Express your opinion saying if you agree or disagree with the quote below. Justify your point of view.

Slides:

Advertisements

Similar presentations

Five Major Reasons That Talk Is Critical to Teaching and Learning

Advertisements

STARTING AND FINISHING A LESSON

How to teach heterogeneous groups

Module 6: Academic Strategies for Students with ASD

ACADEMIC VOCABULARY How to navigate:

Slide 2 Refer students to the slide. Elicit from them the words they already know. Ask students to discuss with a partner what the scrambled word.

I couldn't agree with you more… I'm afraid I agree with …, because… You're right. That's a good point. That's not always the case… No, I'm.

Unscramble the words below.What other English words do you know? jeans srnmtoapheoumselatpopeaiml txainsjeahekamliskstie smartphone mouse laptop .

Strategies to Achieve Reading Success

Visualization By: Kierstin, Brittany, Wendy, and Stephennie.

back to menu Slide 2 Tell students they will describe their mother’s appearance. You may elicit the words they already know to describe people’s.

Ann Shlapobersky 2013 Making Writing Their Own 1.

1. Introduce or revise sound/symbols: t, m, a, s Write the letter s on the board. Point to s with your finger just below the letter and keep your finger.

Vocabulary Link Listening Pronunciation Speaking Language Link LESSON A Writting Reading Video Program.

CAPT Response to Literature Strategies How to Succeed at Answering the Four Questions (in about 40 minutes)

Breaking Down the Prompt

USING QR CODES IN THE ELEMENTARY CLASSROOM Or, Mr. Pearson…. What is this funny box for?

New Teachers’ Induction January 20, 2011 Office of Curriculum and Instruction.

(Young) Adults Level 1. First-day Activity Social Media Interlink 2-3 First-day Activity Social Media Interlink 2-3.

Here is an activity that you can use to review or reinforce a lesson or concept.

Are you good at sports? Which one(s)? Which is your favorite sport to play? And to watch? Why? Which is your favorite sport to play? And to watch?

PET for Schools. Paper 3: Speaking What’s in the Speaking Test? Part 1: You answer the examiner’s questions about yourself and give your opinions. Part.

September 2. Identity crisis Cloud storaging.

Titles and Introductions Titles and introductions are the FIRST thing the reader sees and so they are often the one thing that determines whether your.

First-day activity Adults – real beginners.

Stages of Teaching an Oral Lesson

Brainstorming Techniques Four Brainstorming Techniques: 1.Freewriting 2.Listing 3.Asking Questions 4.Mapping/Clustering/Webbing.

TALENTS Think of talented people you know and admire (famous or not). What talents do they have? Do you think they have natural talent? Or did they work.

Choose an activity by clicking on the labels Slide 2 – Vocabulary. Elicit from sts what they see in the pictures. Notice there are some highlighted.

Notes Material needed for this activity: none [Slide 1] Typical food Click to reveal first question; Elicit answers from sts Key:

Mercury Venus Earth (our home) Mars Jupiter Saturn Uranus Neptune Pluto (Dwarf planet) The Sun.

Unit 18 Future trends. Objectives Focus Warm up 18.1 Making predictions 18.2 Talking about the future 18.3 Changing the way we work Sum-up Assignments.

a desktop computer a rotary phone a typewritera camera.

Slide 2 Refer students to the slide. Call their attention to the question on the slide. Elicit if it is to answer about appearance or personality.

Slide Tell students they will play a memory game. The difficulty increases gradually. Refer students to the first screen. Tell.

MATH COMMUNICATIONS Created for the Georgia – Alabama District By: Diane M. Cease-Harper, Ed.D 2014.

Slide 3 | First, allow sts to try to name the relationships between the people in the pictures. Then, click to reveal prompts and.

Slides Refer students to the slide. Elicit from them the names of the shapes they already know Ask students to repeat the words.

In this lesson we will: 1.Introduce our new topic: Brazil 2.Begin to investigate Brazil 3.Use the internet to find facts about Brazil. 4.Present geographical.

Homework Hand the questionnaire back to me please Turn to Pg and check your answers with your partner, are they the same or different. If they.

Speaking Test PET.

Slide 2 Tell sts they’re going to see elements that represent Easter. Click to show one picture at a time. Elicit / teach words. Click again to.

