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Lesson 2 Teacher for Life

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  • Slide 1
  • Lesson 2 Teacher for Life
  • Slide 2
  • Lesson 2 Teachers for Life 2
  • Slide 3
  • 3 Randy Pausch Morrie Schwartz Ban, Ki Mun Steve Jobs
  • Slide 4
  • Lesson 2 Teachers for Life 4
  • Slide 5
  • 5 Students are able to 1)talk about the main ideas after listening to the talk about the qualities for being a successful person. 2)ask and answer about the top three qualities for being a good teacher 3)give a presentation about the top three qualities for being a good teacher looking at the graph.
  • Slide 6
  • Lesson 2 Teachers for Life 6
  • Slide 7
  • 7 7 1.Listen to the talk about these people. 2.Express it in a graph.
  • Slide 8
  • Top Three Qualities for being a Successful Person in one's Field 8 Sample Lesson 2 Teachers for Life Project Work
  • Slide 9
  • Top Three Qualities for being a Successful Person in one's Field 9 Sample Lesson 2 Teachers for Life Project Work 1.Listen again. 2.Answer to the questions.
  • Slide 10
  • Lesson 2 Teachers for Life Project Work
  • Slide 11
  • Top Three Qualities for being a Successful Person in one's Field 11 Lesson 2 Teachers for Life Project Work 2 Useful Questions The graph/chart shows This chart illustrates . Explaining the Topic
  • Slide 12
  • Top Three Qualities for being a Successful Person in one's Field 12 Lesson 2 Teachers for Life Project Work 2 Useful Questions Being an expert on the subject matter accounts for . It accounts for Describing the Items (1)
  • Slide 13
  • Top Three Qualities for being a Successful Person in one's Field 13 Lesson 2 Teachers for Life Project Work 2 Useful Questions percent of the students thought that being an expert on his/her own job was the most important. Being an expert on their own job is thought the most important. Describing the Items (2) most important most important
  • Slide 14
  • Top Three Qualities for being a Successful Person in one's Field 14 Lesson 2 Teachers for Life Project Work 2 Useful Questions percent of the students thought that having a positive perspective on their future was the least important. Having a positive perspective on their future was thought the least important. Describing the Items (3) leastimportant leastimportant
  • Slide 15
  • Top Three Qualities for being a Successful Person in one's Field 15 Lesson 2 Teachers for Life Project Work 2 Useful Questions Not being afraid to fail is thought more important than having a positive perspective. is thought more important than ~. is thought less important than ~. more important Comparing than more important than less important than
  • Slide 16
  • Top Three Qualities for being a Successful Person in one's Field 16 Lesson 2 Teachers for Life Project Work 2 Useful Questions Explaining the Topic The graph/chart shows This chart illustrates . Describing the Items in the Graph Being an expert on their own job accounts for . ~ percent of the students thought that was the most important. is thought the most important. ~ percent of the students thought that was the least important. is thought the least important. Comparing is thought less important than .. is thought more important than ..
  • Slide 17
  • Lesson 2 Teachers for Life 17
  • Slide 18
  • Lesson 2 Teachers for Life 18
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  • Lesson 2 Teachers for Life 19
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  • Lesson 2 Teachers for Life 20
  • Slide 21
  • Lesson 2 Teachers for Life 21
  • Slide 22
  • Lesson 2 Teachers for Life 22 When you give a presentation, Describe and compare what you see in the graph. Make sure to use the words 'most,' 'more,' 'least,' or 'less' to compare the data.
  • Slide 23
  • Lesson 2 Teachers for Life 23 Sample Presentation [Describing a graph] 1) This graph shows ~ 2) In this graph, the top three qualities are ~ 3) ~ is thought the most important. It accounts for ~ percent. 4) ~ is thought the least important. It accounts for only ~ percent. 5) ~ percent of the students said that ~ was one of the qualities of a good teacher. [Comparing items in a graph} 6) ~ is thought more important than . 7) ~ is thought less important than .
  • Slide 24
  • Lesson 2 Teachers for Life 24
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  • Lesson 2 Teachers for Life 25 Sharing and Providing Feedback Task Completion Fluency Discourse Organization Language Use Pronunciation ? , ? more, most, less, least ? ?( ?) ? ? ? ? ? ?
  • Slide 26
  • Lesson 2 Teachers for Life 26 Sample Answer This graph shows the top three qualities of a good teacher OO students in OO High School. Explaining the Topic
  • Slide 27
  • Lesson 2 Teachers for Life 27 Sample Answer Describing the Items The students thought that teachers should be experts on the subject matter, clearly present lesson plans, and have a good sense of humor. Among the three qualities, being an expert on the subject is thought the most important for a good teacher at forty percent. The students thought that teachers should be experts on the subject matter, clearly present lesson plans, and have a good sense of humor.
  • Slide 28
  • Lesson 2 Teachers for Life 28 On the other hand, students thought that having a good sense of humor was the least important. It accounts for only twenty-five percent. Thirty-five percent of the students said that clearly presenting lesson plans was one of the qualities of a good teacher. Sample Answer Describing the Items On the other hand, students thought that having a good sense of humor was the least important. It accounts for only twenty-five percent. Thirty-five percent of the students said that clearly presenting lesson plans was one of the qualities of a good teacher.
  • Slide 29
  • Lesson 2 Teachers for Life 29 Sample Answer Comparing According to the graph, being an expert on the subject matter is thought more important than clearly presenting lesson plans, and having a good sense of humor is thought less important than clearly presenting lesson plans.
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  • Lesson 2 Teachers for Life 30
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  • Lesson 2 Teachers for Life 31 Best Answer
  • Slide 32
  • Lesson 2 Teachers for Life 32 Explaining the Topic The graph/chart shows This chart illustrates . Describing the Items in the Graph Being an expert on the subject matter accounts for . ~ percent of the students thought that was the most important. is thought the most important. ~ percent of the students thought that was the least important. is thought the least important. Comparing is thought less important than .. is thought more important than .. Useful Expressions