Wait time refers to the time a teacher waits for a student to answer a question, with 3-5 seconds being sufficient to allow students to understand the question, think of an answer, and formulate a response in English.
Receptive and productive activities to acquire L2Jess Sarabia
1) The document discusses receptive and productive language activities in second language acquisition (SLA), including listening, reading, speaking, and writing.
2) It classifies listening tasks and activities, and outlines the information processing theory used in listening comprehension. Factors like topic familiarity, repetition, and visual/written support can help beginning L2 learners.
3) The document also discusses reading skills development, differences between L1 and L2 reading, and the relationship between reading and writing skills for L2 learners.
Receptive skills reading and listeningAisa Jadulco
This document discusses receptive skills like listening and reading when learning a new language. It notes that listening requires real-time processing without the ability to go back and check, unlike reading. Key differences between listening and reading are outlined, such as the use of weak forms in speaking vs clarity in writing. Effective ways to teach listening and reading lessons are presented, including pre-teaching vocabulary, gist and detailed tasks, and student response. Strategies for listening exams and reading tasks are also provided.
This document contains an evaluation sheet for assessing students' speaking skills during a test. It evaluates 5 areas: fluency, accuracy/grammar, vocabulary, pronunciation, and content. Each area is scored on a scale of 0 to 5 to rate student performance in suitable speed, grammar usage, variety of words used, effort in pronunciation, and elaboration on the topic.
The document discusses several topics related to decoding skills and assessing students' mastery of various phonics concepts and reading skills. It addresses how to identify issues with blends, digraphs, and diphthongs; the importance of reinforcement activities; assessing structural analysis abilities; strategies for teaching English language learners; and methods for evaluating students' understanding of context clues and contractions. A variety of activities are proposed to teach and reinforce these critical early reading skills.
approaches, methods and activities in language teachingPachica, Gerry B.
The document discusses the history and various methods of language teaching. It describes the Grammar Translation Method, Direct Method, Audiolingual Method, and Community Language Learning approach. It also covers principles of Communicative Language Teaching such as learner-centered teaching, cooperative learning, and task-based learning. Research suggests that language is best learned in an environment that allows risk-taking, supports expression, uses grammar in context, incorporates technology, and provides corrective feedback.
This document discusses receptive skills in English language teaching, focusing on reading and listening. It addresses key issues in teaching reading such as top-down and bottom-up reading strategies, the influence of cultural schemas, and challenges caused by insufficient linguistic ability or unfamiliar cultural contexts in texts. The document also discusses problems teaching reading and proposes solutions such as pre-reading tasks, supplementary materials, and mixed-ability group work to support weaker readers.
Receptive and productive activities to acquire L2Jess Sarabia
1) The document discusses receptive and productive language activities in second language acquisition (SLA), including listening, reading, speaking, and writing.
2) It classifies listening tasks and activities, and outlines the information processing theory used in listening comprehension. Factors like topic familiarity, repetition, and visual/written support can help beginning L2 learners.
3) The document also discusses reading skills development, differences between L1 and L2 reading, and the relationship between reading and writing skills for L2 learners.
Receptive skills reading and listeningAisa Jadulco
This document discusses receptive skills like listening and reading when learning a new language. It notes that listening requires real-time processing without the ability to go back and check, unlike reading. Key differences between listening and reading are outlined, such as the use of weak forms in speaking vs clarity in writing. Effective ways to teach listening and reading lessons are presented, including pre-teaching vocabulary, gist and detailed tasks, and student response. Strategies for listening exams and reading tasks are also provided.
This document contains an evaluation sheet for assessing students' speaking skills during a test. It evaluates 5 areas: fluency, accuracy/grammar, vocabulary, pronunciation, and content. Each area is scored on a scale of 0 to 5 to rate student performance in suitable speed, grammar usage, variety of words used, effort in pronunciation, and elaboration on the topic.
The document discusses several topics related to decoding skills and assessing students' mastery of various phonics concepts and reading skills. It addresses how to identify issues with blends, digraphs, and diphthongs; the importance of reinforcement activities; assessing structural analysis abilities; strategies for teaching English language learners; and methods for evaluating students' understanding of context clues and contractions. A variety of activities are proposed to teach and reinforce these critical early reading skills.
approaches, methods and activities in language teachingPachica, Gerry B.
The document discusses the history and various methods of language teaching. It describes the Grammar Translation Method, Direct Method, Audiolingual Method, and Community Language Learning approach. It also covers principles of Communicative Language Teaching such as learner-centered teaching, cooperative learning, and task-based learning. Research suggests that language is best learned in an environment that allows risk-taking, supports expression, uses grammar in context, incorporates technology, and provides corrective feedback.
This document discusses receptive skills in English language teaching, focusing on reading and listening. It addresses key issues in teaching reading such as top-down and bottom-up reading strategies, the influence of cultural schemas, and challenges caused by insufficient linguistic ability or unfamiliar cultural contexts in texts. The document also discusses problems teaching reading and proposes solutions such as pre-reading tasks, supplementary materials, and mixed-ability group work to support weaker readers.
