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Task based language learning. old approach, new style. a new lesson to learn.Jeisson Rodriguez Bonces
This paper provides an overview of Task-Based Language Learning (TBL) and its use in the teach ing
and learning of foreign languages. It begins by defining the concept of TBL, followed by a presentation
of its framework and implications, and finally, a lesson plan based on TBL. The article presents an additional
stage to be considered when planning a task-based lesson: the one of formal and informal assessment.
The rubrics and a self-evaluation format appear as an additional constituent of any task cycle.
Key words: Task-based learning, framework, teach ers’ roles, students’ role.
The lexical approach focuses on teaching language as chunks or multi-word phrases rather than as individual words and grammar rules. It asserts that much of a language consists of prefabricated phrases and that students should learn these phrases as chunks. The key principles are that the lexicon, or vocabulary, makes up the main part of a language and that lexical chunks like phrases and collocations are important units for students to learn as they are used by native speakers. Advocates of this approach believe it helps increase students' fluency and acquisition of natural language patterns.
The document discusses assessing listening skills. It defines listening as an active process involving both linguistic and non-linguistic knowledge. Listening assessment is important because the act of listening cannot be observed. The document outlines different types of listening like intensive, extensive, selective, and responsive. It provides examples of assessment tasks that can measure various dimensions of listening including phonological recognition, paraphrasing, answering questions, note-taking, and retelling stories.
This document discusses content-based instruction for teaching a second language. Content-based instruction organizes language learning around academic content rather than a linguistic syllabus. It has two main principles: 1) people learn a second language more successfully when using it to acquire information, and 2) it better reflects learners' needs for academic studies. In content-based classes, students develop language skills through activities that integrate skills while focusing on meaningful academic purposes. The language curriculum follows the sequence of an academic subject to address students' needs. Objectives include developing language, learning, and academic skills to prepare students for university studies.
The Grammar Translation method was used in the 18th-19th centuries to teach classical languages like Latin and Greek. It focused on reading comprehension and writing skills through translation exercises, grammar rules, vocabulary memorization, and little speaking practice. The goal was to read literature in the target language, not develop communication skills. Classes were taught entirely in the student's native language.
The Grammar Translation method teaches modern languages by applying the same methods used to teach Latin and Greek in the 18th and 19th centuries. It focuses on translating words, phrases, and texts between the target language and the student's native language. While translation allows students to understand meanings and discuss topics with their teacher, it emphasizes reading and writing over speaking abilities and does not allow for natural communication in the target language.
Assessing listening micro and macroskills of listeningWildan Nanda W
The document discusses microskills and macroskills in listening, which refer to bottom-up and top-down processing. It then lists 8 factors that make listening difficult, such as reduced forms, rate of delivery, and stress/intonation. Next, it proposes assessment tasks to test intensive listening, including recognizing phonological/morphological elements and paraphrasing sentences and dialogs. Finally, it suggests tasks for responsive listening like answering questions appropriately or with open-ended responses.
1) Listening is the most important of the four language skills and is used most often in everyday communication.
2) Traditional listening lessons involved short dialogues, dictation, and recognizing words and sounds, but now listening is recognized as its own skill to be developed.
3) Effective listening instruction includes teaching strategies like planning, monitoring comprehension, and clarifying meaning, and integrating both top-down and bottom-up processing.
Task based language learning. old approach, new style. a new lesson to learn.Jeisson Rodriguez Bonces
This paper provides an overview of Task-Based Language Learning (TBL) and its use in the teach ing
and learning of foreign languages. It begins by defining the concept of TBL, followed by a presentation
of its framework and implications, and finally, a lesson plan based on TBL. The article presents an additional
stage to be considered when planning a task-based lesson: the one of formal and informal assessment.
The rubrics and a self-evaluation format appear as an additional constituent of any task cycle.
Key words: Task-based learning, framework, teach ers’ roles, students’ role.
The lexical approach focuses on teaching language as chunks or multi-word phrases rather than as individual words and grammar rules. It asserts that much of a language consists of prefabricated phrases and that students should learn these phrases as chunks. The key principles are that the lexicon, or vocabulary, makes up the main part of a language and that lexical chunks like phrases and collocations are important units for students to learn as they are used by native speakers. Advocates of this approach believe it helps increase students' fluency and acquisition of natural language patterns.
The document discusses assessing listening skills. It defines listening as an active process involving both linguistic and non-linguistic knowledge. Listening assessment is important because the act of listening cannot be observed. The document outlines different types of listening like intensive, extensive, selective, and responsive. It provides examples of assessment tasks that can measure various dimensions of listening including phonological recognition, paraphrasing, answering questions, note-taking, and retelling stories.
