English Presentations for Non-English Subjects
•Download as PPT, PDF•
1 like•1,029 views
English proficiency among teachers and students is still a main concern for communication in an English classroom in an SBI program. The document suggests using English presentations when teaching non-English subjects as a new strategy to help teachers and students practice using contextual English. It provides guidance on activities for designing English presentations, including introduction, explanation, discussion and conclusion, and notes that teachers should understand student abilities and organize classes in advance.
Report
Share
Report
Share
Recommended
English Language Teaching -1
The oral approach, also known as situational language teaching, was developed in Britain in the 1930s-1960s. It emphasizes using the target language for instruction and introducing new vocabulary and grammar points situationally through examples, pictures, and actions. Reading and writing are taught after students build lexical and grammatical foundations. While impactful on textbook design, it lacks analysis of language learning problems and sees acquisition as habit formation through drills.
Challenges and Truimphs of Nonnative English Speakers in IEPs - Part 2
The document discusses challenges faced by non-native English speaking teachers in intensive English programs, including difficulties with pronunciation, translation between first and second languages, and feeling unprepared for advanced levels. It also presents NNS teacher perspectives on their experiences and how administration can provide support through workshops, clear guidelines, feedback, and incorporating teacher opinions into curriculum decisions. The seminar enhanced participant understanding of EFL management through sharing experiences with different approaches and developing projects related to teacher training, supervision, curriculum development, and program evaluation.
Lesson plan. observation reflections.emily
The document summarizes Emily's lesson plan and approach to teaching. It describes her use of affective-humanistic, reading, comprehension, and communicative approaches. Specifically, it notes that she addressed students respectfully, taught practical skills and grammar, ensured comprehension through emphasis, and encouraged communication through role plays and pair work. The teacher was interested in incorporating Emily's comprehension and communicative approaches to help make meaning clear for learners and connect them through the target language.
Abstract
This document summarizes a study that examined the problems students face speaking English in an English Conversation class and the strategies they use to overcome these problems. The study found that students had difficulties speaking English due to a lack of support, motivation, and peer pressure. Their problems included worrying about others' responses and using their native language instead of English. To cope, students employed strategies like avoiding communication, paraphrasing, and seeking help. The most common strategies were switching to their native language and seeking help from others. The researcher suggests students adopt these strategies and teachers help minimize speaking problems and introduce new strategies.
Oral communication
This document provides information about the course "Oral Communication in English". The main aim of the course is to improve students' oral communication skills in English, including their pronunciation. Students will be exposed to principles and techniques of effective oral communication. They will participate in language activities like discussions, simulations and role-plays to practice speaking spontaneously and fluently. Students will also learn public speaking techniques. The course assessments include a prepared dialogue, discussion session, interview project with transcription and analysis, a video making assignment, and a listening quiz.
COMMUNICATIVE APPROACH
This document summarizes a study that examined Turkish English teachers' attitudes towards the communicative language teaching approach. The study surveyed 32 high school English teachers using a Likert scale questionnaire to assess their attitudes. It also observed 10 of those teachers' classroom practices to see if there was a discrepancy between their reported attitudes and actual teaching methods. The findings suggested that while the teachers' questionnaire responses indicated support for communicative approaches, their classroom instruction tended to rely more on traditional structural and grammar-focused techniques. The conclusion calls for teachers to identify their own beliefs, understand their role, and consider further training to help align beliefs and practices.
Lesson plan. observation reflections
The lesson plan focused on observing a teacher's use of different language teaching approaches. The teacher was observed using an affective-humanistic approach by addressing students respectfully and making ethical observations. A reading approach was used by teaching information for everyday life through grammar and vocabulary. A comprehension approach emphasized explanations to help students gain confidence speaking the target language. Finally, a communicative approach was observed through role plays and pair work to connect students and help them communicate in the target language.
Observation reflections. jacqueline class
The teacher used several approaches to engage students and help them learn effectively. She showed respect to students and made them feel comfortable. She taught practical skills like vocabulary and grammar structure. She emphasized explanations and used examples to help students comprehend the material. Finally, she used a quiz to check students' understanding and had them communicate in the target language.
