This children's poem recommends taking ham and eggs, orange juice, and jam and toast to keep you strong and healthy. It uses a common breakfast foods as part of an alphabet game to teach children about grocery shopping.
The document is a transcript of a conversation between a customer (B) and a restaurant (A) taking a food delivery order. B places an order for a cheeseburger, small fries, and an orange soda. A confirms the order. The transcript is followed by vocabulary related to food items and structures used in the conversation like "What would you like?" and "Would you like something to drink?". It provides an example conversation to demonstrate these structures. The document is intended to teach English vocabulary and conversational structures related to ordering food.
The document introduces the audio-lingual method, an approach to language teaching based on behaviorist principles where students learn through repetition of speech patterns and are reinforced for correct responses without explicit grammar instruction. Key aspects included drill exercises in language labs and a focus on oral skills, drawing on linguists and psychologists. It fell from popularity due to criticisms that it oversimplified language learning and banned internal cognitive processes.
Additional resource for audio lingual methodLama Albabtain
The document outlines principles of the Audiolingual Method for teaching foreign languages. It emphasizes teacher-centered instruction where the teacher models the target language and students learn through repetition and drills. New vocabulary and structures are taught through dialog memorization. The goal is for students to form good habits in the target language through imitation and overlearning to overcome their native language habits.
The Audio-Lingual Method and Drilling by maulida faradiladiah Cwek Tauruz
The document discusses the Audio-Lingual Method (ALM) of foreign language teaching. It provides a history of ALM from World War II to its development by Charles Fries. The key principles of ALM are using the target language exclusively, modeling, immediate error correction, and the use of spoken and visual cues. Teachers lead drills and questions rapidly, with no explanation of grammar rules and limited written work. The goal is to build pronunciation, comprehension, vocabulary, response ability, and language learning habits. Teachers direct students as orchestra leaders, while students follow directions and respond accurately as model speakers. Techniques include dialogue memorization, expansion drills, repetition drills, translation drills, and transformational drills
The document proposes a generalized traffic model called n Interrupted Renew Process (nIRP) to characterize voice, video, and data traffic for the IEEE 802.16.3 broadband wireless access working group. The nIRP model extends the existing 4IPP model to provide more flexible modeling of self-similar and non-self-similar traffic by allowing different distributions for packet inter-arrival times and sizes. Simulation results using nIRP will help the working group evaluate different MAC/PHY proposals.
The Audio-Lingual Method was developed in the United States during World War II to rapidly teach soldiers foreign languages for military use. It focuses on teaching speaking and listening skills through repetition drills and imitation of the teacher. Students are not allowed to use their native language in class. The teacher leads drills where students practice substituting words and transforming sentence structures through repetitive question-and-answer exercises and memorization of short dialogues. The goal is to create habits through imitation and practice to allow students to communicate in the target language.
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
The Audio Lingual Method is a language teaching method from the 1940s that was introduced in the US and later spread to other countries like Indonesia in the 1960s. It focuses on teaching speaking skills through repetition drills and behaviorist techniques to help students learn the target language automatically. Teachers present dialogs for students to repeat together and individually. Variations include expansion drills, chain drills, and substitution drills. While it engages students actively, the method does not explain grammar rules and focuses only on speaking practice.
The document is a transcript of a conversation between a customer (B) and a restaurant (A) taking a food delivery order. B places an order for a cheeseburger, small fries, and an orange soda. A confirms the order. The transcript is followed by vocabulary related to food items and structures used in the conversation like "What would you like?" and "Would you like something to drink?". It provides an example conversation to demonstrate these structures. The document is intended to teach English vocabulary and conversational structures related to ordering food.
The document introduces the audio-lingual method, an approach to language teaching based on behaviorist principles where students learn through repetition of speech patterns and are reinforced for correct responses without explicit grammar instruction. Key aspects included drill exercises in language labs and a focus on oral skills, drawing on linguists and psychologists. It fell from popularity due to criticisms that it oversimplified language learning and banned internal cognitive processes.
Additional resource for audio lingual methodLama Albabtain
The document outlines principles of the Audiolingual Method for teaching foreign languages. It emphasizes teacher-centered instruction where the teacher models the target language and students learn through repetition and drills. New vocabulary and structures are taught through dialog memorization. The goal is for students to form good habits in the target language through imitation and overlearning to overcome their native language habits.