This document discusses content-based instruction for teaching a second language. Content-based instruction organizes language learning around academic content rather than a linguistic syllabus. It has two main principles: 1) people learn a second language more successfully when using it to acquire information, and 2) it better reflects learners' needs for academic studies. In content-based classes, students develop language skills through activities that integrate skills while focusing on meaningful academic purposes. The language curriculum follows the sequence of an academic subject to address students' needs. Objectives include developing language, learning, and academic skills to prepare students for university studies.
The Grammar Translation method was used in the 18th-19th centuries to teach classical languages like Latin and Greek. It focused on reading comprehension and writing skills through translation exercises, grammar rules, vocabulary memorization, and little speaking practice. The goal was to read literature in the target language, not develop communication skills. Classes were taught entirely in the student's native language.
The Grammar Translation method teaches modern languages by applying the same methods used to teach Latin and Greek in the 18th and 19th centuries. It focuses on translating words, phrases, and texts between the target language and the student's native language. While translation allows students to understand meanings and discuss topics with their teacher, it emphasizes reading and writing over speaking abilities and does not allow for natural communication in the target language.
Assessing listening micro and macroskills of listeningWildan Nanda W
The document discusses microskills and macroskills in listening, which refer to bottom-up and top-down processing. It then lists 8 factors that make listening difficult, such as reduced forms, rate of delivery, and stress/intonation. Next, it proposes assessment tasks to test intensive listening, including recognizing phonological/morphological elements and paraphrasing sentences and dialogs. Finally, it suggests tasks for responsive listening like answering questions appropriately or with open-ended responses.
1) Listening is the most important of the four language skills and is used most often in everyday communication.
2) Traditional listening lessons involved short dialogues, dictation, and recognizing words and sounds, but now listening is recognized as its own skill to be developed.
3) Effective listening instruction includes teaching strategies like planning, monitoring comprehension, and clarifying meaning, and integrating both top-down and bottom-up processing.
The document discusses using websites in the English language classroom. It outlines reasons to use websites, such as being an easy way to incorporate technology and expose students to the wider world. The document differentiates between ELT websites, which are ideal for practice activities, and authentic websites, which provide total comprehension. It provides tips for finding useful websites, such as using search engines and meta search engines. Finally, it lists factors for evaluating websites, like accuracy, currency, content, and functionality.
HD Brown's Principles for Teaching Listening SkillsDaniel Beck
Review of HD Brown's Principles for Teaching Listening Skills from his book, "Teaching by Principles", Third Edition (2007) for myself and my classmates as we prepare for the final.
This document provides an overview of major issues in reading in English language teaching, including bottom-up and top-down reading processes, schema theory, reading as an interactive, purposeful, and critical process, extensive reading, text genres and registers, and implications for EFL reading programs. Key concepts discussed include decoding words, reconstructing meaning, using background knowledge, reading for different purposes, and encouraging extensive independent reading outside of class.
This document discusses and compares two approaches to assessing speaking ability: the Cambridge CCSE Test of Oral Interaction and Bygate's categorization of speaking operations. The Cambridge approach specifies content like operations, text types, topics, and addresses. Bygate categorizes operations into informational, interactional, and skills in managing interactions. Both approaches are then compared, with the Cambridge approach being more specific in outlining the test design and implementation. Factors like test length, number of attempts, environment, and scorer training are discussed to ensure a valid and reliable speaking assessment.
The document discusses various types of language tests that teachers may design or utilize, including language aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests. It provides details on the purpose and objectives of each test type, as well as considerations for designing, administering, and scoring the tests. Specific examples discussed include the Modern Language Aptitude Test and Pimsleur Language Aptitude Battery, as well as components of sample language tests like their format, scoring criteria, and feedback approaches.
Un resumen de los métodos y filosofías que han influido en la práctica de la enseñanza de la lengua inglesa. Una visión crítica sobre la pedagogía del lenguaje y su valor histórico
The document discusses various methods for assessing speaking ability, divided into 5 basic types - imitative, intensive, responsive, interactive, and extensive. It then provides details on designing assessment tasks for each type. For imitative speaking, tasks include repetition and read-alouds. Intensive tasks include directed responses, fill-in-the-blank dialogs, and picture prompts. Responsive tasks involve questions and answers or giving instructions. Interactive tasks include interviews, role-plays, and discussions. Extensive tasks include oral presentations, storytelling, and translations. The document emphasizes matching tasks to objectives and establishing reliable scoring criteria.
The document discusses three main functions of speaking: talk as interaction, talk as transaction, and talk as performance. It outlines the key features and skills involved in each type of speaking. For talk as interaction, the focus is social and involves skills like small talk and turn-taking. Talk as transaction has an information focus and skills like explaining and confirming. Talk as performance transmits information to an audience and involves skills like sequencing information and engaging an audience. The document suggests teachers identify which speaking skills to focus on and design activities matched to developing each type of speaking function.
The document discusses key aspects of task-based syllabus design. It defines tasks as communicative acts with non-linguistic outcomes. A task-based syllabus begins with a needs analysis to identify real-world target tasks learners need to perform. The syllabus then sequences pedagogical tasks and language exercises to develop the skills enabling learners to complete the tasks.