Recommended
English Language Teaching -1
The oral approach, also known as situational language teaching, was developed in Britain in the 1930s-1960s. It emphasizes using the target language for instruction and introducing new vocabulary and grammar points situationally through examples, pictures, and actions. Reading and writing are taught after students build lexical and grammatical foundations. While impactful on textbook design, it lacks analysis of language learning problems and sees acquisition as habit formation through drills.
Challenges and Truimphs of Nonnative English Speakers in IEPs - Part 2
The document discusses challenges faced by non-native English speaking teachers in intensive English programs, including difficulties with pronunciation, translation between first and second languages, and feeling unprepared for advanced levels. It also presents NNS teacher perspectives on their experiences and how administration can provide support through workshops, clear guidelines, feedback, and incorporating teacher opinions into curriculum decisions. The seminar enhanced participant understanding of EFL management through sharing experiences with different approaches and developing projects related to teacher training, supervision, curriculum development, and program evaluation.
Lesson plan. observation reflections.emily
The document summarizes Emily's lesson plan and approach to teaching. It describes her use of affective-humanistic, reading, comprehension, and communicative approaches. Specifically, it notes that she addressed students respectfully, taught practical skills and grammar, ensured comprehension through emphasis, and encouraged communication through role plays and pair work. The teacher was interested in incorporating Emily's comprehension and communicative approaches to help make meaning clear for learners and connect them through the target language.
Abstract
This document summarizes a study that examined the problems students face speaking English in an English Conversation class and the strategies they use to overcome these problems. The study found that students had difficulties speaking English due to a lack of support, motivation, and peer pressure. Their problems included worrying about others' responses and using their native language instead of English. To cope, students employed strategies like avoiding communication, paraphrasing, and seeking help. The most common strategies were switching to their native language and seeking help from others. The researcher suggests students adopt these strategies and teachers help minimize speaking problems and introduce new strategies.
Oral communication
This document provides information about the course "Oral Communication in English". The main aim of the course is to improve students' oral communication skills in English, including their pronunciation. Students will be exposed to principles and techniques of effective oral communication. They will participate in language activities like discussions, simulations and role-plays to practice speaking spontaneously and fluently. Students will also learn public speaking techniques. The course assessments include a prepared dialogue, discussion session, interview project with transcription and analysis, a video making assignment, and a listening quiz.
COMMUNICATIVE APPROACH
This document summarizes a study that examined Turkish English teachers' attitudes towards the communicative language teaching approach. The study surveyed 32 high school English teachers using a Likert scale questionnaire to assess their attitudes. It also observed 10 of those teachers' classroom practices to see if there was a discrepancy between their reported attitudes and actual teaching methods. The findings suggested that while the teachers' questionnaire responses indicated support for communicative approaches, their classroom instruction tended to rely more on traditional structural and grammar-focused techniques. The conclusion calls for teachers to identify their own beliefs, understand their role, and consider further training to help align beliefs and practices.
Lesson plan. observation reflections
The lesson plan focused on observing a teacher's use of different language teaching approaches. The teacher was observed using an affective-humanistic approach by addressing students respectfully and making ethical observations. A reading approach was used by teaching information for everyday life through grammar and vocabulary. A comprehension approach emphasized explanations to help students gain confidence speaking the target language. Finally, a communicative approach was observed through role plays and pair work to connect students and help them communicate in the target language.
Observation reflections. jacqueline class
The teacher used several approaches to engage students and help them learn effectively. She showed respect to students and made them feel comfortable. She taught practical skills like vocabulary and grammar structure. She emphasized explanations and used examples to help students comprehend the material. Finally, she used a quiz to check students' understanding and had them communicate in the target language.
Findings for research paper
The document summarizes the findings of a research paper on teachers' perceptions of effective classroom language teaching. Twenty-four teachers from 8 districts in St. Lucia were interviewed. Key findings include: teachers prioritize completing syllabi over developing language skills; heterogeneous classrooms don't meet all students' language needs; modeling and oral communication are inconsistent; and the education system is seen as exam-oriented rather than focused on language development. Trained teachers may know best practices but don't always implement them effectively.
