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The document provides suggestions for changes to the study plan at the Superior Institute of English Language. It notes that the core English language, grammar, and phonetics subjects have suffered reductions in hours compared to previous years. Additionally, phonetics is not included in the third year and grammar is not in the last year. Pedagogical subjects like Portuguese, psychology, and literature occupy most of the classroom hours each week without leaving sufficient time for other important subjects. The document suggests that redistributing hours to reflect the true importance of subjects, and reducing hours for the extra language of Portuguese could help address these issues.
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- The document contains lesson plans and reflections from a student teacher on their teaching experience.
- When planning lessons, the student teacher considered the methodology used by their guide teacher, the goals and activities in the English course program, and how to motivate students.
- Creating lesson plans that followed the textbook more closely while also including fun, challenging activities was difficult but the student teacher worked with their guide teacher to find a balance.
- Not being able to fully apply what was learned at university about lesson planning due to the school context was also challenging.
- The student teacher was satisfied that they could include some of their own ideas while still meeting the requirements of their guide teacher and school program.PORTFOLIO_GRAMMAR III
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2.2 Grammar
Scoring scales
2.3 Pronunciation
Questionnaires
2.4 Spelling
Mindmaps
2.5 Punctuation
Writtentasks
2.6 Capitalization
Summative tests
2.7 Error correction
Digital tasks in
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2.8 Error analysis
2
2
3
SUBTOTAL HOURS
2
2
3
TOTAL HOURS
7
Learning outcome: Analyze different methods to deal with grammar errors with examples
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Help students
with
difficulties
LESSON PLAN
10 Writing Write a
paragraph
about your
school
T: Students have
difficulties to
organize ideas
S: Lack of
vocabulary
T: Guide students
to organize ideas
and provide
vocabulary
S: Write a
paragraph about
their school
including location,
facilities, subjects,
etc.
Teacher
and
students
Notebook,
dictionary
5 Evaluation - Check
students'
understanding
- Ask students
about their
learning
- Correct
homework
- Remind
homework
Teacher
and
students
NotebookResearch methodology illi second draft
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A syllabusRoldan Manguiran
油
This document provides a syllabus for an English for Specific Purposes course. The 3 credit, 3 hour per week course introduces students to the basics of English and how it can be used in teaching. The course objectives are for students to recognize the function and aspects of English and its role in professional and personal growth. The course outline lists the topics to be covered over two weeks, including an introduction to ESP, the differences between general English and ESP, and the characteristics and types of ESP. It also covers the parts of business letters and different types of business letters. The learning plan outlines activities, resources, and assessments to be used during the course.Taller planning 09 primaria
Taller planning 09 primariaDIRELI
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The document provides guidance for English language teachers on lesson planning. It discusses key concepts in lesson planning such as objectives, materials, activities and assessment. It provides examples of different parts of a lesson including warm-up, presentation, practice and production. It also outlines principles for planning such as variety, flexibility and considering the needs of students, school and community. Guidelines are given for developing clear instructions and checking student comprehension.LAC approach
LAC approachdeepa anand
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The document discusses the Language Across Curriculum (LAC) approach to teaching language. It states that LAC integrates language learning with content learning by teaching language outside the traditional classroom using contextual and content-based methods. This requires language learning to occur in both language classrooms and other subject classrooms. There needs to be collaboration between language teachers and other subject teachers to effectively implement LAC.COLLABORATIVE ACTIVITY
COLLABORATIVE ACTIVITY Laura Mora
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The document discusses the contexts of two English language courses - one for adults in Finland and one for children in Colombia.
For the adult course in Finland, the main challenges are a heterogeneous student group in terms of reasons for learning English, motivation/time availability, language levels, backgrounds and native languages. The IELTS-focused course also has a standardized syllabus limiting teacher flexibility.
For the children's course in Colombia, major challenges include limited time for English study due to lack of exposure outside class, needing to follow a prescribed curriculum, and risk of some activities not optimally developing English skills or keeping students challenged.Essay
Essay JaviBarruetoF
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1. The document discusses the importance of methodology in teaching foreign languages and the role of effective lesson planning. It argues that methodology provides tools to improve teaching and addresses challenges like what/how to teach.
2. Effective lesson planning is also discussed as it helps teachers stay organized and guide the class in a structured way. Lesson plans should consider student characteristics and allow flexibility for adjustments.
3. While methodology and planning are useful for teachers, especially novices, teachers must also be able to adapt to unexpected situations and take advantage of opportunities for deeper learning. A variety of methods should be used to maintain student engagement.Ad
Report caro bollecich
- 1. To: Rosa Gurruchaga, Rector of the Superior Institute of English Language From: Ana Carolina Bollecich, Student from Fourth Year at The English Trainee Teaching. (Maybe, to emphasize that you are not from The Academy Course) Subject: Changes for the New Study Plan Date: 13th May, 2013 Purpose The purpose of this report is to suggest possible changes for the new study plan of the Institute. The report focuses on the organization and the proper distribution of the hours of each subject included at the curriculum of this Institute. Also it takes into account the problems of the actual study plan and their consequences on the students performance. Main Subjects The most important subjects in this course (instead of course, maybe program), which are English Language, Grammar and Phonetics, are not the center of our curriculum. These subjects had suffered a reduction of hours in the curriculum. For instance, in the last year of this course the subject English Language has fewer hours on the week than in previous years.(Maybe, it would sound more formal if you say: few hours on the week compared with previous years.) In addition to this, Phonetics is not included in third year and Grammar is not included in the last year. Pedagogical Subjects The pedagogical subjects, which are the second group of subjects in importance, cover most of the hours during the week. These pedagogical subjects like the extra language (Portuguese), psychology, TICs, literature, history etc. occupy many hours of classroom time throughout the year, not (maybe, it would sound more formal if you say: without.) leaving time to include the other subjects that are more important. What is more, the extra
- 2. language, Portuguese, not only is annual but it covers two days of classroom time per week. Distribution and Amount of Hours The hours are distributed in a way that the curriculum focuses on the pedagogical subjects rather than the matter-knowledge subjects and the amount of hours are many. (Maybe you can arrange this sentence, in order to emphasize it you can say: by far, they cover a vast amount of hours.) This distribution of hours is not even (What do you want to express?) because the main subjects are left aside. Another important point is that the hours are overloaded since they are many and the students have presented a decrease in their grades because of this matter. (Maybe, it would sound more formal if you say: issue.) Conclusion To sum up, it would seem that, on the whole, the actual plan is not working nor (maybe, neither.) for the students nor the teachers, and not even for the Institute itself. A change in the new study plan should be implemented in order not to lower the level of the students that get the degree at ISLI. It would be convenient to distribute the hours in a way that the classroom time of each subject reflects the importance of it, and also a reduction in the hours of the extra language could be a suitable solution for this problem, since those hours could be spent better with the main subjects.