This document outlines learning objectives and methods for testing listening and reading skills for language learners. It provides examples of sound discrimination tests involving distinguishing between similar sounds. Listening comprehension can be tested through following basic instructions or answering questions. Reading can be tested through skills like skimming, scanning, making inferences and guessing meanings from context. Sample exercises are provided to test these skills.
This document discusses productive skills, specifically speaking and writing, in language learning. It defines productive skills as skills that allow students to practice real-life language use. The document outlines various approaches and activities for teaching speaking, such as role plays, brainstorming, and interviews. It also discusses the importance of teaching writing and defines writing. The document then describes aspects of effective writing like grammar, vocabulary and punctuation. It provides examples of writing activities like letters, diaries and essays. Finally, it discusses product-oriented and process-oriented approaches to teaching writing.
The document discusses the difference between receptive and productive language skills. [1] Receptive skills are listening and reading, which involve receiving and understanding language without producing it. [2] Productive skills are speaking and writing, which require learners to actively produce and create language. [3] Receptive skills include understanding language when listening and reading, while productive skills are using language through speaking and writing to communicate a message to others.
The IELTS speaking test lasts between 11-14 minutes and consists of 3 sections. In Section 1, the examiner asks questions about general topics to get to know the candidate. Section 2 involves a 1 minute preparation followed by a 2 minute response to a topic card, with additional questions. Section 3 is a 4-5 minute two-way discussion on the topic from Section 2. The test checks for fluency, coherence, vocabulary, grammar, pronunciation and comprehension.
Module VIII Testing the Productive SkillsAnnalynInsic
This document discusses testing the productive skills of speaking and writing for language learners. It provides details on testing various components of speaking like pronunciation, grammar, word choice, fluency, and comprehension. Sample test items are provided for each component. For writing, the document discusses testing content, form, grammar, syntactic pattern, style, and mechanics. Sample test items for assessing content are also given. The overall purpose is to evaluate learners' proficiency in oral communication and written expression based on important criteria.
CELTA Language Skills Related AssignmentJo Gakonga
This document provides guidance for an assignment to design language teaching materials focused on developing language skills. It instructs students to choose an authentic text and associated tasks to develop both receptive skills (reading and listening) and productive skills (writing and speaking) for a specific group of learners. It emphasizes that tasks should be tailored to the learners' level, interests, needs and timetable. Examples of authentic materials are provided, such as newspaper articles, song lyrics and video clips. Background reading on teaching language skills is recommended, and common reasons for assignment resubmission are outlined.
This document outlines principles and strategies for teaching economically disadvantaged children to read. It recommends building background knowledge, creating an atmosphere of success, making instruction explicit, and providing a balanced program of basic skills and real-world applications. Assessment methods are described, including measuring comprehension, vocabulary, and fluency. Strategies are presented for integrating reading and writing into classroom activities through dramatic play centers and dedicated reading time.
The influenza came from pigs and was called "influenza porcina" in Spanish. All schools in Mexico were closed due to the influenza outbreak. People needed to wear masks to prevent infection as Mexico saw impacts on its economy from school closures and lack of exports during the influenza period.
O documento fornece um resumo de indicadores econômicos e financeiros brasileiros e internacionais, incluindo a ausência de pregão na bolsa devido a feriado, valorização do dólar frente ao real e manutenção da taxa de juros DI. Também anuncia eventos da agenda econômica no Brasil e exterior.
The document discusses how the author's magazine product uses and develops conventions of real magazines. Specifically:
- The magazine includes conventional elements like a masthead, cover image with headline and subheading, and inside features to promote articles and advertisements.
- The contents page lays out articles in columns under subheadings, includes photos, and uses a consistent color scheme. It also features an editor's column.
- The double-page article spread uses headlines, quotes, photos, and a box for extra information in four columns, leaving space between for readability.
- Throughout, the author aims to draw in readers and attract their target audience by applying real magazine conventions to their genre of music publication.
Los principales componentes de una computadora incluyen la CPU, que interpreta las instrucciones de los programas y procesa datos, el microprocesador que ejecuta programas y realiza operaciones aritméticas y lógicas, y la ALU que calcula operaciones aritméticas y lógicas. Otros componentes clave son el gabinete que contiene los componentes, la tarjeta principal que conecta el microprocesador y circuitos de soporte, la memoria RAM que almacena datos temporalmente, y la memoria ROM que permite sólo la lectura de información
The document discusses the process of creating a masthead for a magazine publication. It describes downloading three different fonts from online websites and experimenting with them to design potential mastheads in Adobe Photoshop. The process for downloading and installing each font is explained in detail. The final design selected is a simple masthead that will allow the main cover image to also stand out while maintaining a consistent house style throughout the magazine.
Este documento proporciona el rastreo de un envío internacional con número de guía 5219999999817710000132. El envío fue recolectado el 30 de julio de 2010 en Uruapan, Michoacán con destino a Puebla, Puebla. Actualmente se encuentra en tránsito hacia su destino y se espera que sea entregado el 4 de agosto de 2010.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This document outlines learning objectives and methods for testing listening and reading skills for language learners. It provides examples of sound discrimination tests involving distinguishing between similar sounds. Listening comprehension can be tested through following basic instructions or answering questions. Reading can be tested through skills like skimming, scanning, making inferences and guessing meanings from context. Sample exercises are provided to test these skills.