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
This document outlines a training session on lesson planning using the PPP (Present, Practice, Produce) format. It includes an introduction, group discussion on lesson planning, a lecture covering language skills and methodology, the PPP format and its reasoning, key lesson plan elements, and a lesson planning activity where participants create and peer review lesson plans. The goal is to prepare participants to create effective lesson plans using the PPP format and consider important elements like objectives, materials, and assessments.
-A six-level series with each level featuring a student book, workbook, and a teachers guide
-Age-appropriate and in full-color
-Lovable characters are featured throughout the series who children will come to know and love!
-Balanced curriculum with each lesson containing activities that focus on all skills
-Lesson themes include various interesting and engaging topics geared to the interests of young learners
-Audio CD included with all passages for listening, reading-a-long, and repetition
-Workbook provides additional practice and reinforcement of each lesson’s language targets
-Well-structured and comprehensive Teacher’s Guide is available and provides teachers with a wide range of supportive activities, ideas, and resources
-The Teacher’s Guide includes a multi-purpose Teacher’s Resource CD containing MP3 files, a selection of tests, 12 lesson reviews, a placement test, printable flashcards, wordlists, song lyrics and more
The document discusses teaching listening skills. It defines listening as an active process where the listener tries to understand meaning from sounds. Listening was historically overlooked but is now recognized as active. Teaching listening helps students function in real situations and activates their mental lexicon. Active listening focuses on understanding without responding, while passive listening involves multitasking. Active listening improves learning and relationships. The listening process involves bottom-up and top-down models as well as using schemas. Challenges include difficulties with sounds, speed of speech, and maintaining focus.
The audiolingual method is an oral-based language teaching approach that was influenced by structural linguistics and behavioral psychology. It uses repetition and drilling of grammatical patterns to help students form new habits in the target language. Teachers present new vocabulary and structures through dialogs, which students then practice through imitation, repetition, and pattern drills with the goal of overcoming their native language habits. The focus is on oral skills and grammar is induced, not explicitly taught. Student interaction is teacher-directed and the primary role of students is to respond to stimuli while the teacher controls the learning process.
Language Assessment - Assessing Listening by EFL LearningEFL Learning
The importance and basic type of listening, micro- and macro skills of Listening, and how to observing the performance and designed the assessment tasks
Input-based, output-based and task-based in teaching ESPAngelito Pera
1. Output-based teaching focuses on giving students practice using specific grammatical structures in meaningful contexts to develop automatic control. Input-based teaching draws students' attention to target features and asks them to discover usage inductively, contextualizing lessons in real-life situations. Task-based teaching uses real-life tasks selected based on student needs analysis, with the teacher taking on roles like facilitator, task selector, and motivator.
The document discusses various topics related to testing, assessing, and teaching including the differences between tests, assessments, teaching, evaluation, formative and summative assessments, norm-referenced and criterion-referenced tests, discrete-point and integrative testing, communicative language testing, performance-based assessment, and computer-based testing. Key points made include that assessment is an integral part of the teaching-learning cycle, both informal and formal assessments have roles to play, and tests when used appropriately can provide motivation and feedback to learners.
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
This document discusses the Direct Method approach to teaching grammar. The Direct Method focuses on speaking and pronunciation over explicit grammar instruction. The teacher acts as a facilitator, using techniques like reading aloud, questioning, and correction to encourage students to communicate in the target language. The goal is for students to think in the target language rather than translating, with evaluation focused on language use rather than knowledge.
Language Curriculum Design (Chapter 4 Principles)Fidel Villalobos
This document outlines principles for curriculum design and language teaching based on research and theory. It discusses ten key principles for determining content and sequencing, including focusing on high frequency language, training learners in self-directed study, spaced repetition of content, and accounting for factors like learners' existing knowledge and potential interference. It also covers two principles for monitoring and assessment: using ongoing analysis of learner needs and environment to guide material selection and presentation, and providing helpful feedback to allow learners to improve their language skills. The overall aim is to establish a sensible framework for teaching based on these principles that can be flexibly applied to different instructional contexts.
This document provides 50 ways for teachers to use the EFL Classroom 2.0 community resource. It suggests customizing a personal profile page, joining discussions, searching resources, uploading photos, following on social media, accessing lessons, stories, videos and more. The goal is to inspire teachers and provide a wide range of materials and support through a personal touch.
This document discusses the results of a learning style quiz taken by Coco Zhang. The quiz indicates that Coco has an auditory learning style. Coco provides evidence to support this, noting that she can understand new ideas by listening, learn a tune after hearing it sung, and concentrate better with background noise. Coco concludes that careers well-suited to auditory learners, such as private investigator, news reporter, or show host, may be a good fit.