Direct Method in ESL Demonstration
The document outlines the transactional model for a scripted English as a Second Language (ESL) lesson, which involves reviewing previous concepts, presenting new vocabulary and objectives, explaining and demonstrating the new language, practicing through questioning exchanges between teacher and students and among students, periodically reviewing concepts, and providing formative and summative assessments to evaluate student progress and comprehension. The goal is for teachers to gradually decrease guidance and increase independent practice so students can use the new language on their own.
Essay
A future teacher will face problems resolving different student learning styles in the classroom. They will need to present visual activities for visual learners and physical activities like games for kinesthetic learners. Speaking skills should be taught in the classroom to motivate students, as many see the ability to speak as knowing the language. If speaking activities are implemented correctly, it can make the classroom more fun and dynamic, raising student motivation to learn English. Overall, teachers must be prepared to address problems in the classroom, and gain experience through practice to acquire the necessary tools.
14.304.saiyad.nargis.
This document discusses the need for a practical attitude in English language teaching. It argues that English should be taught as a link language to meet students' specific needs and pursue teaching activities that are useful for students. The goals of teaching should be to encourage responsive programs, pursue useful learning, and adopt flexible approaches that result in student success.
Grammar translation method
This presentation will explain about Grammar translation methog. It is method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities.
Classroom interaction
The document discusses the role of the teacher in language learning and different teaching methods. It lists several teaching approaches including individual work, choral responses, open-ended questioning, teacher talk, full class interaction, group work, and self-access. It emphasizes that the teacher's role is to facilitate learning, manage the classroom, instruct language, and advise students. The goal is to promote meaningful communication and self-reflection through engaging learners with texts and resources that reflect language and culture.
The Direct Method
The Direct Method was developed in the late 19th century as an alternative to the Grammar Translation Method. It teaches language through using the target language directly without translation, focusing on oral skills, vocabulary learning through demonstration, and inductive grammar instruction. The teacher's role is to ask questions and encourage participation, while students learn through activities like reading aloud and self-correction.
Promoting presentation in Teaching Biology (Scientific Study)
The document discusses using English presentations to teach biology in an Indonesian school. It presents the problems of how to teach non-English subjects using English and what classroom activities could be applied. English presentations are proposed as a communicative language teaching model that has advantages like actively engaging students and encouraging meaningful discussion, but disadvantages like not suiting uncreative students. In conclusion, English presentations can help manage classroom interactions, but teachers must consider students' English abilities before designing presentation tasks.
The ´´Three Ps´´
The PPP approach to language teaching involves 3 stages: presentation, practice, and production. In the presentation stage, the teacher introduces new language through examples. Students then practice saying or writing the new language correctly. Finally, in the production stage, students use the new language to communicate through activities like dialogues or presentations.
The direct method
The Direct Method was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. It argues that a foreign language can be taught without translation by using the target language exclusively in the classroom. Teachers demonstrate vocabulary and grammar rather than explaining or translating. Students learn inductively through examples, pictures, and activities like question-answering exercises. Correct pronunciation and communication skills are emphasized over formal language rules.
Strategies and activities for english language learners
This document outlines strategies and activities for teaching English to language learners. It discusses promoting vocabulary development through using subject-specific words, visual aids, and games. It also addresses comprehending content by having students do oral reports, reading stories, and exercises tailored to their proficiency level. Discussion is recommended between teacher and student as well as among students, using oral reports, exercises, and picture naming. Interaction should promote confidence in speaking English. Regular practice of oral and written exercises at the appropriate proficiency level helps students learn and prepares them for assessment according to relevant language standards.
The direct method ( dara anjar sasmita ) *second edission*
The document describes the direct method of language teaching, which involves communicating directly in the target language without translation. The goals of teachers using this method are to teach students to communicate and think in the target language while drilling pronunciation. Teachers demonstrate new vocabulary to students, who then practice it, with an emphasis on vocabulary, practice, and pronunciation. Teaching techniques include reading aloud, question and answer exercises, self-correction, conversation practice, fill-in-the-blank exercises, dictation, map drawing, and paragraph writing.
