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This document discusses the roles of teachers and language assistants (LAs) in bilingual classrooms. It describes the typical profile of an LA as a student or recent graduate interested in Spanish and education, with little teaching experience. The duties of teachers include planning lessons, presenting new content, and assessing students, while LAs help with tasks like reviewing materials, translating documents, and giving feedback. The document also covers coordinating LAs' schedules and orientations, as well as co-planning, teaching models, and providing feedback between teachers and LAs.
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The document outlines a lesson plan for a 6th grade English class. The lesson plan aims to teach students the present continuous tense through various activities. Students will describe images using the present continuous tense, watch videos about children's rights and answer true/false questions, and complete an activity matching characters to actions. The lesson will start with a greeting routine and homework review, followed by the two main activities and wrap up with closing remarks.Last report csmila & belen by estela braun
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Camila and Bel辿n taught a revision lesson before a test to a 4th grade class. Bel辿n accompanied Camila despite being ill. They followed a detailed lesson plan and were able to meet their objectives of revising vocabulary, functions, and a CLIL project on healthy habits. Camila engaged the students with a song and dice game, while Bel辿n helped individual students. They monitored group work and provided support. A variety of activities reinforced different skills. Both trainees worked well together and managed time effectively. The teacher evaluator praised their planning and implementation of an effective lesson to review all content in preparation for the test.Sukma situasition language teaching
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The document discusses situational language teaching (SLT), a method for teaching language. It provides a brief history of SLT, noting it was developed in the 1950s by Harold Palmer and A.S. Hornby. SLT focuses on teaching language through real-life situations that students may encounter outside the classroom. The goals of SLT are to teach accuracy in pronunciation and grammar and the ability to respond quickly in conversational situations. SLT uses a structural syllabus and focuses on presenting new sentence patterns, drilling those patterns, and having students practice in situational exercises. The document also includes an example lesson plan applying SLT to teach past tense to students through situational exercises with pictures.Guidelines methodology
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This document outlines the methodology section of a classroom project report. It describes the context of the English curriculum at a public school, the participants of second graders aged 6-8 years old, and the design of focusing on paralinguistic features according to supporting authors. The implementation made use of materials like pictures and video beams. The reflection stage will analyze what went well and not in the implementation and plans for future classroom projects.Ciccarelli lesson plan 6 14-11-2019
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The project foccuses students卒 attention on Reading Skills.
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Shakora reconstruction erashakora
油
The document summarizes key political and social changes during the Reconstruction Era following the American Civil War. It provides a timeline of events from 1865 to 1877, including the abolition of slavery, passage of civil rights acts and the 14th Amendment granting citizenship to all persons, election of African Americans to political offices, and establishment of the Freedmen's Bureau to assist formerly enslaved people.Shakora reconstruction era
Shakora reconstruction erashakora
油
The document summarizes key events and changes during the Reconstruction Era following the American Civil War. Some of the major political, social, and economic changes included the abolition of slavery through the 13th Amendment in 1865, the establishment of the Freedmen's Bureau to assist formerly enslaved people, and the ratification of the 14th Amendment in 1868 to grant citizenship and equal protection under the law to all people born in the United States. The timeline also notes several "firsts" for African Americans during Reconstruction, such as Hiram Revels becoming the first black senator in 1870.English Test Year 1
English Test Year 1fairdye
油
This document contains a series of language and literacy exercises for students including:
1. Writing lowercase letters and initial sounds for words.
2. Rearranging letters to form words.
3. Circling correct words.
4. Counting and coloring objects.
5. Matching pictures to phrases.
6. Copying phrases.
7. Filling in blanks with specific letters.
8. Coloring balloons according to their colors.Similar to Working in partnership (20)
Tesol 2015 eeis academic session tesol upload
Tesol 2015 eeis academic session tesol uploadjlmbrown1
油
This document summarizes a presentation on supporting English learners' reading development through engaging teachers, parents, and students. It discusses exploring Response to Intervention (RTI) reading interventions for Hispanic kindergarten English learners, including the frequency of interventions and how they are implemented. Key findings are that interventions focused more on phonics than vocabulary and comprehension, and there was variation in identifying students for interventions and measuring their progress. The document calls for more authentic assessments and addressing language learning differences versus reading difficulties in RTI.pdfcoffee.com_daily-lesson-log-21st-century-lit-whole-sem-hcsedentario-pdf-fr...
pdfcoffee.com_daily-lesson-log-21st-century-lit-whole-sem-hcsedentario-pdf-fr...LovelySediacoGumiran
油
daily lesson logTbl lina
Tbl linaUniversidad Cat坦lica Luis Amig坦
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This document discusses using a task-based learning (TBL) approach for teaching children and considers whether it is possible. It defines TBL as an approach where students perform tasks using the target language. The document outlines the key steps and advantages of TBL, but notes some potential challenges for young learners, including short attention spans and less developed teamwork skills. However, it argues that TBL is possible for children if teachers carefully select age-appropriate tasks, keep activity periods short, and relate tasks to students' real lives. It provides an example TBL task about preparing a recipe.Beata Schmid, Francisco Gonzalez: Back to basics - Why teachers need CPD on e...
