A P Italian October222011 Ida Lanza
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This document provides information about the AP Italian exam, including its format and how to prepare. It is divided into 4 parts: Part A includes listening and reading comprehension questions; Part B involves writing an email response; Part C consists of speaking portions including a dialogue and cultural comparison; Part D offers resources and review class information to help students prepare for the exam.
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![AP Italian - AP Conference San Francisco, CA July 2011 Ida Nolemi-Lanza Italian Instructor San Pedro High School [email_address] [email_address]](https://image.slidesharecdn.com/ap-italianoctober222011idalanza-1319568011-phpapp01-111025134349-phpapp01/85/A-P-Italian-October222011-Ida-Lanza-1-320.jpg)
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1.3.10 nuovo con correzioni
This document contains a detailed lesson plan for teaching the past simple tense to students at an upper secondary school in Italy. The lesson plan includes two 3-hour lessons. Lesson 1 focuses on regular verbs in the past simple, while Lesson 2 covers irregular verbs and the negative and interrogative forms. A variety of activities are outlined, including watching video clips, group work, class discussions, and homework assignments. The goal is for students to understand and accurately use the past simple tense in both writing and speaking.
Tifle Final Project
This research project aims to improve 20-25 intermediate Spanish students' use of the preterite and imperfect tenses through listening to podcasts from the official BBC Radio Mundo source. Students will download and listen to podcasts weekly, extracting verbs and writing sentences using the tenses. Pre- and post-research surveys will assess any improvement in conjugating the tenses and in cultural awareness from exposure to native speakers. The goal is to determine if frequent listening helps differentiate between the preterite and imperfect tenses verbally.
Proposal for Improvement using ICTs in the classroom
This proposal aims to improve English pronunciation skills among students in the English Pedagogy career at UDLA university. It identifies deficits in students' pronunciation and intonation that prevent confidence using English. The proposal would use ICT resources like online activities, smartphones, computers and speakers to practice pronunciation between classes, individually via Skype, and in pairs. Activities include transcribing audios, recording sentences, and fixing mispronounced sentences. Evaluation involves student presentations assessing improved content and confidence. The theoretical framework cites Krashen on affective filters and Vigotsky on the zone of proximal development. Expected outcomes are improved pronunciation of phonemes and sounds, and increased student confidence.
2017 fall chi 1 syllabus
This document provides the course syllabus for Introduction to Beginning Chinese (Chinese I) taught at Irvine Valley College in Fall 2017. The key details include:
- The course meets Tuesdays and Thursdays from 12:30-2:45 PM in room LA100.
- Students will learn 300+ Chinese characters and phrases and develop basic literacy and conversational skills.
- Grades are based on participation, homework, quizzes, exams, and a final exam. Students must achieve 70% or higher to pass.
- The syllabus outlines expectations, policies, and resources to help students succeed in the course. Daily preparation outside of class is emphasized.
ENC CO210 Intro to Linguistics Syllabus
This document provides information about an introduction to applied linguistics course at Eastern Nazarene College. It outlines the course description, goals, objectives, expectations, policies, requirements and grading scale. The course is 3 credits and will introduce students to the scientific study of language through examining foundational concepts and applying linguistic knowledge to other fields like education and communication. Students will be evaluated based on class participation, exams, partner work and special topics presentations. The course will cover topics such as the design features of language, origins of language, language in the brain, phonetics, morphology and syntax.
Design of a speaking test
This document outlines the assessment of an English speaking test given to first year high school students in Chile. It consists of two parts: (1) individual interviews with an examiner and (2) a collaborative task where students discuss recommendations for a relative's trip to Australia. The test aims to measure vocabulary, fluency, pronunciation, grammar and ability to discuss and make recommendations. It provides context and visual aids to scaffold students' conversation. The document also discusses test construction and how the tasks relate to language skills assessed based on rubrics evaluating fluency, grammar, turn-taking and more.
Engl 241 syllabus spring20
This document provides an overview and syllabus for an Introduction to the Study of Language course. The course will introduce students to the scientific study of linguistics, covering topics like syntax, semantics, phonetics, and sociolinguistics. Students will analyze language use through assignments, exams, and a final project where they research a linguistic phenomenon in depth. The class will require regular homework, participation, and adherence to policies regarding attendance, late work, and academic integrity.
Curriculum Vitae
This curriculum vitae summarizes John L. Holland's educational background and professional experience in teaching composition and English as a second language. He has a Master's in English from San Francisco State University and over 15 years of experience teaching various writing and grammar courses at SFSU and other institutions. Recently he has focused on redesigning courses to incorporate more online elements and peer feedback using tools like Eli Review.
Syllabus first level
This document provides a syllabus for an English I course taught at Universidad Técnica del Norte in Ecuador. The course is designed to teach English communication skills to elementary (A2) students. Over the course of 6 months, students will complete 6 units covering topics like people, work, daily life, food, places, and family. Assessment will include unit tests, midterm and final exams, projects, and class activities evaluating listening, speaking, reading and writing skills. The goal is for students to develop basic communicative abilities in English.
JALTCALL2005
Teaching narrative writing for large EFL university classes in Japan:
June ４, 2005
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Action Research for pre-service EFL Teachers
Curso orientado a promover capacidades investigativas para la investigación acción en estudiantes de pedagogia en ingles.
8vo semestre / 2014
Profs: Carmen Cecilia Montes y Mauricio Miraglia
2018 Fa Chinese 1 online course syllabus
This document provides the syllabus for an online Beginning Chinese I course at Irvine Valley College in Fall 2018. It outlines the course objectives, materials, schedule, assignments, and grading. Students will develop basic communication skills in Mandarin Chinese through online self-study activities, homework, quizzes, exams, and optional in-person language lab sessions. Assignments include worksheets, online activities, and tests covering vocabulary, characters, conversation, and culture from 11 lessons. Students will earn a letter grade based on completing worksheets, online assignments, quizzes, and chapter exams on topics like greetings, introductions, schedules and restaurants.
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Proposal for Improvement using ICTs in the classroom
Proposal for Improvement using ICTs in the classroom
A P Italian October222011 Ida Lanza
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