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I am frequently asked if there is any point teaching Pronunciation to Literacy level learners? Don't they have enough on their minds? It is not only possible, it's empowering and fun to teach Pronunciation from the moment students begin to study English. I'll show you how.
Literacy and Pronunciation - Making the impossible Possible
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What would a picture of language acquisition look like? The 6-Point Model for Speaking English shows you along with images for every aspect of language learning from the historical breakdown between Writing and Speaking in 1476 and the 6-Point Model (which is essentially the road map to fluency), to Venn diagrams on how English compares to other major languages are all represented in pictures. This presentation features a series of images that show how to teach learners to speak English quickly and confidently using simple tools they already have - ABC's and Colors. Draw Me a Picture was presented at TESL Canada 2015 and TESL Ontario 2015. Since a picture says a thousand words there is a lot of material to digest in this talk. For copies of the images email judy@thompsonlanguagecenter.com Workshops on this accelerated learning system are also available.
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This keynote for the TESL Niagara Conference 2014 was teacher training lesson on a quick and dirty method for teaching anyone to speak English with the Thompson Vowel Chart from the back of a business card and an elastic band. First, participants had to throw out (or at least relegate to a back burner) everything they thought they knew about English and how to teach it. We started from scratch using only features of English that are always true and the information students already know - their name, the alphabet and colors. The 1 hour presentation trotted out a system for teaching speaking to students of all levels and provides students with the tools they need to figure out pronunciation without a teacher present. A good time was had by all!
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Robert Wheeler
I am frequently asked if there is any point teaching Pronunciation to Literacy level learners? Don't they have enough on their minds? It is not only possible, it's empowering and fun to teach Pronunciation from the moment students begin to study English. I'll show you how.
Literacy and Pronunciation - Making the impossible Possible
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Judy Thompson
What would a picture of language acquisition look like? The 6-Point Model for Speaking English shows you along with images for every aspect of language learning from the historical breakdown between Writing and Speaking in 1476 and the 6-Point Model (which is essentially the road map to fluency), to Venn diagrams on how English compares to other major languages are all represented in pictures. This presentation features a series of images that show how to teach learners to speak English quickly and confidently using simple tools they already have - ABC's and Colors. Draw Me a Picture was presented at TESL Canada 2015 and TESL Ontario 2015. Since a picture says a thousand words there is a lot of material to digest in this talk. For copies of the images email judy@thompsonlanguagecenter.com Workshops on this accelerated learning system are also available.
Draw Me a Picture: Tools for Visual Learners
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This keynote for the TESL Niagara Conference 2014 was teacher training lesson on a quick and dirty method for teaching anyone to speak English with the Thompson Vowel Chart from the back of a business card and an elastic band. First, participants had to throw out (or at least relegate to a back burner) everything they thought they knew about English and how to teach it. We started from scratch using only features of English that are always true and the information students already know - their name, the alphabet and colors. The 1 hour presentation trotted out a system for teaching speaking to students of all levels and provides students with the tools they need to figure out pronunciation without a teacher present. A good time was had by all!
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UTA New Teacher Webinar “Resources and Information for Teaching Multilingual Learners”, April 19, 2014 w/ Dr. Peggy Semingson The University of Texas of Arlington presents the Spring, 2013 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community. Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=0df471b4-23a0-4129-8dc2-ade6b8782cc9 Recordings available in archives YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (4/19/14): http://www.slideshare.net/UTANewTeachers/march-29-webinar-with-dr-peggy-semingson-multilingual-esl Questions: Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown amberb@exchange.uta.edu Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl Twitter: @UTANewTeachers YouTube: http://youtube.com/utanewteachers Pinterest: http://www.pinterest.com/UTANewTeachers/ Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php Email: schwarma@uta.ed Dr. Marc Schwartz
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If you only ever teach ESL/EFL students one thing in Pronunciation let it be this. Research shows the best way to teach new information is by attaching it to old information (things learners already know). What is the first and often only thing students know in a new language? The names of colors. This webinar teaches how to use the names of colors, ABC and first language as an accurate, inclusive foundation for the pronunciation of all English
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UTA New Teacher Webinar “Resources and Information for Teaching Multilingual Learners”, April 19, 2014 w/ Dr. Peggy Semingson The University of Texas of Arlington presents the Spring, 2013 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community. Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=0df471b4-23a0-4129-8dc2-ade6b8782cc9 Recordings available in archives YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (4/19/14): http://www.slideshare.net/UTANewTeachers/march-29-webinar-with-dr-peggy-semingson-multilingual-esl Questions: Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown amberb@exchange.uta.edu Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl Twitter: @UTANewTeachers YouTube: http://youtube.com/utanewteachers Pinterest: http://www.pinterest.com/UTANewTeachers/ Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php Email: schwarma@uta.ed Dr. Marc Schwartz
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Webheads is an international organization of educational pioneers who bringing technology into the classroom. Vance Stevens is the Webhead who mans a group called 'Learning2hether' Truthfully, I was intimidated to do a 'Hangout' with them because I'm a technophobe. I worried for nothing. Webheads are knowledgeable, fearless and kind. Nothing bad happened. Thanks for the great opportunity to share radical teaching ideas, and to learn new things my computer can do!
