This presentation was created for a final project in one of the courses included in my master's program at the State University of New york, SUNY, Albany 1999/00.
Introduction To Typography 2013. Please note accompanying teaching notes are not included and remain the intellectual property of Eleanor-Jayne Browne.
This presentation explains the use and form of the present progressive tense. It stats with a lead-in, followed by presentation and wrapped with some examples for immediate creativity.
In order to learn how to write effective sentences, paragraphs, essays, and research papers, student must be able to master the basic of all grammar concepts: The 8 Parts of Speech.
Supplementary Intervention Material in English Grammar 7 by Ryan A. Cortez, MSEERYAN CORTEZ
This Supplementary Intervention Material in English Grammar is a comprehensive and practical material which is primarily designed to improve the competence of the freshmen students of Bacnotan National High School in the area of grammar. It aims to strengthen the grammatical competence of the students for independent acquisition of knowledge for academic study which is their tool for effective communication, both in oral and in written communication.
As an intervention material, this assists students to acquire competence in grammar as they put into practical use the different lessons therein. It contains plentiful exercises for practice and reinforcement. Activities are presented in a creative fashion graded to suit the different learning abilities of the students and every effort was made by the author to contextualize, localize and indigenize the different activities to make the learning of English grammar easier and enjoyable. The author believes that a learner understands concepts and acquires skills if lessons are within his experience.
It is then the author’s greatest hope that this supplementary intervention material will enable learners to become competent in the use of English language.
So, Enjoy while you are learning!
-R. A. Cortez
Translanguaging in self-access language advising: Informing language policy
Presenters: John Adamson and Naoki Fujimoto-Adamson, University of Niigata Prefecture, Japan
This presentation investigates talk between language advisors and students in a university self access learning center in Japan and how it informs language policy in the center. Its initial ‘English-only’ language policy has shifted to one in which “translanguaging” (Creese & Blackledge, 2010, p. 105) between Japanese and English now predominates in advisory sessions. Qualitative data from advisory sessions, mentor interviews and student questionnaires reveal that translanguaging encourages “local, pragmatic coping tactics” (Lin, 2005, p. 46) and that the mentors’ strategic code-switching presents them as plurilingual “near peer role models” (Murphey, 1996) among students. Despite these positive findings, data also reveals that some students want mentors to enforce monolingual language rules, and others may feel “guilt” (Setati et al, 2002, p.147) when using Japanese. Conclusions imply that the translanguaging of self-access center advisory sessions is helping to create a valid alternative to the ‘English only’ policy commonly seen in classrooms.
HEY! LET’S LEARN NEW WORDS: USING ENGLISH SONGS TO ENHANCE VOCABULARY ACQUI...Anbukkarasi Kannan
The main objective of this study was to determine the effectiveness of using English songs to improve vocabulary knowledge among 30 form three students of a government secondary school in Semenyih, Selangor. A vocabulary test (pre-test), an oral survey on attitudes towards learning vocabulary and observation were conducted before the intervention. the intervention – “Let’s learn new words” was carried out with English songs for three times over a three-week course. After the intervention, a post-test, an oral survey on attitudes towards learning vocabulary and observation were conducted. Results at the end of the study revealed that the experimental group experienced an increase in the vocabulary knowledge. Meanwhile, the qualitative results revealed that most of the students have positive attitude towards learning vocabulary after the intervention. All in all, the findings showed that song-based activities are useful tools to reinforce learning of vocabulary by providing an enjoyable classroom atmosphere. Hence, it is highly recommended that English Language teachers use English songs to teach vocabulary in schools.