Observation reflections
The document discusses different approaches to teaching English:
1) The affective humanistic approach from 1970 focuses on positive reinforcement and making students feel comfortable.
2) The comprehension approach from 1980 aims to help students understand meaning and gain confidence to participate.
3) The communicative approach from 1980 helps students use the language for meaningful communication through activities that create opportunities to communicate.
The rest of the document outlines the procedure and activities for an English class, including introducing a test, reviewing, eliciting words, constructing dialogues in pairs, and assessing agreement/disagreement.
Task Based Approach
- Task-based language teaching (TBLT) uses tasks as the core unit of planning and instruction in language teaching. It was presented as a logical development of Communicative Language Teaching.
- In TBLT, the focus is on the process rather than the product. Learners learn language by interacting communicatively and purposefully while engaged in meaningful activities and tasks.
- Willis proposed that tasks be sequenced according to difficulty, and recommended a task cycle including pre-task, task, planning, report, language focus, analysis, and practice stages.
06 ELT- task based learning
This document presents information on task-based language learning and teaching. It was submitted by Drashti V. Dave for a course on English Language Teaching. The document defines a task as an activity where the target language is used for a communicative purpose. It explains that task-based language learning focuses on meaningful tasks using the target language to develop fluency over accuracy. It also outlines the components and stages of a task-based lesson, and discusses the advantages such as varied language exposure and the motivational nature of task-based learning. Finally, it notes some potential barriers to task-based teaching like students relying on their first language.
Methodology Applied To An Efl Situation
This document discusses methodology applied to English language teaching in an EFL situation. It covers analysis of teaching methods, the communicative methodology, factors that affect language learning, and the language learning process. An effective teacher understands learners' needs, designs lesson plans accordingly, monitors students, provides feedback, and creates an input-rich learning environment.
Classroom interactions
Classroom interaction describes the social behaviors between teachers and students in a classroom. The main participants in classroom interactions are the teacher, students, and interactions between teacher-student, student-student, and student-teacher. The objectives of classroom interaction are to help students learn about their own learning styles, communicate with peers, be exposed to new language learning genres, and experience different types of classroom interactions. Classroom interaction aims to facilitate meaningful communication in the target language and help teachers understand students' prior knowledge and conceptual learning. The teacher's role is crucial in creating a positive learning environment through interactive sessions to engage students and elicit new ideas. Common types of classroom interaction include collaborative learning, discussions, role plays, and conversations between teacher and students
Classroom interaction
Classroom interaction involves teachers providing materials for students, creating opportunities for students to interact, and giving feedback. Students are responsible for using the language, cooperating with others, interacting in class, and providing feedback to teachers. There are various types of classroom interaction, including role plays, group work, discussions, and storytelling, which allow students to practice using the language through different interactive activities.
ESL teacher
Kari Kling has over 5 years of experience as an ESL teacher. She is certified in TEFL and has endorsements in ESL and elementary education. Kari has experience teaching English, science, bible stories and crafts to students of various ages and ability levels. She is skilled in curriculum development, assessment, and classroom management. Kari strives to create a motivating learning environment and works well with students, parents, and colleagues.
Faies for all (eng acd)
The document discusses the First Aid in English (FAIE) system used by LPIA to emphasize communication in English classes. It describes the directional, functional, situational approaches and drilling technique used, which encourage students to practice speaking English confidently and fluently through demonstration, role plays, repetition and memorization of sentences.
Teaching challenges in indonesia
The document discusses the challenges of teaching English in Indonesia. It notes that while English is an important global language, teaching it faces several issues in Indonesia as English is not commonly used locally. Some problems are large class sizes, limited time allocated to English instruction, and lack of opportunities for students to practice speaking English. Teachers also have difficulties implementing communicative language approaches due to the environment. The document suggests that smaller class sizes, more time for English, and arrangements allowing social interaction could help address these issues.
