...Members: Pham Thị Diu Tran Hong Nga Tran Thi Hong Ngoc * : AT HOME Period 13 Lesson 2 SPEAK-P.28,29 B. 1. Aims: Talking about the position of furniture in the kitchen and in the living room. 2. Class details/class description 35 students of class 8A 3 .Objective: By the end of the lesson, Ss will be able to describe the position of things in the house using prepositions of place 4. Materials: * Course book : English 8, unit 3(p.28,29) … * Teaching aids: Textbooks, Pictures, Blackboard . 5. Ways of working: Individuals, pairs , groups. 6. Anticipated problems and solutions * Problem 1: Lack of time * Solution : + Asking advices from others + Depending on student’s interest + Rehearsing * Problem 2: Having no idea for plan * Solution: + Reading inference book + Searching on the Internet (www.busyteachers.org) 7. Stages of the lesson Pre – speaking While – speaking Post – speaking 8. Procedures Timing | Stages | T’s activities | S’s activities | | Warm up | | | | Pre- speaking | Exercise 1: * T’s explains the example.* If most Ss have difficulty, ask them to answer these questions:- Where's the calendar? - Where's the cupboard?- Where's the bowl of fruit? - Where's the stove? -Where are the knives? (on the wall, under the cupboard) - Where are the flowers...
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...Brief Lesson Plan in English V (Using 2C2IA Approach) I. Level: Grade 1 II. Objectives a. Identify the new words through its meanings b. Answer wh questions from the story listened to. c. Use the comparative and superlative degrees of objectives. d. Write examples of comparative and superlative degrees of adjectives. e. Sustain interest in giving examples of the degrees of adjectives. f. Respond to the story through the following activities: Group 1: Acting out the ways does Mariang Makiling in showing her kindness to the hunters. Group 2: Tell the revenge of Mariang Makiling. Group 3: Describe Mariang Makiling. g. Get information from the three parts of a paragraph. III. Topic: Using the comparative degrees of objectives. References: English Expressways 5, Language, Evelyn Angeles et.al, pp. 184-199 English 5, Alexes Anne F. Cruz, pp. 184-197 IV. Skill: Listening V. Materials: Flashcards, pictures, laptop, projector VI. Procedure: Pre 1. Present a puzzle and the students are going to arrange the puzzle to form picture. 2. Ask the students on “What did you see in this picture that you have formed?” 3. Ask the students on “What if you have a chance to meet a fairy, what is the thing that you would wish for?” 4. Ask the students if they know the story of Mariang Makiling. 5. Start reading the story. Post Reading The teacher ask question. ...
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...3.2.1 NESTs and non-NESTs’ Beliefs about Lesson Plan in Team Teaching According to current finding, NESTs and non-NESTs believed that it is important to prepare lesson plan before teaching due to the function of lesson plan in guiding them focus on lesson and making them work effectively. In preparing it, non-NESTs are responsible to write the formal lesson plan since it also functioned as administration requirement to school. They specifically stated that lesson plan in team teaching should be detailed in distribution of duties between team members (teaching procedure/ activities). Compared to the previous findings, the result of the current finding is different from the previous findings by Luo (2006) and Tsai (2007) in Taiwan. Luo (2006)...
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...Lesson Plan Modifications for English Language Learners Melaney Winkleblack LL240: Linguistically & Culturally Diverse Learners (ACU1240A) Instructor Shannon Gevero November 5, 2012 Lesson Plan Modifications for English Language Learners In schools today there are many different cultures that are present within each classroom and some of those cultures have different values and speak a different language than the majority of the other students within the classroom, so to accommodate those students (ELLs) teachers incorporate different strategies within their lessons and classrooms to ensure that every child is receiving a high standard of education; which will help them to become better prepared for the new world that they are being exposed to. This paper will examine a lesson plan that can be used to help English language learners in their literacy development; addressing the content area of reading and using this lesson plan to further progress a second grade class into becoming proficient. Along with examining the lesson plan, this paper will also identify three strategies, list-group-label, key vocabulary, and prereading text, that are used within it and identify three new strategies that can be used to modify the lesson to allow for comprehensible input and identify ways to scaffold lessons to help improve a student’s comprehension. English language learners are becoming more and more common within our schools and addressing their educational needs is...