This document discusses productive skills, specifically speaking and writing, in language learning. It defines productive skills as skills that allow students to practice real-life language use. The document outlines various approaches and activities for teaching speaking, such as role plays, brainstorming, and interviews. It also discusses the importance of teaching writing and defines writing. The document then describes aspects of effective writing like grammar, vocabulary and punctuation. It provides examples of writing activities like letters, diaries and essays. Finally, it discusses product-oriented and process-oriented approaches to teaching writing.
The document discusses the difference between receptive and productive language skills. [1] Receptive skills are listening and reading, which involve receiving and understanding language without producing it. [2] Productive skills are speaking and writing, which require learners to actively produce and create language. [3] Receptive skills include understanding language when listening and reading, while productive skills are using language through speaking and writing to communicate a message to others.
The IELTS speaking test lasts between 11-14 minutes and consists of 3 sections. In Section 1, the examiner asks questions about general topics to get to know the candidate. Section 2 involves a 1 minute preparation followed by a 2 minute response to a topic card, with additional questions. Section 3 is a 4-5 minute two-way discussion on the topic from Section 2. The test checks for fluency, coherence, vocabulary, grammar, pronunciation and comprehension.
Module VIII Testing the Productive SkillsAnnalynInsic
This document discusses testing the productive skills of speaking and writing for language learners. It provides details on testing various components of speaking like pronunciation, grammar, word choice, fluency, and comprehension. Sample test items are provided for each component. For writing, the document discusses testing content, form, grammar, syntactic pattern, style, and mechanics. Sample test items for assessing content are also given. The overall purpose is to evaluate learners' proficiency in oral communication and written expression based on important criteria.
CELTA Language Skills Related AssignmentJo Gakonga
This document provides guidance for an assignment to design language teaching materials focused on developing language skills. It instructs students to choose an authentic text and associated tasks to develop both receptive skills (reading and listening) and productive skills (writing and speaking) for a specific group of learners. It emphasizes that tasks should be tailored to the learners' level, interests, needs and timetable. Examples of authentic materials are provided, such as newspaper articles, song lyrics and video clips. Background reading on teaching language skills is recommended, and common reasons for assignment resubmission are outlined.
This document outlines principles and strategies for teaching economically disadvantaged children to read. It recommends building background knowledge, creating an atmosphere of success, making instruction explicit, and providing a balanced program of basic skills and real-world applications. Assessment methods are described, including measuring comprehension, vocabulary, and fluency. Strategies are presented for integrating reading and writing into classroom activities through dramatic play centers and dedicated reading time.
The influenza came from pigs and was called "influenza porcina" in Spanish. All schools in Mexico were closed due to the influenza outbreak. People needed to wear masks to prevent infection as Mexico saw impacts on its economy from school closures and lack of exports during the influenza period.
O documento fornece um resumo de indicadores econômicos e financeiros brasileiros e internacionais, incluindo a ausência de pregão na bolsa devido a feriado, valorização do dólar frente ao real e manutenção da taxa de juros DI. Também anuncia eventos da agenda econômica no Brasil e exterior.
The document discusses how the author's magazine product uses and develops conventions of real magazines. Specifically:
- The magazine includes conventional elements like a masthead, cover image with headline and subheading, and inside features to promote articles and advertisements.
- The contents page lays out articles in columns under subheadings, includes photos, and uses a consistent color scheme. It also features an editor's column.
- The double-page article spread uses headlines, quotes, photos, and a box for extra information in four columns, leaving space between for readability.
- Throughout, the author aims to draw in readers and attract their target audience by applying real magazine conventions to their genre of music publication.
Los principales componentes de una computadora incluyen la CPU, que interpreta las instrucciones de los programas y procesa datos, el microprocesador que ejecuta programas y realiza operaciones aritméticas y lógicas, y la ALU que calcula operaciones aritméticas y lógicas. Otros componentes clave son el gabinete que contiene los componentes, la tarjeta principal que conecta el microprocesador y circuitos de soporte, la memoria RAM que almacena datos temporalmente, y la memoria ROM que permite sólo la lectura de información
The document discusses the process of creating a masthead for a magazine publication. It describes downloading three different fonts from online websites and experimenting with them to design potential mastheads in Adobe Photoshop. The process for downloading and installing each font is explained in detail. The final design selected is a simple masthead that will allow the main cover image to also stand out while maintaining a consistent house style throughout the magazine.
Este documento proporciona el rastreo de un envío internacional con número de guía 5219999999817710000132. El envío fue recolectado el 30 de julio de 2010 en Uruapan, Michoacán con destino a Puebla, Puebla. Actualmente se encuentra en tránsito hacia su destino y se espera que sea entregado el 4 de agosto de 2010.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
Defining ‘wait time’
1. Defining ‘wait time’ Wait time = the time a teacher waits for a student’s answer Students need time to Understand the question; Think about an answer; And formulate the response in English 3-5 seconds is probably long enough