Jc's action research
Speaking English is usually considered for the students as an ability very difficult to learn and practice at school. In the EFL class they prefer to use their L1 to interact with their teacher and classmates.
For this reason, this action research is focused on the increase of the communication between the students and the teacher in English in a Chilean school with students at the age of 11 years old.
The results showed that one of the most important factor is the lack of confidence, practice and knowledge of this vocabulary.
Giving them the tools and creating an eye-catching project with the students is possible to change this situation and make a change in the life of your students learning a new language.
More Related Content
What's hot
Findings for research paper
The document summarizes the findings of a research paper on teachers' perceptions of effective classroom language teaching. Twenty-four teachers from 8 districts in St. Lucia were interviewed. Key findings include: teachers prioritize completing syllabi over developing language skills; heterogeneous classrooms don't meet all students' language needs; modeling and oral communication are inconsistent; and the education system is seen as exam-oriented rather than focused on language development. Trained teachers may know best practices but don't always implement them effectively.
Direct Method in ESL Demonstration
The document outlines the transactional model for a scripted English as a Second Language (ESL) lesson, which involves reviewing previous concepts, presenting new vocabulary and objectives, explaining and demonstrating the new language, practicing through questioning exchanges between teacher and students and among students, periodically reviewing concepts, and providing formative and summative assessments to evaluate student progress and comprehension. The goal is for teachers to gradually decrease guidance and increase independent practice so students can use the new language on their own.
Essay
A future teacher will face problems resolving different student learning styles in the classroom. They will need to present visual activities for visual learners and physical activities like games for kinesthetic learners. Speaking skills should be taught in the classroom to motivate students, as many see the ability to speak as knowing the language. If speaking activities are implemented correctly, it can make the classroom more fun and dynamic, raising student motivation to learn English. Overall, teachers must be prepared to address problems in the classroom, and gain experience through practice to acquire the necessary tools.
14.304.saiyad.nargis.
This document discusses the need for a practical attitude in English language teaching. It argues that English should be taught as a link language to meet students' specific needs and pursue teaching activities that are useful for students. The goals of teaching should be to encourage responsive programs, pursue useful learning, and adopt flexible approaches that result in student success.
Grammar translation method
This presentation will explain about Grammar translation methog. It is method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities.
Classroom interaction
The document discusses the role of the teacher in language learning and different teaching methods. It lists several teaching approaches including individual work, choral responses, open-ended questioning, teacher talk, full class interaction, group work, and self-access. It emphasizes that the teacher's role is to facilitate learning, manage the classroom, instruct language, and advise students. The goal is to promote meaningful communication and self-reflection through engaging learners with texts and resources that reflect language and culture.
The Direct Method
The Direct Method was developed in the late 19th century as an alternative to the Grammar Translation Method. It teaches language through using the target language directly without translation, focusing on oral skills, vocabulary learning through demonstration, and inductive grammar instruction. The teacher's role is to ask questions and encourage participation, while students learn through activities like reading aloud and self-correction.
Promoting presentation in Teaching Biology (Scientific Study)
The document discusses using English presentations to teach biology in an Indonesian school. It presents the problems of how to teach non-English subjects using English and what classroom activities could be applied. English presentations are proposed as a communicative language teaching model that has advantages like actively engaging students and encouraging meaningful discussion, but disadvantages like not suiting uncreative students. In conclusion, English presentations can help manage classroom interactions, but teachers must consider students' English abilities before designing presentation tasks.
The ´´Three Ps´´
The PPP approach to language teaching involves 3 stages: presentation, practice, and production. In the presentation stage, the teacher introduces new language through examples. Students then practice saying or writing the new language correctly. Finally, in the production stage, students use the new language to communicate through activities like dialogues or presentations.
The direct method
The Direct Method was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. It argues that a foreign language can be taught without translation by using the target language exclusively in the classroom. Teachers demonstrate vocabulary and grammar rather than explaining or translating. Students learn inductively through examples, pictures, and activities like question-answering exercises. Correct pronunciation and communication skills are emphasized over formal language rules.