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...Time Allotment Topic SESSION GUIDE: ENGLISH Grade 1 Objectives Discussion Guide 5 minutes Ice Breaker 15 minutes The Theoretical Underpinnings of the English Curriculum Show a slide on 'cross-linguistic' transfer The participants should: Display an understanding of culture, language and literacy learning in the early grades Display an understanding of Show a slide that shows the 'cross-linguistic' transfer (the transition from one language to the transferability of the next knowledge of the structure of one language to another) Show a slide that shows the Be acquainted with the domains covered for each language, distribution of domains per per quarter language area Display an understanding of Show a slide on the framework that how other content areas can shows the integration of the be integrated in a language language, literature and skills lesson (i.e. social studies, science, math, music, art, health and P.E.) 20 minutes The Domains, Standards and Competencies Present the slides that show the following: (Domains: oral language, phonological awareness, grammar, vocabulary, listening comprehension) Show a sample activity/exercise that illustrates a specific domain/skill Preclaro, Par, Astilla, Santos, Razon, Principe, Zuniga, Dela Paz Display an understanding that the domains to be prioritized include: oral language, phonological awareness, grammar, vocabulary, listening...
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...SEMISTER 1 ASSIGNMENTS: Describe at least 2 activities you could do in a classroom to facilitate a child’s learning during the pre-operational and concrete operational stage. (300 words) Pre-operational stage: The preoperational stage ranges from about ages 2 to 7 (Piaget, 1951, 1952). The child in this stage is pre (before) operations. This means the child cannot use logic or transform, combine or separate ideas. The child's development consists of building experiences about the world through adaptation and working towards the (concrete) stage when it can use logical thought. During the end of this stage children can mentally represent events and objects (the semiotic function), and engage in symbolic play. 1. Smell Games: Present a collection of strong smelling items such as oranges, roses, mint or vanilla for preoperational stage activities involving the senses. Have the kids try to guess the item by just using the sense of smell. 2. Sense of Touch: Similar to the sense of smell games, gather together items such as fabric, leaves, mud, sandpaper and cotton balls. Have children describe how the item feels. You can have the child sort items according to touch as well. For instance, have the kids group the rough, soft or squishy feeling items into piles. Ask the children to find all the soft feeling items in the group and pull them out. These preoperational stage activities use the senses and the child's ability to sort and make distinctions among objects...
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...CHAPTER V CONCLUSION AND RECOMMENDATION This chapter provides the conclusion of the study derived from the findings and discussion, and offers some recommendations which may give some inputs for future studies which concern about the benefit and challenge of the implementation of the 2013 Curriculum (Revised Version 2016) in the context of classroom practice of teaching English in Indonesia. 5.1 Conclusion As stated in chapter 1, the focus of this study is to analyze the conformity of the elements one to another in the teacher’s lesson plans which implemented the 2013 Curriculum (Revised Version 2016) and to reveal the consideration taken by the teacher in designing lesson plans that accommodate the demand of 2013 Curriculum (Revised Version...
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...understand first lesson before moving on)EEI * Designed to help an existing lesson plan * Current knowledge and research based | | | | | | Amelia WhiteEDU-230 | | | | Advantages and Disadvantages of SIOP and EEI Lesson Plans | Helping students find their balance! | | | | | Define SIOP! * Sheltered * Instructional * Observation * ProtocolSIOP is an instructional model that teaches in English only. SIOP is not additional or replacement instructional but a complete curriculum for non-native speakers in a content area. The instructional form is meant to extent the time ELLs students receive in language support for academic content area that is required to graduate. | | | | Define EEI! * Education * Environment * InitiativeThis is an environment-based curriculum. This curriculum features 85 individual units. Each unit is aligned to up to 100 selected Science and History-Social Science content standards. This vision encourages an active and hands on experiments. This positively impacts the leaders of tomorrow and their families, schools, and communities. | | | | | | SIOP Key Points * Concrete the structure * Useful for teachers through peer review/self-reflectionEEI Key Points * Teaches Science, History and Social Science standards to mastery * Supports English Language standards | | | | | | Amelia White January 23, 2014 EDU-230 Professor Jeff Martin Multicultural Lesson Plan Analysis ...