Retelling Procedure Resource Sheet A. Predicting Some Sentences You are going to read a news report about “ A Bank Robbery ”. Guess what the news.

Writing A Friendly Letter

angry passionate sad revengeful fearful.

Reading Strategies Before you read you should: 1.Set a purpose for reading 2.Preview the text 3.Make a plan regarding which strategies could help you in.

Error correction techniques for speaking 1 Error Correction Techniques.

Slang and Language Change UNIT 1. Unit Objectives  Practice effective listening and note-taking strategies;  Prepare to listen to the lecture about.

Copy the diagram on the front white board onto page 14

As students enter the room, have the question displayed on the board and allow them to talk quietly in pairs.

Using Microsoft forms in the English class to evaluate content formatively Context: English foreign language class Level: pre-intermediate Students.

I can talk and listen in difficult discussions

I can talk about what makes me feel sad

I can talk about what makes me feel sad

I can talk and listen in difficult discussions

I can talk about what makes me feel sad

Decomposers Unit Activity 1.2 Expressing Ideas about How Things Decay

Ensuring Success through Assessment – Conclusion

I can talk and listen in difficult discussions

FCE (FIRST CERTIFICATE IN ENGLISH) General information.

I can talk and listen in difficult discussions

I can talk and listen in difficult discussions

What affect do we have on our ever changing world?

USEFUL SPEAKING EXPRESSIONS

Visual Literacy – What is Visual Literacy?

Pair and Group Work – Introduction

ELLs in Texas: What Teachers Need to Know

Slide 1- Click once and tell sts that recognizing and understanding how sentences and ideas are linked throughout a passage will help their.

Presentation transcript:

Express your opinion saying if you agree or disagree with the quote below. Justify your point of view.

Name the activities

goo.gl/XpXM B2

 Thinkstock photos  Flickr

Slide 2  Refer sts to the image on the slide. Tell them you will give them one minute to think about the things they regret having done.  Move to the next slide.

Slide 3  Refer sts to the images on the right and elicit what they represent. Refer them to the prompts on the slide.  Tell sts to write down their answers on a sheet of paper. Stress that they should write only the answers and not a full sentence. E.g.: - Something you should/shouldn't have bought. [an iPod / a 3D television].  The idea is that they have the pairs of answers so that their partners can guess what they regret doing and not doing.  Click to reveal prompts. Have sts reveal which actions they regret doing and not doing.

Slides  Refer sts to the quotes on the board.  Have them discuss saying whether they agree or not. Encourage them to justify.

Slides  Refer sts to the question on the slide.  Have sts discuss briefly.  Tell them they will watch a video listing things people want to accomplish before a certain age.  Click on the link to play video. Move to the next slide.  Have sts talk about the activities they have done so far.  Encourage sts to find similarities and differences among them.

Slides  Have sts discuss in groups the questions on the slide. Slide 12  Elicit from sts what a bucket list is. (N.B: A list of things people want to do before they die. You may also teach the expression 'to kick the bucket' as it may be common mistake by Brazilian sts.)

Slide 13  Refer sts to the book on the right. Ask if anybody has read it and/or they have the interest to do so.  Elicit from the group what kind of things you can find in the book.  Click to reveal another question and have them discuss.

Slide 14  Refer sts to the image on the slide.  Ask them if they have already thought about writing their bucket list and what they have included.  Move to the next slide.

Slides  Tell sts they will see the most common activities people write on their lists;  Have sts discuss what the activities are. Click to reveal answers.  Call sts attention to the color code. The verbs are in yellow so they can come up with a different collocation. (E.g.: Learn to do something / a language / to cook, etc.  Have sts talk about their own lists using the phrases on the slide.  Repeat procedures on the following slides.

Slide 18  To round up, have sts change groups and share what they would include in their lists. Encourage them to give details.

Slide 19  Tell sts they will visit a website to check more ideas for bucket lists.  Have sts say which activities they enjoy and the ones they would never include.

Slide 20  Tell sts about the bucket list project.  Tell them about the Padlet link where they can participate in the collaborative list.  All they have to do is to access the link and add their contribution. They may copy the link on the page (goo.gl/XpXMB2) or the QR code.