Strategies and activities for english language learners
This document outlines strategies and activities for teaching English to language learners. It discusses promoting vocabulary development through using subject-specific words, visual aids, and games. It also addresses comprehending content by having students do oral reports, reading stories, and exercises tailored to their proficiency level. Discussion is recommended between teacher and student as well as among students, using oral reports, exercises, and picture naming. Interaction should promote confidence in speaking English. Regular practice of oral and written exercises at the appropriate proficiency level helps students learn and prepares them for assessment according to relevant language standards.
The direct method ( dara anjar sasmita ) *second edission*
The document describes the direct method of language teaching, which involves communicating directly in the target language without translation. The goals of teachers using this method are to teach students to communicate and think in the target language while drilling pronunciation. Teachers demonstrate new vocabulary to students, who then practice it, with an emphasis on vocabulary, practice, and pronunciation. Teaching techniques include reading aloud, question and answer exercises, self-correction, conversation practice, fill-in-the-blank exercises, dictation, map drawing, and paragraph writing.
Observation reflections
The document discusses different approaches to teaching English:
1) The affective humanistic approach from 1970 focuses on positive reinforcement and making students feel comfortable.
2) The comprehension approach from 1980 aims to help students understand meaning and gain confidence to participate.
3) The communicative approach from 1980 helps students use the language for meaningful communication through activities that create opportunities to communicate.
The rest of the document outlines the procedure and activities for an English class, including introducing a test, reviewing, eliciting words, constructing dialogues in pairs, and assessing agreement/disagreement.
Task Based Approach
- Task-based language teaching (TBLT) uses tasks as the core unit of planning and instruction in language teaching. It was presented as a logical development of Communicative Language Teaching.
- In TBLT, the focus is on the process rather than the product. Learners learn language by interacting communicatively and purposefully while engaged in meaningful activities and tasks.
- Willis proposed that tasks be sequenced according to difficulty, and recommended a task cycle including pre-task, task, planning, report, language focus, analysis, and practice stages.
06 ELT- task based learning
This document presents information on task-based language learning and teaching. It was submitted by Drashti V. Dave for a course on English Language Teaching. The document defines a task as an activity where the target language is used for a communicative purpose. It explains that task-based language learning focuses on meaningful tasks using the target language to develop fluency over accuracy. It also outlines the components and stages of a task-based lesson, and discusses the advantages such as varied language exposure and the motivational nature of task-based learning. Finally, it notes some potential barriers to task-based teaching like students relying on their first language.
Methodology Applied To An Efl Situation
This document discusses methodology applied to English language teaching in an EFL situation. It covers analysis of teaching methods, the communicative methodology, factors that affect language learning, and the language learning process. An effective teacher understands learners' needs, designs lesson plans accordingly, monitors students, provides feedback, and creates an input-rich learning environment.
Classroom interactions
Classroom interaction describes the social behaviors between teachers and students in a classroom. The main participants in classroom interactions are the teacher, students, and interactions between teacher-student, student-student, and student-teacher. The objectives of classroom interaction are to help students learn about their own learning styles, communicate with peers, be exposed to new language learning genres, and experience different types of classroom interactions. Classroom interaction aims to facilitate meaningful communication in the target language and help teachers understand students' prior knowledge and conceptual learning. The teacher's role is crucial in creating a positive learning environment through interactive sessions to engage students and elicit new ideas. Common types of classroom interaction include collaborative learning, discussions, role plays, and conversations between teacher and students
Classroom interaction
Classroom interaction involves teachers providing materials for students, creating opportunities for students to interact, and giving feedback. Students are responsible for using the language, cooperating with others, interacting in class, and providing feedback to teachers. There are various types of classroom interaction, including role plays, group work, discussions, and storytelling, which allow students to practice using the language through different interactive activities.
ESL teacher
Kari Kling has over 5 years of experience as an ESL teacher. She is certified in TEFL and has endorsements in ESL and elementary education. Kari has experience teaching English, science, bible stories and crafts to students of various ages and ability levels. She is skilled in curriculum development, assessment, and classroom management. Kari strives to create a motivating learning environment and works well with students, parents, and colleagues.
