informationFlorida Early Learning and Developmental Standards for Four Year Olds (2011)
Florida Early Learning and Developmental Standards for Four-Year-Olds (2011) I. Physical Health A. Health and Wellness 1. Shows characteristics of good health to facilitate learning 2. Shows visual abilities
More informationCORE SKILLS UNIT. COMMUNICATION SCQF Level 4 40 Hour Unit (F3GB 10) What are Core Skills?
CORE SKILLS UNIT What are Core Skills? COMMUNICATION SCQF Level 4 40 Hour Unit (F3GB 10) Core Skills are skills and abilities that everyone uses in their family and personal life, at work, in public, in
More informationwww.breaking News English.com Ready-to-use ESL / EFL Lessons
www.breaking News English.com Ready-to-use ESL / EFL Lessons 1,000 IDEAS & ACTIVITIES FOR LANGUAGE TEACHERS The Breaking News English.com Resource Book http://www.breakingnewsenglish.com/book.html Clever
More informationWest Los Angeles College
West Los Angeles College SPAN 001 Online # 8175 & 8372 Syllabus Fall 2015 Prof. Yunsook Kim kimy2@wlac.edu WLAC Online class room: ETUDES: www.myetudes.org (Monday-Thursday) Vistas 4th ed. SUPERSITE (Digital
More information1 WARMER Complete the sentences using your own words. Use a dictionary to help you. Girls are. Boys are.
1 WARMER Complete the sentences using your own words. Use a dictionary to help you. Girls are. Boys are. 2 WHAT DOES IT MEAN? Write the words next to their meanings. These words will help you understand
More informationGrade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Grade 1 Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teacher Resource Bundle 1 The
More informationINTENSIVE SWEDISH. Type of course: Intensive Swedish. Course length: 420h (30h/ week x 14 weeks) Level: A1-B2. Location: Bucharest/ Cluj
INTENSIVE SWEDISH Type of course: Intensive Swedish Course length: 420h (30h/ week x 14 weeks) Level: A1-B2 Location: Bucharest/ Cluj Course Content A1-A2: Key objectives By the end of this module participants
More informationxxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process
xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they
More informationIntroducing Cambridge English: Key for Schools
Introducing Cambridge English: Key for Schools Cambridge English Language Assessment Part of the University of Cambridge 100 years of experience Experts in language assessment 4.5 million candidates in
More informationSCHOOL OF NURSING BACHELOR S DEGREE IN NURSING. COMMUNICATION IN ENGLISH FOR NURSING STUDENTS I Course Program Code: LM2012 Credits: 2
SCHOOL OF NURSING BACHELOR S DEGREE IN NURSING COMMUNICATION IN ENGLISH FOR NURSING STUDENTS I Course Program Code: LM2012 Credits: 2 I TRIMESTER -2014 A. Course Description The Communication in English
More informationLanguage Arts Core, First Grade, Standard 8 Writing-Students write daily to communicate effectively for a variety of purposes and audiences.
Genre Unit Reading and Writing Fables by Amy Kinney Language Arts Core, First Grade, Standard 7 Comprehension-Students understand, interpret, and analyze narrative and informational grade level text. Objective
More informationMainstream English Language Development (MELD) Unit: 1 Week: 2 Selection: Mr. Putter and Tabby Pour the Tea
The purpose of MELD is reviewed. Students Think-Pair-Share in order to discuss the purposes of MELD. After students talk with their partner, Roll Em is used to share out with the whole group. (DP, PP,
More information