The document discusses using websites in the English language classroom. It outlines reasons to use websites, such as being an easy way to incorporate technology and expose students to the wider world. The document differentiates between ELT websites, which are ideal for practice activities, and authentic websites, which provide total comprehension. It provides tips for finding useful websites, such as using search engines and meta search engines. Finally, it lists factors for evaluating websites, like accuracy, currency, content, and functionality.
HD Brown's Principles for Teaching Listening SkillsDaniel Beck
Review of HD Brown's Principles for Teaching Listening Skills from his book, "Teaching by Principles", Third Edition (2007) for myself and my classmates as we prepare for the final.
This document provides an overview of major issues in reading in English language teaching, including bottom-up and top-down reading processes, schema theory, reading as an interactive, purposeful, and critical process, extensive reading, text genres and registers, and implications for EFL reading programs. Key concepts discussed include decoding words, reconstructing meaning, using background knowledge, reading for different purposes, and encouraging extensive independent reading outside of class.
This document discusses and compares two approaches to assessing speaking ability: the Cambridge CCSE Test of Oral Interaction and Bygate's categorization of speaking operations. The Cambridge approach specifies content like operations, text types, topics, and addresses. Bygate categorizes operations into informational, interactional, and skills in managing interactions. Both approaches are then compared, with the Cambridge approach being more specific in outlining the test design and implementation. Factors like test length, number of attempts, environment, and scorer training are discussed to ensure a valid and reliable speaking assessment.
The document discusses various types of language tests that teachers may design or utilize, including language aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests. It provides details on the purpose and objectives of each test type, as well as considerations for designing, administering, and scoring the tests. Specific examples discussed include the Modern Language Aptitude Test and Pimsleur Language Aptitude Battery, as well as components of sample language tests like their format, scoring criteria, and feedback approaches.
Un resumen de los métodos y filosofías que han influido en la práctica de la enseñanza de la lengua inglesa. Una visión crítica sobre la pedagogía del lenguaje y su valor histórico
The document discusses various methods for assessing speaking ability, divided into 5 basic types - imitative, intensive, responsive, interactive, and extensive. It then provides details on designing assessment tasks for each type. For imitative speaking, tasks include repetition and read-alouds. Intensive tasks include directed responses, fill-in-the-blank dialogs, and picture prompts. Responsive tasks involve questions and answers or giving instructions. Interactive tasks include interviews, role-plays, and discussions. Extensive tasks include oral presentations, storytelling, and translations. The document emphasizes matching tasks to objectives and establishing reliable scoring criteria.
The document discusses three main functions of speaking: talk as interaction, talk as transaction, and talk as performance. It outlines the key features and skills involved in each type of speaking. For talk as interaction, the focus is social and involves skills like small talk and turn-taking. Talk as transaction has an information focus and skills like explaining and confirming. Talk as performance transmits information to an audience and involves skills like sequencing information and engaging an audience. The document suggests teachers identify which speaking skills to focus on and design activities matched to developing each type of speaking function.
The document discusses key aspects of task-based syllabus design. It defines tasks as communicative acts with non-linguistic outcomes. A task-based syllabus begins with a needs analysis to identify real-world target tasks learners need to perform. The syllabus then sequences pedagogical tasks and language exercises to develop the skills enabling learners to complete the tasks.
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
This document outlines a training session on lesson planning using the PPP (Present, Practice, Produce) format. It includes an introduction, group discussion on lesson planning, a lecture covering language skills and methodology, the PPP format and its reasoning, key lesson plan elements, and a lesson planning activity where participants create and peer review lesson plans. The goal is to prepare participants to create effective lesson plans using the PPP format and consider important elements like objectives, materials, and assessments.
-A six-level series with each level featuring a student book, workbook, and a teachers guide
-Age-appropriate and in full-color
-Lovable characters are featured throughout the series who children will come to know and love!
-Balanced curriculum with each lesson containing activities that focus on all skills
-Lesson themes include various interesting and engaging topics geared to the interests of young learners
-Audio CD included with all passages for listening, reading-a-long, and repetition
-Workbook provides additional practice and reinforcement of each lesson’s language targets
-Well-structured and comprehensive Teacher’s Guide is available and provides teachers with a wide range of supportive activities, ideas, and resources
-The Teacher’s Guide includes a multi-purpose Teacher’s Resource CD containing MP3 files, a selection of tests, 12 lesson reviews, a placement test, printable flashcards, wordlists, song lyrics and more
The document discusses teaching listening skills. It defines listening as an active process where the listener tries to understand meaning from sounds. Listening was historically overlooked but is now recognized as active. Teaching listening helps students function in real situations and activates their mental lexicon. Active listening focuses on understanding without responding, while passive listening involves multitasking. Active listening improves learning and relationships. The listening process involves bottom-up and top-down models as well as using schemas. Challenges include difficulties with sounds, speed of speech, and maintaining focus.