The Audio-Lingual Method and Drilling by maulida faradiladiah Cwek Tauruz
The document discusses the Audio-Lingual Method (ALM) of foreign language teaching. It provides a history of ALM from World War II to its development by Charles Fries. The key principles of ALM are using the target language exclusively, modeling, immediate error correction, and the use of spoken and visual cues. Teachers lead drills and questions rapidly, with no explanation of grammar rules and limited written work. The goal is to build pronunciation, comprehension, vocabulary, response ability, and language learning habits. Teachers direct students as orchestra leaders, while students follow directions and respond accurately as model speakers. Techniques include dialogue memorization, expansion drills, repetition drills, translation drills, and transformational drills
The document proposes a generalized traffic model called n Interrupted Renew Process (nIRP) to characterize voice, video, and data traffic for the IEEE 802.16.3 broadband wireless access working group. The nIRP model extends the existing 4IPP model to provide more flexible modeling of self-similar and non-self-similar traffic by allowing different distributions for packet inter-arrival times and sizes. Simulation results using nIRP will help the working group evaluate different MAC/PHY proposals.
The Audio-Lingual Method was developed in the United States during World War II to rapidly teach soldiers foreign languages for military use. It focuses on teaching speaking and listening skills through repetition drills and imitation of the teacher. Students are not allowed to use their native language in class. The teacher leads drills where students practice substituting words and transforming sentence structures through repetitive question-and-answer exercises and memorization of short dialogues. The goal is to create habits through imitation and practice to allow students to communicate in the target language.
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
The Audio Lingual Method is a language teaching method from the 1940s that was introduced in the US and later spread to other countries like Indonesia in the 1960s. It focuses on teaching speaking skills through repetition drills and behaviorist techniques to help students learn the target language automatically. Teachers present dialogs for students to repeat together and individually. Variations include expansion drills, chain drills, and substitution drills. While it engages students actively, the method does not explain grammar rules and focuses only on speaking practice.
This document provides instructions for an experiment to observe how plants drink water. Students will place white roses in cups of colored water to see how the water travels up the stem. The objectives are to understand what plants need to grow healthily and learn that plants require water. By observing the roses over time, students can see that flowers drink water through capillary action as it moves up narrow tubes in the stem.
The document provides instructions for two activities related to giving directions. The first activity involves playing a board game where students take turns rolling a coin to move their token and answering questions about directions. The second activity has students work in groups to draw a map of an imaginary village, labeling locations like a supermarket, park, and houses. They then present their map to the class. The purpose is to review and practice vocabulary for describing locations and giving directions.
This document provides an overview of a lesson on pop culture music. It includes vocabulary words related to a song, instructions on using the present simple tense, and activities for students to analyze and compose songs using the vocabulary and grammar concepts. The activities have students unscramble clues from a love song, choose their favorite part of the song and explain why, and compose a new song in groups using vocabulary words and present simple tense.
The student colored pictures from 1-2 in different colors including pink, red, blue, yellow and green. They colored two pictures pink, two pictures red, two pictures blue, two pictures yellow, and two pictures green. The activity helped the student practice coloring pictures with different crayons.
The boy enjoyed seeing the porcupines, giraffes, elephant, and birds at the zoo. One highlight was when an elephant threw dirt on them with its trunk. They also saw butterflies inside a glass enclosure with air flowing in to keep the butterflies from flying out. The father helps the boy recall and discuss the enjoyable animals and experiences they had at the zoo.
The document discusses static electricity through three experiments. It introduces key terms like electrons, insulators, and conductors. The first experiment demonstrates how rubbing two insulators like a plastic cup and handkerchief transfers electrons, leaving one material positively charged and the other negatively charged. The second experiment shows water dropping from a charged plastic cup. The third has students rub a stick with a handkerchief, then bring the charged stick near a water drop to observe the effects of static electricity. The goal is to understand static charges and how they move electrons in materials.
Pizza has a long history dating back to Queen Margaherita of Italy. The pizza was created in her honor with tomatoes, mozzarella cheese, and fresh basil representing the colors of the Italian flag. In just 3 sentences, this summary highlights the key points about pizza history mentioned in the original document.
