OUSD | Lesson Plan | Like Water For Chocolate | Esquivel. Persepolis | Historical Context and Timeline. Timeline of Events 1. Marji's Grandfather is mentioned, 'He had royal blood. He was a Qajar Prince'. What does this mean? This means that he belonged to the Qajar dynasty which ruled Iran from the late 18th century until the early 20th century. 2. In the clip we see two rulers who was the first Shah and when did he rule from? The first Shah was the one who ended the Qajar dynasty. 3.
The British backed Reza Khan in his coup d'etat. 4. The second Shah was the son of the first Shah. 5. Both Shahs were interested in modernising Iran. 6. The White Revolution was known as such because it was a bloodless revolution that started in 1963. 7. Life for ordinary people at this time was contradictory: on one hand, they were enjoying living in a country that was being rapidly modernised. 8. In 1980 by an attack by Iraq on Iran. 9. Iraq thought it was taking advantage of instability in Iran during the early days of a new state undergoing revolution. 10. In 1988. 11.
Girl by Jamaica Kinkaid.doc | Document. File: Girl by Jamaica Kinkaid.doc Tess Lantos Impact Academy of Arts & Technology Hayward, CA 513 Views 82 Downloads 0 Favorites Previewing page 1 of 2 previous 1 2 This is a preview of the first six pages of the file. Comments Cancel No comments at this time. Add Comment Download Favorite Copy Resource Comment Share File Details: License: CC Attribution 3.0 Created: May 10th, 2011 Visibility: Public BetterLesson CommonCore sign up or log in Forgot Password? About Master Teacher Project Content Connect with Us School or District Leader? Learn how to "UnPD" your school or district. © 2014 BetterLesson • Privacy • Terms • Site Feedback • Support Innovative lessons from effective teachers!
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Icebreakers. TEFL resources and lesson ideas | Page 2. Further to my recent post about staging class debates, I’ve just uploaded two more to the topic-based materials section of this blog: one (on whether some art can be better than other art) here; the other (on whether private schools should be abolished) here. You can read some ideas about how to use them, and about ways of holding debates more generally, here. The debate about abolishing private schools I highly recommend introducing debates to interested classes of adults or teens of about intermediate level and upwards: they’re great for generating discussion; students can practise using a lot of functional language about expressing opinions, agreeing and disagreeing, and so on; and they can provide useful vocab-building preparatory homework opportunities as well! Please remember to check the language used in my debating sheets and consider whether to pre-teach any of the vocabulary used.
The debate about the value of art. 12 ways of creating stories with your EFL students. I’ve been reading a fair amount recently about the value of storytelling – and, in particular, the telling of vivid and emotionally-engaging stories – to memory in general, and vocabulary-learning and grammar practice more specifically. It certainly seems that learning new words from a list is a duller and less efficient alternative to acquiring and retaining new vocabulary than involving your learners in narratives using the target words. With this in mind, here are four ways you can involve your learners in creating stories around particular lexical or grammatical themes, and a list (and brief descriptions!)
Of eight other methods from various corners of this site: Stories from boxesDraw eight rectangles on the board, with space between each one.Invite student volunteers to come and draw one thing, each in a different rectangle. Note: The two ideas above come from Creating Stories with Children by Andrew Wright. Stories from blank paper Show your students a blank sheet of paper. Vocabulary diaries for language learners. As Scott Thornbury (in How To Teach Vocabulary) and Paul Nation and Peter Gu (in Focus On Vocabulary) point out, learners need to use vocabulary items six or seven times, in different contexts or ways, for these to begin to enter long-term memory storage. Furthermore, as I wrote in this post, various studies suggest it’s a good idea to revise items at particular key stages (24 hours after initial study, then 48 hours after that, then a week later, and so on) to help this transfer to long-term memory to take place.
It can be very difficult for us teachers to keep track of such a varied revision schedule. In fact, it may well be impossible to get all the revision work done in class, either because our learners don’t have enough classes each week to keep to the optimum schedule, or because they’re on continuous enrolment courses (in which case they will all be on different schedules anyway, and have lessons for sometimes wildly different lengths of time).
Eight vocabulary revision activities. Summary: The activities below are intended for use in conjunction with a vocabulary bag, which is a simple way of keeping a class record of vocabulary studied in class. Preparation: create a “vocabulary bag” containing slips of paper each with vocabulary covered in each lesson. You can add to this – or, better, ask your students to add to this – each class. Setting up a vocabulary bag to use with your class What is a vocabulary bag? Why should I use one? How can I maintain it? Have ready enough scraps of paper for a five-minute activity at the end of your classes, where you ask your students to write perhaps three different words or expressions they’d like to remember (perhaps with a first-language translation on the other side, if you’re teaching a monolingual class), and which they then add to the class vocabulary bag or box.
Eight vocabulary bag revision activities Creating Stories in Order of Word Placement Word Transformations and Making the News Categories Backs to the Board Pictionary. ESL Surveys. Surveys are a great way to get a class talking. They can be focused on a grammar point or they can be focused on an area of content area. I've included a few here along with a blank template. Every teacher will run his or her class differently, but I generally have a warm-up where I look at a language point and then get the students to walk around and survey as many other students as they can. After they are finished, they sit down, write up their results and then present them to the class. The surveys are in MS Word format so they are easy to edit to customize for different classes and level.
Survey on Annoying Habits: Focus is on talking about what bugs or annoys people. Survey on Hypothetical Situations: Focus is on the modal 'would' used in 'what if' situations. Survey on Education: Focus is on the modal 'should' used in talking about ideal situations. Survey on Contentious Issues: Focus is on opinions stems and expressing opinions. Survey on Movies: Focus is on movie vocabulary. Short conversations.