Tiffany
- Rate RM81
- Response 1h
RM81/h
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- ESOL (English)
- English speaking
- English reading
- English listening
- English writing
I graduated from Harvard University and I provide ESL English learning for anyone who has a speech impediment, Anyone wanting to learn English for work or simply to communicate with others.
- ESOL (English)
- English speaking
- English reading
- English listening
- English writing
Lesson location
About Tiffany
I understand it’s not easy learning new things but rest assure I am patient and reliable. I have been teaching English in a classroom for 10 years and now I prefer online teaching. I provide home schooling and that has been successful.
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About the lesson
- Primary
- Secondary
- SPM
- +17
levels :
Primary
Secondary
SPM
Form 6
STPM
Adult education
Masters
Doctorate
A1
A2
B1
B2
C1
C2
Other
Beginner
Intermediate
Advanced
Professional
Kids
- English
All languages in which the lesson is available :
English
L - Language modeling & opportunities for practice
U - Use visuals and graphic organizers
S - Strategic use of Native language and teaching for transfer
P
Pronounce the word: Use pre-made vocabulary cards, quickly show the picture cards and say the word with the group & and have the students chorally repeat the
Practice: Students use the words in sentences
Pro-teach
using sentence frames.
Work as a group to
critical
(The word is written on the back of each card.)
vocabulary
Define each word in student-friendly terms: (e.g. mope: something people do when
brainstorm language that can go in the sentence
they are sad. When people are sad, they mope.)
frame for each word.
Practice each word using the sentence frame (written on white board) "The word
(mope means
(something people do when they are
Picture cards.
Native Language:
Share any cognates
Sentence frames writlen on board.
of the word that you know in students' native language (e.g. fine means very nice or fancy in English. It is similar to fino in
Turn and talk, "Tell your
Spanish, which also
sad)."
partner something you
means very nice or
were late to. Start
fancy).
Give each student a picture card and ask him or her to practice saying the definition your sentence of the word with a partner using the sentence frame.
with."I was
Check for understanding: Share out with the group by using Taking Stick.
late because...".
Students will share their card with the whole group: group will then chorally repeat.
3S
Systematic & explicit instruction
Ask students to share the word in their native language if they know it.
Review short and long vowel sounds and CVC words. (Ex: Ask students to produce Practice: have students
Picture and word
Teach for Transfer:
the "name" and "sound" for each vowel. Show students the word hop. Ask, "What is respond chorally to most cards of CVC and
Share if the sound is
the vowel in hop?" Ask, "what sound does it make?" Repeat with other CVC words.) questions requiring a
VCe words.
the same or different
Explain: The teacher says, "today we are going to look at a new pattern, words that short response.
in the student's
contain a silent e." Show a word card which contains the word mop and asks
native language
Practice: have students
students to sound out the word. Show a word card with contains the word mope
(E.g., the long /8/
and model for students. "the letter e at the end makes the vowel say its name.
hold up appropriate
Use Student
sound in English is
picture cards after
friendly definition
Watch me."
teacheriother students cards with very the same as the /6/
Model: (Touch the 'o' in mope) "The e at the end makes the letter say, /ö/." Give read the word.
brief, easy to read sound in Spanish and phrases to define Vietnamese.)
students picture cards of mop and mope. The teacher asks students to hold up the correct card when she reads the words two or three times.
Guided Practice: Then switch roles, so that the students read the words and the
Practice: have each child practice reading text with expression.
the words.
teacher holds up the correct picture cards. Continue with word card pairs such as fin/fine, Sam/same, hat/hate, and tap/tape.
Once students have practiced and can differentiate between the two types of words, use the presentation book and have students decode words with and without the silent e. (Ensure that student engagement is kept high with the use of echo and choral response, as well as individual response to ensure students are
Native Language: If students have confusion about a word, ask other students to share the word in their native language if they know it.
taking the VCe word skill to mastery.)
Independent Practice: Now, chorally read sections of the story two times (containing the VCe words from the cbjective) together and ask comprehension questions.
At about the halfway point of the story, allow student to read.
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Rates
Rate
- RM81
Pack rates
- 5h: RM405
- 10h: RM810
online
- RM81/h
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