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...A Written Sketch of Mini Lesson Plan Name Professor Institution Course Date (APA) Title: A Mini Lesson Plan on Figures of Speech Second language acquisition occurs unconsciously through important interactions by a natural conversation in the society. One is said to have acquired second language when he or she speaks a different language apart from one’s mother tongue. As a result of differences in cognitive development in specific individuals, people acquire and learn the second language at various speeds and transfer the concepts learned from the first language to the second language acquisition. The following is a lesson plan designed to show how teaching can be conducted to learner acquiring the second language. LESSON PLAN Grade | Secondary School | Time | 1 Hour | Prior Learning in this topic | English Grammar in Use (Parts of Speech) | Date | | Outcomes: during this lesson, students will: | List the parts of speech in English, explain the sub-categories of these parts of speech, use them correctly as examples in sentences | | Resources/ Prior Organisation: | | LESSON SEQUENCE | TIMING | STEPS;ACTIVITY/CONTENT/INSTRUCTION | STRATEGIES, RESOURCES, Student/teacher roles | Introduction | 10 minutes | Meaning of parts of speech in English: ‘parts of speech’ refers to the basic components of a syntactically correct sentence in English. The main components are Nouns and verbsStudents will give their own definitions of these parts...
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...literature setting points out that English language learners (ELLs) are learners who have limited proficiency in the English language. They are learners that have been identified as a subgroup of people that is growing fast. Throughout the United States, school districts educate over 10 million English language learners that not only differ in language but behaviourism and culture as well. Studies indicate that the learners speak numerous languages; Spanish is the language spoken by more than 65% of the (ELLs). As these numbers continue to increase, many school systems are encountering pressure and challenges that are forcing them to incorporate programs ad or modify lesson plans in order to educate the English language learners. Over the past two years, in the state of Alabama, more than twenty thousand English language learners K-12 grade have made significant progress in academic; with a 72% graduation rate. The Top Five Languages represented by ELs in Alabama’s K-12 Program are 18115 Spanish, 526 Korean, 456 Vietnamese, 429 Arabic, and 309 Chinese. The six K-12 schools in the Russell County School District/my local school, offers about 25 ELLs education in English as a Second Language, in addition, assistance in reading, math and writing. The county also offers after school tutoring in basic skills. The Russell County School District’s classrooms are exclusively conducted in English, but the aim of the education department is to teach English language learners in the earliest...
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...Brief Lesson Plan in English In: English and Literature Brief Lesson Plan in English Brief Lesson Plan in English V (Using 2C2IA Approach) I. Level: Grade 1 II. Objectives a. Identify the new words through its meanings b. Answer wh questions from the story listened to. c. Use the comparative and superlative degrees of objectives. d. Write examples of comparative and superlative degrees of adjectives. e. Sustain interest in giving examples of the degrees of adjectives. f. Respond to the story through the following activities: Group 1: Acting out the ways does Mariang Makiling in showing her kindness to the hunters. Group 2: Tell the revenge of Mariang Makiling. Group 3: Describe Mariang Makiling. g. Get information from the three parts of a paragraph. III. Topic: Using the comparative degrees of objectives. References: English Expressways 5, Language, Evelyn Angeles et.al, pp. 184-199 English 5, Alexes Anne F. Cruz, pp. 184-197 IV. Skill: Listening V. Materials: Flashcards, pictures, laptop, projector VI. Procedure: Pre 1. Present a puzzle and the students are going to arrange the puzzle to form picture. 2. Ask the students on “What did you see in this picture that you have formed?” 3. Ask the students on “What if you have a chance to meet a fairy, what is the thing that you would wish for?” 4. Ask the students if they know the story of Mariang Makiling. 5. Start reading the story. Post Reading The teacher...