Pronunciation with Colors - Learning 2gether
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Judy Thompson
belajar bahasa jerman, kuliah di jerman, kursus bahasa jerman, belajar bahasa jerman online, les bahasa jerman, www.deutscheinfach.com cara belajar bahasa jerman, kerja di jerman, belajar jerman,kursus bahasa jerman online, agen kuliah di jerman, agen studi ke jerman, kursus jerman,kursus privat bahasa jerman,les bahasa jerman online.
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Where Arabic and English Intersect
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Two-year-olds figure out how to speak before they go to school. Adults with no formal education often speak many languages. Why do ESL/EFL students never seem to speak English confidently no matter how long they study? It's possible teachers are making English more difficult than it has to be. Teach the one thing learners have to know about making themselves understood and let them go. Hint: It isn't grammar.
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This is a proyect presented by Rogelio Ibañez, in which he tells us about how important was learning english in his life, how important it is in everybody's lives, the process of how he started to learn it, how he ended up in English E-Day and how much help the program was for him. Kudos for him!
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APLX DATA ANSWERS Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural Run Ran Running Intern Interns Eat Ate Eating Laptop Laptops Walk Walked Walking Homework Homework Study Studied Studying Man Men Swim Swam Swimming Person People Practice Practiced Practicing Table Tables Encounter Encountered Encountering House Houses Admire Admired Admiring China(flatware) 瓷器 China Hit Hit Hitting Car Cars Sleep Slept Sleeping Goose Geese Drive Drove Driving Volcano Volcanoes See Saw Seeing Syllabus Syllabi Do Did/Done Doing Potato Potatoes Help Helped Helping Tooth Teeth Cut Cut Cutting Woman Women Bring Brought Bringing Glasses 眼镜 Glasses Intern Interned Interning Computer Computers Shower Showered Showering Deer Deer Arise Arose Arising Foot Feet APLX DATA L2 Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural Run Ran running Intern Interns Eat ate eatting Laptop Laptops Walk walked walking Homework Homeworks Study Studied Studying Man men Swim swam swimming Person people Practice practiced practicing Table tables Encounter encountered encounterring House houses Admire admired admiring China(flatware) 瓷器 Chinese Hit hitted hitting Car Cars Sleep slept sleepping Goose Gooses Drive drove driving Volcano Volcano See saw seeing Syllabus Syllabus Do did doing Potato potatos Help helped helping Tooth teeth Cut cutted cutting Woman Weman Bring brought bring Glasses 眼镜 Glasses Intern Intern Interning Computer Computers Shower showered showerring Deer Deer Arise arised arising Foot Feet 16/20 17/20 12/20 APLX DATA L1 Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural Run Ran Running Intern Interns Eat Ate Eating Laptop Laptops Walk Walked Walking Homework Homeworks Study Studied Studying Man Men Swim Swam Swimming Person People Practice Practiced Practicing Table Tables Encounter Encountered Encountering House Houses Admire Admired Admiring China(flatware) 瓷器 China Hit Hit Hitting Car Cars Sleep Slept Sleeping Goose Geese Drive Drove Driving Volcano Volcanoes See Saw Seeing Syllabus Syllabi Do Did/Done Doing Potato Potatoes Help Helped Helping Tooth Teeth Cut Cut Cutting Woman Women Bring Brung Bringing Glasses 眼镜 Glasses Intern Interned Interning Computer Computers Shower Showered Showering Deer Deer Arise Arose Arising Foot Feet L1 Native speaker(baseline) · Age: 21 · From Van Nuys, CA · Length of L1 study: Native · Education level: Junior at UCSC · Linguistics major · Father and mother both speaks English · Mother is native english speaker, Father is Guatemalan. 1. When did you begin to study English? My mother was a college freshman when she gave birth to me. As a result, she needed a babysitter or some sort of daycare to take care of me while she went to school and worked. She taught me basic English words and phrases that any parent would begin to teach their toddler. However, while she was busy, and once she found a trustworthy but inexpensive daycare to dr ...