Beata Schmid, Francisco Gonzalez: Back to basics - Why teachers need CPD on e...eaquals
油
This document outlines a presentation given at the Eaquals International Conference in Lisbon from April 21-23, 2016. The presentation focused on the need for teacher professional development on effective supplementation of course books. It provided an overview of projects conducted at EF International Language Centers in Cambridge and Barcelona where teachers received workshops on lesson planning and supplementation. The presentation described how teachers can supplement course material to differentiate instruction for diverse student needs and interests. It also shared the view from one school in Barcelona on adapting content and allowing student choice. The presentation concluded that teachers already adapt materials in various ways and encouraged bringing more life into daily lessons.Lesson 2 - The Teacher as a Curricularist -.pptx
Lesson 2 - The Teacher as a Curricularist -.pptxJinkyElaine
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The teacher plays many roles as a curricularist, including as a knower, writer, planner, initiator, innovator, implementor, and evaluator of curriculum. As a knower, the teacher gains knowledge about curriculum through formal education and informal learning. As a writer, the teacher creates instructional materials. As a planner, the teacher analyzes factors like learners and context to create lesson plans. The teacher initiates new curriculum and innovates curriculum through creative strategies and activities. The teacher brings the planned curriculum to life through effective implementation and determines its effectiveness through evaluation.
Activities And Lessons
Activities And LessonsLiliana Creton
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The document discusses planning activities and lessons for teaching English as a foreign language. It describes the key steps in planning a lesson as familiarizing yourself with material, anticipating problems, timing, and student needs. When running an activity, the teacher should introduce, set up, and allow the activity before closing with feedback. The document also discusses choosing classroom activities, content and procedures, and different kinds of lesson structures like logical lines, topic umbrellas, and jungle paths.Activities And Lessons
Activities And LessonsLiliana Creton
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The document discusses planning activities and lessons for teaching English as a foreign language. It describes preparing for lessons by familiarizing oneself with materials, anticipating problems, and considering time and student needs. When running activities, teachers should introduce, set up, and oversee the activity while allowing student work, and close with feedback. Lessons can follow a logical, topic-based, or flexible structure. Coursebooks provide support but should be selected and exploited judiciously.The Nature of Language Teaching 
The Nature of Language Teaching Ana Vieyra
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This document discusses the nature of language teaching and learning. It identifies the 4 principal components: 1) The Community, which decides what languages should be taught and provides funding/resources, 2) The Language Teaching Profession, which establishes principles and trains teachers, 3) The Teacher, who must be properly trained and qualified to teach effectively, facing various constraints, and 4) The Learner, who differs in abilities and motivation but must be willing to learn for success. It emphasizes that an interplay between these 4 components, each fulfilling their role, is necessary for superior language teaching and learning outcomes.Field Study 4 Episode 4
Field Study 4 Episode 4Alexa Jean Colocado
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This document outlines a student's field study learning episode on exploring the traditional and progressive curriculum. The student's objectives are to analyze the teacher's role in curriculum, explain different viewpoints on curriculum, and complete a Venn diagram comparing traditional and progressive models. The student conducts interviews and research to understand differences in teacher/student roles, instructional methods, materials, and assessment. Most interviewees view traditional curriculum as teacher-centered while progressive is student-centered. The student finds both models have value when combined.Activities And Lessons
Activities And LessonsVale
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The document discusses planning activities and lessons for an English language teaching course. It covers choosing materials from coursebooks, planning lessons with clear objectives or more flexible structures, and effectively setting up, running, and closing classroom activities. Key aspects of planning include anticipating challenges, timing, and student needs. When using activities, the teacher should consider the language practice, purpose, organization, and required materials and preparations.Presentaci坦n activity 2.1 ENGLISH TEACHING METHODOLOGY
Presentaci坦n activity 2.1 ENGLISH TEACHING METHODOLOGYPatricioAvil196
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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
NotebookReading
ReadingIrma Fitriani
油
This is a slide about a book review entitled: HELPING ENGLISH LANGUAGE LEARNER SUCCEED written by: Carmen Zuniga Dunlap& Evelyn Marino Weisman.
,Fall 2010 presentation to the board as of oct 24
Fall 2010 presentation to the board as of oct 24Widi Sumaryono
油
The document provides information about the ESL programs and plans for an elementary and secondary school. It includes:
1) Goals and plans to restructure the elementary ESL program, provide ongoing professional development for teachers, adopt new assessment tools, and hire more qualified teachers over the next three years.
2) Data on the number of ESL students by grade and proficiency level in both the elementary and secondary programs.