The audiolingual method is an oral-based language teaching approach that was influenced by structural linguistics and behavioral psychology. It uses repetition and drilling of grammatical patterns to help students form new habits in the target language. Teachers present new vocabulary and structures through dialogs, which students then practice through imitation, repetition, and pattern drills with the goal of overcoming their native language habits. The focus is on oral skills and grammar is induced, not explicitly taught. Student interaction is teacher-directed and the primary role of students is to respond to stimuli while the teacher controls the learning process.
Language Assessment - Assessing Listening by EFL LearningEFL Learning
The importance and basic type of listening, micro- and macro skills of Listening, and how to observing the performance and designed the assessment tasks
Input-based, output-based and task-based in teaching ESPAngelito Pera
1. Output-based teaching focuses on giving students practice using specific grammatical structures in meaningful contexts to develop automatic control. Input-based teaching draws students' attention to target features and asks them to discover usage inductively, contextualizing lessons in real-life situations. Task-based teaching uses real-life tasks selected based on student needs analysis, with the teacher taking on roles like facilitator, task selector, and motivator.
The document discusses various topics related to testing, assessing, and teaching including the differences between tests, assessments, teaching, evaluation, formative and summative assessments, norm-referenced and criterion-referenced tests, discrete-point and integrative testing, communicative language testing, performance-based assessment, and computer-based testing. Key points made include that assessment is an integral part of the teaching-learning cycle, both informal and formal assessments have roles to play, and tests when used appropriately can provide motivation and feedback to learners.
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
This document discusses the Direct Method approach to teaching grammar. The Direct Method focuses on speaking and pronunciation over explicit grammar instruction. The teacher acts as a facilitator, using techniques like reading aloud, questioning, and correction to encourage students to communicate in the target language. The goal is for students to think in the target language rather than translating, with evaluation focused on language use rather than knowledge.
Language Curriculum Design (Chapter 4 Principles)Fidel Villalobos
This document outlines principles for curriculum design and language teaching based on research and theory. It discusses ten key principles for determining content and sequencing, including focusing on high frequency language, training learners in self-directed study, spaced repetition of content, and accounting for factors like learners' existing knowledge and potential interference. It also covers two principles for monitoring and assessment: using ongoing analysis of learner needs and environment to guide material selection and presentation, and providing helpful feedback to allow learners to improve their language skills. The overall aim is to establish a sensible framework for teaching based on these principles that can be flexibly applied to different instructional contexts.
This document provides 50 ways for teachers to use the EFL Classroom 2.0 community resource. It suggests customizing a personal profile page, joining discussions, searching resources, uploading photos, following on social media, accessing lessons, stories, videos and more. The goal is to inspire teachers and provide a wide range of materials and support through a personal touch.
This document discusses the results of a learning style quiz taken by Coco Zhang. The quiz indicates that Coco has an auditory learning style. Coco provides evidence to support this, noting that she can understand new ideas by listening, learn a tune after hearing it sung, and concentrate better with background noise. Coco concludes that careers well-suited to auditory learners, such as private investigator, news reporter, or show host, may be a good fit.
This document discusses the importance of listening for developing English fluency. It states that the key to fluency is having a lot of understandable and repetitive listening. Listening to easier English material multiple times allows the information to sink in and be remembered. The document provides suggestions for powerful listening, including narrow listening to topics or speakers, dividing listening throughout the day, using an MP3 player, and reading while listening. Following these methods consistently for 6 months is recommended to achieve excellent English speaking abilities.
50 Best Practices for Language Teachers provides advice for new or developing language teachers Comprehensive and get the rest of the lists here - http://eflclassroom.com/store/products/top-50-lists/
The document provides tips for improving motivation to learn English well. It recommends imagining yourself using English fluently in the future, remembering what you have already learned, and using English whenever possible by reading, watching shows, and talking to others about learning English. Regular practice in using English through these activities will help build motivation and improve language skills over time.
This document summarizes one person's experience learning English through self-study using internet resources over a period of 2 years. It outlines several key strategies they found effective: maintaining motivation by setting goals and celebrating progress; building vocabulary through repeated exposure in meaningful contexts; extensive listening practice with podcasts, videos and radio; speaking practice to overcome psychological barriers; and regular reading and writing to improve other skills. Regular study and using English in everyday life helped them achieve a satisfactory language level.
This document provides information about a student to help others get to know them better. They find it difficult to express themselves in large groups or speak publicly. While not shy about asking for help if needed, they prefer to work alone and try to solve difficulties independently rather than seeking assistance. They enjoy English but are scared of making mistakes. They learn best through reading materials and self-study, and want to improve their speaking, writing, reading and listening skills with their teacher's guidance.
The document provides tips for the IELTS speaking test. It recommends that test takers be confident, know they are prepared, and speak naturally. It emphasizes focusing on content over memorized phrases or complex grammar. Personal examples are encouraged. If a question topic is unknown, test takers can be honest about lack of knowledge or guess while noting it is a guess.