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APLX DATA ANSWERSVerb Present tense Verb Past tense Verb.docx
festockton
APLX DATA ANSWERS Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural Run Ran Running Intern Interns Eat Ate Eating Laptop Laptops Walk Walked Walking Homework Homework Study Studied Studying Man Men Swim Swam Swimming Person People Practice Practiced Practicing Table Tables Encounter Encountered Encountering House Houses Admire Admired Admiring China(flatware) 瓷器 China Hit Hit Hitting Car Cars Sleep Slept Sleeping Goose Geese Drive Drove Driving Volcano Volcanoes See Saw Seeing Syllabus Syllabi Do Did/Done Doing Potato Potatoes Help Helped Helping Tooth Teeth Cut Cut Cutting Woman Women Bring Brought Bringing Glasses 眼镜 Glasses Intern Interned Interning Computer Computers Shower Showered Showering Deer Deer Arise Arose Arising Foot Feet APLX DATA L2 Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural Run Ran running Intern Interns Eat ate eatting Laptop Laptops Walk walked walking Homework Homeworks Study Studied Studying Man men Swim swam swimming Person people Practice practiced practicing Table tables Encounter encountered encounterring House houses Admire admired admiring China(flatware) 瓷器 Chinese Hit hitted hitting Car Cars Sleep slept sleepping Goose Gooses Drive drove driving Volcano Volcano See saw seeing Syllabus Syllabus Do did doing Potato potatos Help helped helping Tooth teeth Cut cutted cutting Woman Weman Bring brought bring Glasses 眼镜 Glasses Intern Intern Interning Computer Computers Shower showered showerring Deer Deer Arise arised arising Foot Feet 16/20 17/20 12/20 APLX DATA L1 Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural Run Ran Running Intern Interns Eat Ate Eating Laptop Laptops Walk Walked Walking Homework Homeworks Study Studied Studying Man Men Swim Swam Swimming Person People Practice Practiced Practicing Table Tables Encounter Encountered Encountering House Houses Admire Admired Admiring China(flatware) 瓷器 China Hit Hit Hitting Car Cars Sleep Slept Sleeping Goose Geese Drive Drove Driving Volcano Volcanoes See Saw Seeing Syllabus Syllabi Do Did/Done Doing Potato Potatoes Help Helped Helping Tooth Teeth Cut Cut Cutting Woman Women Bring Brung Bringing Glasses 眼镜 Glasses Intern Interned Interning Computer Computers Shower Showered Showering Deer Deer Arise Arose Arising Foot Feet L1 Native speaker(baseline) · Age: 21 · From Van Nuys, CA · Length of L1 study: Native · Education level: Junior at UCSC · Linguistics major · Father and mother both speaks English · Mother is native english speaker, Father is Guatemalan. 1. When did you begin to study English? My mother was a college freshman when she gave birth to me. As a result, she needed a babysitter or some sort of daycare to take care of me while she went to school and worked. She taught me basic English words and phrases that any parent would begin to teach their toddler. However, while she was busy, and once she found a trustworthy but inexpensive daycare to dr.
APLX DATA ANSWERSVerb Present tense Verb Past tense Verb.docx
APLX DATA ANSWERSVerb Present tense Verb Past tense Verb.docx
armitageclaire49
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APLX DATA ANSWERSVerb Present tense Verb Past tense Verb.docx
APLX DATA ANSWERSVerb Present tense Verb Past tense Verb.docx
APLX DATA ANSWERSVerb Present tense Verb Past tense Verb.docx
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English In My Life
1.
2.
3.
Christmas Specials
4.
Over, and over,
and over again…
5.
This established the
foundations for learning English
6.
7.
Almost (if not)
all of the important information is in English
8.
I learn new
words while researching other things
9.
English has helped
me A LOT in school
10.
11.
Nonetheless, I obtained
my American green card.
12.
Never used my
English while on the American Consulate.
13.
Last January used
my English knowledge at that time in four different points in USA.
14.
15.
… last February
I started in Level 5.And it’s been that way since then…
16.
17.
Working there as
a Programmer
18.
Maybe under the
wing of Apple
19.
Maybe some day
you’ll be using one of my programs in the future
20.
Download now