how to teach students about plants

... them to write in the chart paper the problem (topic assigned to each group), its definition, causes, and effects, leading to a possible solution. 5. Ask them to link the subtopics and topic ... materials to each group. 3. Ask each of the groups to work together and brainstorm appropriate terms to come up with a Problem Solution Concept Map. Each group will use their respective topic as ... You will have to pace the questions so that the Scribe has time to write the answers on the board. 24 Air Pollution Teaching Toolkit Procedures 1. Divide the students into four groups....

... BEFORE-YOU-READ  Get students familiar with some key vocabulary  Unit 3 – Ways of socializing: Act out the verbs  Most of the units: Teach Task 1 (vocabulary) before reading  Motivate students to read  Give ... Talking about subjects  Summarize the reading contents FINAL NOTES  Careful pre-teaching  better understanding  Understand the text first, answer questions later  Being able to relate to ... contents  students more interested  Answering the questions correctly # comprehending BEFORE-YOU-READ  Help students understand the tasks  Get students read the questions first  Help students...

... USE ****************************** iv Introduction How to Teach This Module This section contains information that will help you to teach this module. Welcome students to the course and introduce yourself. ... you to identify students who may not have the appropriate background or experience to attend this course. Briefly describe each module and what students will learn. Be careful not to go into ... background to establish credibility. Ask students to introduce themselves and to describe their background, product experience, and expectations of the course. Record the expectations of students...

... Have students doacommunicativetaskonthetopic (communicativeoutput) Wheninstructorshavetheopportunity to developpartorallofthe coursecurriculum,theycandevelopaseriesofcontextsbasedonthe realworldtasksthat students willneed to performusingthelanguage, andthen teach grammarandvocabularyinrelation to thosecontexts. Forexample, students whoplan to travelwillneed to understand publicaddressannouncementsinairportsandtrainstations. Instructorscanuseaudio‐tapedsimulations to provideinput; teach  thegrammaticalformsthattypicallyoccurinsuchannouncements; andthenhave students practicebyaskingandansweringquestions about whatwasannounced.   How to Teach TOEFLTOEICIELTSandMore    How to Teach TOEFLTOEICIELTSandMore 50 AssessingGrammarProficiency  AuthenticAssessment Justasmechanicaldrillsdonot teach students thelanguage, mechanicaltestquestionsdonotassesstheirability to useitin authenticways.Inorder to provideauthenticassessmentof students  grammarproficiency,anevaluationmustreflectreal‐lifeusesof grammarincontext.Thismeansthattheactivitymusthaveapurpose otherthanassessmentandrequire students to demonstratetheirlevel ofgrammarproficiencybycompletingsometask. To developauthenticassessmentactivities,beginwiththetypesof tasksthat students willactuallyneed to dousingthelanguage. Assessmentcanthentaketheformofcommunicativedrillsand communicativeactivitieslikethoseusedintheteachingprocess. Forexample,theactivitybasedonaudiotapesofpublicaddress announcementscanbeconvertedintoanassessmentbyhaving students respondorallyorinwriting to questions about asimilartape. Inthistypeofassessment,theinstructorusesachecklistorrubric to evaluatethestudent’sunderstandingand/oruseofgrammarin context. Mechanicaltestsdoserveone purpose:Theymotivate students to memorize.Theycanthereforeserveas prompts to encouragememorization ofirregularformsandvocabulary items.Becausetheytestonlymemory capacity,notlanguageability,theyare bestusedasquizzesandgiven relativelylittleweightinevaluating studentperformanceandprogress. ... OvertGrammarInstruction  Adult students appreciateandbenefitfromdirectinstructionthat allowsthem to applycriticalthinkingskills to languagelearning. Instructorscantakeadvantageofthisbyprovidingexplanationsthat give students adescriptiveunderstanding(declarativeknowledge)of eachpointofgrammar. Downloadthegrammarebookfor thiscourseat: www.TEFLeBooks.com/grammar.pdf  andworkallthewaythroughit. HowtoTeachTOEFLTOEICIELTSandMore 2 HowtoTeach TOEFLđTOEICđIELTSđ andOtherStandardizedExaminations SecondEdition CopyrightâTEFLeBooksdotcom Allrightsreserved. Permissiongrantedtoreproducepartsofthis publicationaslongasattributionisnoted. ThisebookwasdevelopedincooperationwithTEFLBootCamp Tohelpusdoabetterjobofhelpingyou,wewouldappreciate youropinionaboutthisebook.Pleasetakeourfast,easyand confidentialsurveyhere:CLICKHERE ... Speaking(11–14minutes). TheListening,ReadingandWritingtestsaredoneinonesitting.The Speakingtestmaybeonthesamedayorup to sevendaysbeforeor aftertheothertests. D.PracticeTestingandrecalibratinggoals  Afterareasonableperiodofstudy,haveyour students takeaprogress testandre‐evaluatetheirgoalsbasedontheirperformance.Notwo students willbeexactlythesameandgoalsshouldbeindividualized. FreeResourcesfromIELTS DownloadavarietyofPDFfiles thatprovideassistanceand instructionforallthesections oftheIELTSexaminationaswellastheIELTS GuideforTeachersat: http://www.ielts.org/teachers.aspx    How to Teach TOEFLTOEICIELTSandMore 43 To addressthedeclarativeknowledge/proceduralknowledgedichotomy, teachersand students canapplyseveralstrategies. 1....