Ebenezer Scrooge, a bitter moneylender who despises Christmas, is visited by three ghosts on Christmas Eve who show him his past, present, and future. The ghosts aim to encourage him to change his miserly ways. Scrooge witnesses how he has become cold-hearted over the years and sees how his behavior affects others such as the poor Cratchit family. He awakens as a changed man on Christmas Day dedicated to generous charity and keeping Christmas in his heart all year round.
แผนการจัดกิจกรรมการเรียนรู้ภาษาอังกฤษ CBI (Content - Based Instruction)
Unit : Places Topic: Tourist Attractions
Subtopic: History For Matthayomsuksa 1 - - EDU Mahasarakham University - -
PPP Model (Presentation, Practice and Production)Jang EN
The document discusses predictions about future energy sources and consumption of oil reserves, noting that predictions from the 1970s of oil being depleted by the early 21st century were exaggerated but that at current consumption rates oil resources will be used up within 100 years. It also outlines developments in alternative energy sources like biodiesel, solar, electricity, and hydrogen and predictions that half of vehicles will run partially on electricity and gasoline by 2024 and all new US cars will use hydrogen by 2038.
This document provides instructions for an experiment to observe how plants drink water. Students will place white roses in cups of colored water to see how the water travels up the stem. The objectives are to understand what plants need to grow healthily and learn that plants require water. By observing the roses over time, students can see that flowers drink water through capillary action as it moves up narrow tubes in the stem.
The document provides instructions for two activities related to giving directions. The first activity involves playing a board game where students take turns rolling a coin to move their token and answering questions about directions. The second activity has students work in groups to draw a map of an imaginary village, labeling locations like a supermarket, park, and houses. They then present their map to the class. The purpose is to review and practice vocabulary for describing locations and giving directions.
This document provides an overview of a lesson on pop culture music. It includes vocabulary words related to a song, instructions on using the present simple tense, and activities for students to analyze and compose songs using the vocabulary and grammar concepts. The activities have students unscramble clues from a love song, choose their favorite part of the song and explain why, and compose a new song in groups using vocabulary words and present simple tense.
The student colored pictures from 1-2 in different colors including pink, red, blue, yellow and green. They colored two pictures pink, two pictures red, two pictures blue, two pictures yellow, and two pictures green. The activity helped the student practice coloring pictures with different crayons.
The boy enjoyed seeing the porcupines, giraffes, elephant, and birds at the zoo. One highlight was when an elephant threw dirt on them with its trunk. They also saw butterflies inside a glass enclosure with air flowing in to keep the butterflies from flying out. The father helps the boy recall and discuss the enjoyable animals and experiences they had at the zoo.
The document discusses static electricity through three experiments. It introduces key terms like electrons, insulators, and conductors. The first experiment demonstrates how rubbing two insulators like a plastic cup and handkerchief transfers electrons, leaving one material positively charged and the other negatively charged. The second experiment shows water dropping from a charged plastic cup. The third has students rub a stick with a handkerchief, then bring the charged stick near a water drop to observe the effects of static electricity. The goal is to understand static charges and how they move electrons in materials.
Pizza has a long history dating back to Queen Margaherita of Italy. The pizza was created in her honor with tomatoes, mozzarella cheese, and fresh basil representing the colors of the Italian flag. In just 3 sentences, this summary highlights the key points about pizza history mentioned in the original document.
Ebenezer Scrooge, a bitter moneylender who despises Christmas, is visited by three ghosts on Christmas Eve who show him his past, present, and future. The ghosts aim to encourage him to change his miserly ways. Scrooge witnesses how he has become cold-hearted over the years and sees how his behavior affects others such as the poor Cratchit family. He awakens as a changed man on Christmas Day dedicated to generous charity and keeping Christmas in his heart all year round.
แผนการจัดกิจกรรมการเรียนรู้ภาษาอังกฤษ CBI (Content - Based Instruction)
Unit : Places Topic: Tourist Attractions
Subtopic: History For Matthayomsuksa 1 - - EDU Mahasarakham University - -
PPP Model (Presentation, Practice and Production)Jang EN
The document discusses predictions about future energy sources and consumption of oil reserves, noting that predictions from the 1970s of oil being depleted by the early 21st century were exaggerated but that at current consumption rates oil resources will be used up within 100 years. It also outlines developments in alternative energy sources like biodiesel, solar, electricity, and hydrogen and predictions that half of vehicles will run partially on electricity and gasoline by 2024 and all new US cars will use hydrogen by 2038.