How to study in busy scheduled life.
How to improve our life?
How to get cool life?
How to touch sky?
How to enjoy?
Etc.......
READ CLEARLY FROM START TO END ...........
1. The document provides tips for effective studying, including creating real-life examples, practicing old exam papers, making your own notes, and using color when taking notes.
2. It emphasizes practicing to gain experience, studying in a comfortable environment, and maintaining a positive attitude.
3. The author also gives advice for managing stress before exams, such as getting good sleep and only focusing on important questions.
Bahan ajar certainty kd 1.1Bahasa inggris kelas 9 smp Zulhafni Marizah
This document outlines a lesson plan for a 9th grade English class at SMP Negeri 3 Padangsidimpuan. The lesson focuses on expressions used to ask for and express certainty. Students will learn vocabulary related to certainty and practice dialogs using the target expressions. The teacher aims for students to understand and be able to respond to expressions of certainty by the end of the lesson.
This document contains information about a lesson on leisure activities, including vocabulary, grammar, and communication exercises. It begins with a reading passage about Nick, Mai, and Phuc discussing various leisure pursuits. The exercises that follow focus on vocabulary about leisure activities, using verbs of liking, and filling in sentences with grammar structures. At the end, students are asked to discuss leisure activities they find fun, boring, exciting, good for physical health, and good for mental health.
This document appears to be a textbook for 10th grade English language learners in Ukraine. It includes:
- An introduction from the authors welcoming students to their 6th year of English and outlining what they will learn, including about cities and famous people in the UK and Ukraine.
- Sections on autobiography, cinema and theatre, and literature, including exercises for students to practice their English skills in these topic areas.
- Pictures and diagrams to accompany the lessons.
- The textbook is intended to help students expand their English vocabulary and grammar knowledge over the course of the school year.
The document discusses learning styles and provides a learning styles quiz to help identify if a person has a visual, auditory, or kinesthetic learning style. It explains that visual learners learn by seeing, auditory learners learn by hearing and listening, and kinesthetic learners learn by touching and doing physical activities. Taking the 16 question quiz helps tally a person's answers to see which learning style they most identify with based on their responses.
This document contains information about an English language textbook for 10th grade students in Ukraine. It was published in 2018 by Navchalna Knyha-Bohdan.
The textbook was written by M.O. Kuchma and I.P. Zadorozhna. It is 192 pages with illustrations. The textbook covers topics such as cities in the UK and Ukraine, famous people, music, school life, libraries, and media. It aims to help students improve their English grammar and vocabulary.
The authors welcome students to their sixth year of English and encourage them to continue enthusiastically learning about one of the most popular languages in the world.
18 things I have learned about public speakingRichard Adams
This document provides 18 tips for public speaking from an experienced speaker and trainer. Some key points include preparing thoroughly by knowing the topic, rehearsing aloud, and editing down content. During the talk, speakers are advised to relax before starting, use visual aids appropriately, tell a story with their data, and encourage questions from the audience. The overall message is to focus on engaging the audience and coming across as a natural speaker on the topic.
The document provides 10 tips for improving one's life:
1. Get rid of clutter by throwing out old magazines, keys, and batteries.
2. Identify and repair 10 broken items in your home over 10 weeks.
3. Write down 5 things you're grateful for each day to stay motivated.
4. Make a list of enjoyable activities and do at least one daily.
The document discusses the importance and benefits of learning English. It notes that English is the most widely spoken language globally and provides access to information, careers, and knowledge in many fields. Learning English is also described as relatively easy, with a simple alphabet and grammar compared to other languages. English learning allows people to connect with others around the world and access media like television and the internet in English. Overall, the document advocates for learning English to improve one's life opportunities and ability to communicate internationally.
KC13: The Dangers Of Not Investing In Ourselves FirstKelvin Chan
KC13: The Dangers Of Not Investing In Ourselves First
http://kelvinchan.org/kc13-dangers-not-investing-first/
#KC13 #Dangers #NotInvesting #Investing #Ourselves #First #Success #Clarity #Inspiration #Purpose
Similar to 50 ways to learn english (without a teacher) (20)
Hand gestures can communicate in different ways without words. Some gestures include counting on fingers to indicate numbers, a little hand motion when asking for a small amount of milk in coffee, snapping fingers to urge someone to hurry up, pushing fingers together to appear confident, chest thumping to show being strong and loyal, covering the mouth to express surprise, and blowing a kiss to say "I love you."
Learning is important as it allows people to gain new skills everyday through various means such as reading books, listening to others, and going to school where students learn subjects like math, reading, and painting with help from teachers. Learning can occur at home, school, or on the job, and while it sometimes requires practice when learning new skills, learning is an ongoing process that can also be an enjoyable experience.