3) Overviews of the elementary and secondary ESL programs, including course placements based on proficiency level, support services provided, and criteria for transitioning between levels.Autumn camp abril 2018
Autumn camp abril 2018Silvia Borba
油
The document provides information about the flipped classroom model. It begins with a brief history, noting that in 2007 two teachers in Colorado started flipping their classrooms to help students who missed class. They recorded lectures for students to watch at home.
The document then defines flipped learning as moving direct instruction outside of the group space, usually to home, so class time can be used for interactive activities guided by the teacher. Flipped learning is based on four principles: flexible environment, learning culture, intentional content, and the professional educator role.
Benefits listed for students include varying learning speeds and reviewing lessons. Benefits for teachers include focusing on guiding students rather than lecturing, collaborating with peers, and connecting moreClass Observation In a institution Colombia
Class Observation In a institution ColombiaRossmimAlexandraJaim1
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This document summarizes an observation of a 6th grade English class in a rural school in Colombia. The observer notes that the class objective was for students to continue working on guides/worksheets while the teacher called on students one-by-one to check their progress. Students were working on activities related to topics like daily routines and telling time. The teacher's instructions were given in Spanish. Most students behaved well and worked diligently, though a couple were restless. Areas for improvement included the teacher speaking more English, having better organization when checking work, and allowing more time for activity completion.
Grade 9 english dll q2 q4
Grade 9 english dll q2 q4Reynz Anario
油
The document is a daily lesson log for an English class in Grade 9. It outlines the objectives, content, learning resources and procedures for the week. The objectives are to understand how literature values people and to develop verbal/non-verbal skills for a performance. The content is about observing others' circumstances. Resources include textbooks and additional materials. Procedures include reviewing concepts, presenting new material, discussions, practice activities and assessments to meet the learning competencies.Grade9englishdllq2 q4-161115081339
Grade9englishdllq2 q4-161115081339Gideon Pol Tiongco
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This document is a daily lesson log for an English class in Grade 9. It outlines the objectives, content, learning resources, procedures, and reflection for the week. The key lessons focused on comparing and contrasting information from different texts, identifying distinguishing features of notable literature, and employing verbal and non-verbal strategies for a chamber theatre presentation. Formative assessment strategies were used throughout the week to meet the objectives connected to the curriculum standards.pdfcoffee.com_daily-lesson-log-21st-century-lit-whole-sem-hcsedentario-pdf-fr...
pdfcoffee.com_daily-lesson-log-21st-century-lit-whole-sem-hcsedentario-pdf-fr...LovelySediacoGumiran
油
Working in partnership
- 1. WORKING IN PARTNERSHIP The teacher and LA in the Bilingual Classroom
- 2. The teacher and LA in the Bilingual Classroom Profile of the LA Duties and responsibilities of: The Teacher The LA Responsibilites of the Coordinator Induction of the LA by: The teacher Points to consider
- 3. The teacher and LA in the Bilingual Classroom LA Profile Students or post-graduate students Interest in Spanish Interest in education Little or no experience in teaching Fullbright LA: Outstanding curriculum
- 4. The teacher and LA in the Bilingual Classroom Duties and responsibilities of: The Teacher The LA
- 5. The teacher and LA in the Bilingual Classroom: Duties and Responsibilities COVER A CLASS FOR A TEACHER ESTABLISH CLASS ROUTINES PRESENT NEW CONTENT REVIEW NEW CONTENT DISCIPLINE STUDENTS TRANSLATE DOCUMENTS CORRECT EXAMS CORRECT HOMEWORK GIVE FEEDBACK TEACH GRAMMAR ASSESS STUDENTS
- 6. Duties and Responsibilities: Coordinator Help LA with settling in: FindingAccommodation Dealing with bureacratic matters Organize LAs timetable Prepare period of induction Oversee punctuality and absenteesim Liaise between teachers and LAs
- 7. The teacher and LA in the Bilingual Classroom: Induction Period Take time to explain: What your subject is all about The way you run your class What you expect of the assistant How you are going to plan together Take time to find out: Their strengths and weaknesses Their past experience Their suggestions for helping
- 8. The teacher and LA in the Bilingual Classroom: Points to consider Usually first considerable time away from home Different language and educational system Adapting to a different culture Working with different teachers, styles, preferences
- 9. Part II: The teacher and LA in the Bilingual Classroom Planning Working together Teaching Models Activities Feedback
- 10. Part II: The teacher and LA in the Bilingual Classroom - Planning Teachers comments The LA isnt doing what I told them to do! They dont take any initiative. LAs comments I卒m wasting my time here! The teacher keeps putting me on the spot
- 11. Part II: The teacher and LA in the Bilingual Classroom - Planning Weekly plan with activities Monthly Plan with general aim Specific Lessons e.g. Centres When????? By email At the end of the day Over a coffee
- 12. Part II: The teacher and LA in the Bilingual Classroom Activities Citizenship English Geography and History Science Technology Tutor Group PE Art
- 13. Part II: The teacher and LA in the Bilingual Classroom - Feedback Informal During or after Class Formal Trimestral Evaluation