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What is the teacher necessary for?

Explore the correlation between human activity and natural disasters like pollution, global warming, and catastrophes. This study aims to demonstrate how human actions directly affect the environment, leading to these disasters. Learn how to monitor, assess, and address the impact of human behavior on the planet.

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What is the teacher necessary for?

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  1. What is the teacher necessary for? Sebastian Lesniewski

  2. Recasting Make studying happen

  3. how human activity is affecting the environment Today I’m going to try to show you how… how human being are most of the guilt person about the natural disasters. I’m going to talk about pollution, global warming and natural catastrophes. I’m going to demonstrate how human activity is affecting the environment, and how human actions lead to natural disasters.

  4. p. 15

  5. hear what students say understand what they say notice problems or gaps as they speak decide what the new or emergent language is make judgements about the students’ level, the frequency or usefulness of any possible new language and whether or notthe students are ready for it note the language or write it on the board remember the context for the new language to be explained  (ideally) be prepared to give other examples  (ideally) have questions ready that check and expand on the students’ knowledge of the new language – or that relate to other connected items of language  (ideally) think of some kind of further practice keep record of new language, so that it can be revised or referred to again in future lessons p. 15

  6. hear what students say understand what they say notice problems or gaps as they speak decide what the new or emergent language is make judgements about the students’ level, the frequency or usefulness of any possible new language and whether or notthe students are ready for it note the language or write it on the board remember the context for the new language to be explained  (ideally) be prepared to give other examples  (ideally) have questions ready that check and expand on the students’ knowledge of the new language – or that relate to other connected items of language  (ideally) think of some kind of further practice keep record of new language, so that it can be revised or referred to again in future lessons (Dellar & Walkley, 2016, p. 15)

  7. Receptive pronunciation skills Motor skills Recasting Make studying happen

  8. As far as the UK the restaurant menu concerned, there only the character and price, so it’s very difficult to imagine what kind of food or what kind of appearance. So how do you imagine the meal when you order the meal in restaurant?

  9. Affordances Study skills Receptive pronunciation skills Motor skills Recasting Make studying happen

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