Tips and Advice to maintain your health and wellness when teaching remotely / from home. Full description at the blog post. https://eltbuzz.com/staying-teacher-healthy/
This document provides a summary of an individual's background and qualifications. They list their life philosophy, strengths, education history, work experience, references, and publications. Their most proud accomplishments include the courage and persistence they showed through difficult times and their personal growth.
The document provides 15 best practices for online teaching during the COVID-19 pandemic. It recommends consulting educational technology professionals to ensure quality, designing lessons for blended synchronous and asynchronous learning, and ensuring all students have equal access to necessary technology and materials. It also stresses the importance of clear expectations, schedules, accessibility for students, and a commitment to continual professional development for teachers as online education requires adapting to changing technologies.
Slack is a communication and management platform that can be used as a learning management system, allowing teachers to communicate with students, assign and view work, and integrate other tools like Zoom and Google Docs through different channels that organize class topics; it is free to use for an unlimited number of people and offers various pricing plans for additional features; the document provides instructions on setting up a Slack workspace for a class, establishing channels, inviting students, integrating apps, and using Slack's features for teaching.
Slack is a communication tool that allows for integration with services like Google Docs and Zoom. It provides private messaging and is accessible via mobile apps. Slack facilitates efficient communication between educators and students through instant notifications. Setting up a Slack account is easy and only requires completing basic signup steps. Slack can be used as an educational tool by creating channels for different topics to keep communications organized. It allows large groups to communicate in one place and is praised for its customization options and ability to archive interactions over time.
This document contains lyrics to several classic children's songs, including "I've Been Working on the Railroad," "London Bridge," "Kumbaya," "Itsy Bitsy Spider," and others. The songs cover a range of topics from work, bridges, religion, nature, and fun hand clapping games. Many of the songs repeat refrains or have call-and-response elements in their lyrics.
These vocabulary worksheets include activities like matching words to definitions or pictures, drawing and labeling pictures, writing words from memory, and brainstorming related words to build vocabulary knowledge on various topics. There are worksheets designed for researching and testing vocabulary with answer keys provided to check understanding.
Subscribers can access all the lesson materials for each day of the month and these activities on ELT Buzz Teaching Resources. https://resources.eltbuzz.com/
This document outlines the author's educational philosophy, which emphasizes the individuality and experience of each learner. Some key points:
- Knowledge is personal and filtered through individual experience. The teacher's role is to compel students to engage with the world and know themselves.
- All people have the capacity to teach as well as learn. The true role of a teacher is to help students realize their own abilities as teachers.
- The progressive approach puts the student first. The teacher aims to transform society by helping students realize their potential through ongoing learning without walls.
- While having student freedom at its core, the author's philosophy is also pragmatic and utopian, viewing teaching as a calling beyond a job. The
Discussion and email exchange with Michael Griffin about using video in the English language classroom. First appeared in the KOTESOL publication - The English Connection.
The document calls for a new approach to developing English fluency in teachers who teach English as a second language. It argues that teachers need specific English language skills and knowledge related to teaching, not just general fluency. A proposed solution is a "Teaching English in English" course that teaches the classroom-related English vocabulary, expressions, and language teachers need to effectively teach in English. The course would provide situated practice opportunities for teachers to learn and demonstrate their English teaching skills.
The very best photos of all time. With commentary and background. Purchase ppt and more resources for making a lesson with these here - https://payhip.com/b/RxS3
20+ countries highlighted and students use the templates to research and present about their country. A perfect geography based lesson and presentation project. https://payhip.com/b/m3n9
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
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analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. 8. Read comics or manga. Comics have great built in context provide by pictures. This will help
you understand and keep you reading. Comics. Manga.
9. Keep a vocabulary list. Get a notebook and write down all the new vocabulary you learn
whenever and wherever you learn it. Review it constantly.
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10. With your computer. Turn on your language setting to English. You’ll learn a lot by working
in English on your computer. Same with your internet browser – set it to “English”.
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11. In bed. Before going to bed each evening – review what you’ve learned that day, either
through your journal or just mentally. Review is so important. If not in bed – review your
learning during the day.
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12. Immersion. Go where people only speak English. Either online or face to face. Join English
clubs, meet foreigners. Try online discussion groups or webinars. Try these sites.
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13. Extensive reading. It’s research proven to work! Read books at your English language
level. You shouldn’t meet too many words you don’t understand. Buy or borrow leveled
readers. Or try Gif Lingua books online – their all free and there are so many interesting ones.
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14. Watch the news. Every night turn on the English news. You’ll know the topics and story
and will pick up lots of language. Many media outlets stream their news on Youtube Live each
evening.
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15. Translation. Some people learn a lot with translation. Use an online voice translator. Or
install a plugin to your browser to translate the webpages you visit or text you want translated.
Compare the original with English. Android. iOS.