... following purposes:  To do research teachers‘ and students attitude and expectations about teaching countable and uncountable nouns through some techniques.  To study how to teach countable and ... have the budget to maintain small classes. Similarly , the teaching resources best suited to the students, such as the latest technology , may not be available to the teacher, teachers must find ... skill ,they suppose. They, however, seem to pay attention to English grammar. This is due to the fact that all of them have to learn in order to pass the examination. 4) Teaching and learning condition....

... correction Teaching listening - Principles 2. Preparation is vital. T has to  listen to the tape in advance  predict any problems Ss may have  think of ways to get ready for them HOW TO TEACH ... I’d like to have a good … you know, to do a really interesting job … with lots of pay, of course! Kinds of listening 1. Listening to authentic materials  to help Ss “get a feel” about the ... 2. can can’t 4. can can’t Teaching listening - Principles 4. Encourage Ss to respond to the content of a listening. Examples Example 2 ã Listen to Liz talking about what she can do and...

... class? Students need to be taught dierent ways to read. Purpose of reading Ways of reading titles, headlines , photos Ss’ existing knowledge, ideas general prediction about the topic ã Engaged ã Eective ... x0 y0 w0 h0" alt=""

... made: 18 mil tons ã Rice eaten: 9.5 mil tons ã Makes most rubber (source: Economist) Lets add to the list! A good speaking lesson should…  maximize students interaction  provide students with ... games ◦ discussion ◦ questionnaires ◦ …  to perform a task by using spoken language 13 1. Cluster ideas around a topic teaching methodoiogy 2. Investigate things, e.g. how do highschool students learn English? ... $300 Speaking tasks …  create an information gap  give Ss choice of what to say & how to say it  encourage Ss to give & receive feedback

... tasks  Transfer and language focus: correction Why is writing useful? Writing is…  a way to reinforce language  a way to develop language  a style of learning language  a skill ○ genre-based writing ... invitation, etc.) ○ process writing (stages a writer goes through) What relate to eective writing? 2. Able to communicate a message (fluency-based)  generating ideas  gathering information  organizing ... relate to eective writing? 1. Language skills (accuracy-based)  good use of spelling rules  accurate use of language (appropriacy)  grammatical sentence forming  effective use of connectors...

... :""##" skill-based# %0 " ( !" Text 1 Text 2 Teach :""##" PPP# "  !  "  " #  6 P"  P" ... :""##" Task-based# " use  :  " '"  !"0# 7;!""# "4 Task Teach Task " "# '/  #"5 ...

... SKKN: How to teach Reading Comprehension Tài liệu tham khảo - A course in language teaching Practice and Theory (Penny UR) - Teaching English A training course for teachers (A Drian ... SKKN: How to teach “Reading Comprehension” Hi. I (0) am liz. I'm a (1)……… at a school in Cambridge. I'm 16 years (2) ……… I (3)…………in a town outside Cmbridge I often go to (4)……… ... on Saturday, October 10. She lives at 28 Tran Hung Dao Street. She is kind to me. Now tell me about your new (7)………. Is it a big school ? (8)……… is your teacher ? Please write to me soon. Love. Mary. -...