Importance Of Different Types Of Materials

If your students are English learners, learn a few key phrases in their native languages to model that it is acceptable to struggle with pronunciation and language learning.

The next phase in the planning of lessons will involve me preparing the agreed activities, worksheets or relevant material. I may be required to print, photocopy or prepare the classroom by proving enough glue, scissors, paints or special types of paper e.g. sugar paper, tissue paper etc.

W.9-10.4-5 Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas.

Students are usually required to prepare some class with some recommended reading books, journals or articles, (depending on the particular aims of the course), occasions where they are able to practice their literacy and language skills.

Students will receive the lesson in small groups. The highest ability group will receive the lesson first and be released to work on the independent practice alone while the teacher works with lower ability groups on completing the practice

Directions: Teacher must create negotiations from the beginning of the project with the students. This will determine the criteria for the content, format, and final product. The contract will include that if the students struggle, they must go to teacher so teacher will help them.

particular feature of language or could be authentic texts "adapted" to contain or highlight certain features of language. However, Johns and Davies argue that learning should contain a purpose and that texts in the language classroom should act as “vehicles for social and economic contacts and for the transmission of ideas”. Consequently, they propose an alternative to TALO which looks at a Text as a Vehicle for Information, or TAVI. This is where understanding the text is the main priority and the text should have some relevance to the students. As a result, cognitive strategies are reinforced. Because of this, Johns and Davies (1983: 4) add that where “where possible the texts will be selected not by the language teacher but by the students

Today 's lesson objective is: Students will be able to determine the central idea of a text.

Explain, using appropriate classroom examples, how you would apply your understanding of the theory outlined, in implementing four (4) central task of teaching in your classroom.

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in

States of matter are the distinct forms that different phases of matter take on. Historically, the distinction is made based on qualitative differences in bulk properties. Solid is the state in which matter maintains a fixed volume and shape; liquid is the state in which matter maintains a fixed volume but adapts to the shape of its container; and gas is the state in which matter expands to occupy whatever volume is available.

Matter is defined as anything that occupies space and can be perceived by one or more senses; a physical body, a physical substance, or the universe as a whole. There are four distinct states of matter: solids, liquids, gases, and plasma. There are other states of matter such as Bose-Einstein condensates and neutron degenerate matter, but those states can only be found under extreme conditions.

Atoms make up everything we can see, therefore every material, and atoms have very different properties within themselves, as well as having different ways of being arranged or of bonding together, all of which affect the physical and chemical properties

Self-reflection: This artifact demonstrates growth with lesson planning due to the overall quality and thought put into the artifact. There are many strategies incorporated into the lesson which allows support for all students including students with IEP/504 plans and students with different learning styles. It also shows the creativity in the lesson which allows students to become engaged with the lesson and achieve the objective established.

These twelve principles are not intended to be comprehensive, but to offer participants the ability to explore implications in an open, reflective way. In addition to the twelve principles for learning there are specific conditions for complex learning to take place in the classroom, according to Caine and Caine, these conditions help in the overall system of brain-based learning. First of all, students should feel a relaxed