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16. Don’t worry, be happy. When learning English you have to get comfortable making
mistakes. Learn to embrace the mistakes you make – you can’t learn incorrect English. Raise
your “ambiguity tolerance” and just relax and be happy with what you can do with English.
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3. 17. Become aware of your mistakes. In order to improve your English, you have to notice the
mistakes you are making and then self‐correct. Learn to listen to yourself and the other voice
in your head.
18. Language exchange. Teach someone your language and in exchange they teach you
English. It’s a great way to learn and also meet new friends.
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19. Funny stories and jokes. It’s a universal thing to tell funny stories and jokes. Read some or
listen to some and learn to retell them in English. You’ll also make your friends laugh! Sharing
jokes is a great way to learn English. Try these stories.
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20. Get a dog or cat. I’m not joking! They will always love you and listen to your English.
Practice by speaking to them and commanding them only in English. Come. Sit. Don’t.
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21. Get a job where you use English. If you are an intermediate or advanced level learner –
this will force you to use English and improve. It may be stressful at first but after a while, it will
get easy!
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22. Perfect your pronunciation. Other people will need to understand your speech. If you
have some problems, try speech recognition and get some feedback on your
pronunciation. EnglishCentral is a good option. But remember, accents are sexy. It’s all
about being understood.
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23. Flashcards. Study vocabulary with flashcards that have images. Review them often and try
to practice the language in real life, with real communication. Quizlet is the leader here –
try these folders of sets only for English language learners.
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24. Play video games. Many video games are in English or if you play against others, you are
speaking English. It’s a great way to learn – but don’t get addicted!
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25. Echoing. When you are speaking English with another speaker, learn to echo. Repeat what
they’ve said and then add your reply. It will help clarify, give you time to respond and help you
practice. Example. John: “How’s it going, Jane?” You: “How’s it going? Fine, thanks.”
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4. 26. Cooking. Get cooking with English recipes. You’ll learn lots of English and also always have
delicious food in the house! Buy an English recipe book or try the many recipes in English on
Youtube.
27. Narrow reading or narrow watching. Follow a series. Books, Netflix, TV ….. You’ll get to
know the characters, their language and accent etc …. This will help provide context and
understanding and help you learn English. Try this cool series - Fortune!
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28. At the pub. Adults can visit international pubs or get a drink while traveling and practice
their speaking skills. After a few drinks, you’ll also feel more comfortable and be speaking like
the Irish!
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29. Travel. When you take a trip, book a flight to an English country. You’ll have many
opportunities to learn English. At shops, signs, meeting people etc ….. Kill two birds with one
stone! Have a holiday and learn some English!
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30. Video pals. Pen pals are mostly long gone but now you can turn on your video and connect
with an English speaking and practice partner. There are many online services that will help
connect you.
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31. Children’s books. They have simple English and pictures to help tell the story. A narrative
(story line) really helps people learn a language! We told stories for thousands of years and our
brain is hard wired for a good story. Plus, many are repetitive to help with your practice.
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32. Word Knowledge. Learn about the suffixes and prefixes of English. Also root words.
Notice how English has many borrowed words from Latin, Greek, French. You’ll often be able
to guess the meaning of words or expressions based on your own prior knowledge.
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33. Collocations. Collocations are two or more words that often go together. Learn vocabulary
by learning collocations. Learn the words that go together often. Ex. Get. Get a job. Get
married. Get over it …. Words is a great video showing collocations.
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34. Keep a journal or diary. Many learners benefit from writing about their English language
learning journey. Write about what you learned, how you feel about your learning, what you
did to improve. Review your journal for inspiration from time to time!
5. ……………………………………….
35. Dictation. This will help your listening skills. Listen and pause after one sentence. Write it
down. Continue. Review after to notice your mistakes in listening, grammar and spelling.
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36. Use an English – English learner’s dictionary. If you use a dictionary, try to use one that is
in English only. The more you are in “English” mode, the better. Oxford's is famous.
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37. Test yourself. Take an online test from time to time. Note your score and redo the test at a
future time. It will motivate you to see visibly, your improvement!
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38. Online exercises. There are many online exercises and apps that will test your knowledge
and give you instant feedback and correction.
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39. Post It Notes. At work or home – put notes on everything so you’ll remember their name.
It works!
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40. Be consistent. A little each and every day is better than a lot just once in a while! Set a
specific time to learn English each day. Stick to it!
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41. Record yourself. Take the time to record yourself speaking. Use your phone (they have a
recorder!). Listen after and notice how you can improve – your rhythm, your grammar, your
vocabulary.
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42. Karaoke. Sing your heart out! Either in public or privately. Loads of Karaoke on Youtube or
download a player and songs for your
computer. ……………………………………….
43. Grammar check. When writing, use a grammar check for spelling, punctuation and
grammar. Grammarly is a good option for advance learners. Take the time to review your
mistakes or errors.
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44. The radio. Video didn’t kill the radio! Keep English radio on when around the house. It will
help you pick up the language.