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...SIOP Lesson Plans: Seeing The Trees for The Forest Kimberly Kidd, Kristen Martin, Mandi Moody, Cara Goff ESL 434 8/24/2012 Amy McDonnel Kimberly Kidd, Kristen Prater Mandi Moody, Cara Goff ESL 434 8/24/2012 Amy McDonnel CLC Lesson Rationale These lesson plans enhance student achievement by presenting the content in several ways, giving the students tools to help their language use, using content that is relevant to the student’s life, encouraging group participation, and using an assessment that not only measures their understanding of the topic, but also meets both the both 6th grade content area standards, and English Language Learner (ELL) standards. By implementing these lesson plans in a unit format, the students are ensured to receive quality instruction under the following standards: Determining the central ideas or information of a primary or secondary source, and providing an accurate summary; writing narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences; Understanding the influences of individuals and groups from various cultures on various historical and contemporary societies; understanding the impact of interactions between people and the physical environment on the development and conditions of places and regions; summarizing numerical data sets in relation to their context; identifying the mean, median, range and mode; Throughout the writing...
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...Rubric for a Performance Task in Your Lesson Alexandra Hirsch Walden University Instructor: Dr. Gerald Gary Educ-6640J-5/Educ-664OH-5 Part One: Assessment Plan Since I began a career in teaching I have always focused on creating innovative lesson plans and assessment methods geared toward the various student learning styles. This facilitates a plethora of learning opportunities that afford students the ability to develop areas in which they may have difficulty. In order to help my students learn from their mistakes I vigorously record data to ensure I have relevant and objective information to share while giving feedback. When my students successfully complete my assessment tasks it substantiates my belief that finding balance in the utilization of different assessments is crucial. According to the Educational Leadership article, “the goal of a balanced system is to ensure all assessment users have access to the data they want when they need it, which is an effective use of multiple measures.” (Kim, Lambert, and Burts, 2013) As a primary teacher, it is imperative that I consistently incorporate assessments that are not only developmentally appropriate for my kindergarten students but also personally relevant. “Appropriate assessment is an integral and important component of high-quality early care and education programs. Scientifically informed assessment measures are needed to ensure that all children, regardless of disabilities, culture...
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...INTERNATIONAL BURCH UNIVERSITY FACULTY OF EDUCATION DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE [pic] ELT 422 Seminar Study in English Language Teaching Research proposal by Nermina Abdulahović Supervisor Amina Osmanović, M.A. Senior Teaching Assistant SARAJEVO January 2014 Name and Surname: Nermina Abdulahović Telephone number: 061/939-546 E-mail address: nermina.abdulahovic@hotmail.com PROPOSED RESEARCH TOPIC: Applying Bloom’s Taxonomy in the English Language Teaching classroom. Background: Traditional teaching is concerned with the teacher being the controller of the learning environment. Power and responsibility are held by the teacher and they pay the role of instructor and decision maker. They regard students as having “knowledge holes” that need to be filled with information. In short, the traditional teacher views that it is the teacher that causes learning to occur. (Novak, 1998) Today in 21 century we as teachers are doing everything to change this kind of teaching. The reason for that is because teacher is not anymore the only source of information. Traditional teaching was all about memorization. Bloom’s Taxonomy can be a powerful tool to transform teaching and learning. Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating, rather than just remembering...
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...As my group was made up of English majors, we definitely leaned more towards and English lesson plan than a lesson plan on nutrition. Caitlyn and I began to write out what kind of lesson we wanted to do, while Donielle, Melanie and Lacie discussed how were were going to present the tale to the class. While not everyone had the same amount of work, I do feel that each member had something to contribute the lesson plan. Each member gave ideas and helped the lesson plan to evolve into what we presented to the...
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