Faies for all (eng acd)
The document discusses the First Aid in English (FAIE) system used by LPIA to emphasize communication in English classes. It describes the directional, functional, situational approaches and drilling technique used, which encourage students to practice speaking English confidently and fluently through demonstration, role plays, repetition and memorization of sentences.
What's hot (20)
Promoting presentation in Teaching Biology (Scientific Study)
Promoting presentation in Teaching Biology (Scientific Study)
Strategies and activities for english language learners
Strategies and activities for english language learners
The direct method ( dara anjar sasmita ) *second edission*
The direct method ( dara anjar sasmita ) *second edission*
Similar to English Presentations for Non-English Subjects
Teaching challenges in indonesia
The document discusses the challenges of teaching English in Indonesia. It notes that while English is an important global language, teaching it faces several issues in Indonesia as English is not commonly used locally. Some problems are large class sizes, limited time allocated to English instruction, and lack of opportunities for students to practice speaking English. Teachers also have difficulties implementing communicative language approaches due to the environment. The document suggests that smaller class sizes, more time for English, and arrangements allowing social interaction could help address these issues.
Jc's action research
Speaking English is usually considered for the students as an ability very difficult to learn and practice at school. In the EFL class they prefer to use their L1 to interact with their teacher and classmates.
For this reason, this action research is focused on the increase of the communication between the students and the teacher in English in a Chilean school with students at the age of 11 years old.
The results showed that one of the most important factor is the lack of confidence, practice and knowledge of this vocabulary.
Giving them the tools and creating an eye-catching project with the students is possible to change this situation and make a change in the life of your students learning a new language.
ANALYSIS OF ACADEMIC FACTORS THAT CONTRIBUTE TO THE UNDERDEVELOPMENT OF THE E...
ANALYSIS OF ACADEMIC FACTORS THAT CONTRIBUTE TO THE UNDERDEVELOPMENT OF THE E...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016. Enhancing College Students’ Speaking Under the Context of Multimodality
Enhancing College Students’ Speaking Under the Context of MultimodalityEnglish Literature and Language Review ELLR
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.The use of grammar translation method to teach
This document discusses the use of the grammar translation method for teaching English in junior high school. It presents the problem that students focus only on grammar rules and translation rather than English use. The hypothesis is that using games, songs and real-world objects without translation could make English classes more engaging and help students learn grammar through practice rather than memorization. The study aims to describe the current grammar translation method used and find alternative ways to avoid translation and increase student attention in English classes.
Communicative language teaching
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Usities to Improve Speaking Skill of the fifth grade EFL Students at Dong La ...
Usities to Improve Speaking Skill of the fifth grade EFL Students at Dong La ...lamluanvan.net Viết thuê luận văn
Luận Văn Group viết thuê luận văn thạc sĩ,chuyên đề,khóa luận tốt nghiệp, báo cáo thực tập, Assignment, Essay
Zalo/Sdt 0967 538 624/ 0886 091 915 Website:lamluanvan.net
Tham gia nhóm hỗ trợ viết bài fb: https://www.facebook.com/groups/285625754522599?locale=vi_VN
The Effect of Using English Language only and Not Using the Mother Tongue in ...
The Effect of Using English Language only and Not Using the Mother Tongue In Teaching Units Fifteen and Sixteen for the Students of Sixth Primary Class on their Acquisition of English Language
M. Ed - LANG. ED..pptx
M. Ed. SYLLABUS PAPER ON LANGUAGE EDUCATION
CALL, TBLL, CLL, CO-OPERATIVE LEARNING are included in this.
Bab i
1) The document discusses using Think-Pair-Share and Critical Debate techniques to improve students' English speaking skills at a high school in Surakarta, Indonesia.
2) It notes that currently students' speaking abilities are low due to lack of practice and confidence.
3) The study aims to determine if using Think-Pair-Share, which involves individual and partner work, and Critical Debate, which requires arguing different perspectives, can boost speaking scores and make class more engaging.
M RIZQI ARFANDA THESIS BAB I improving students.doc
The document discusses improving students' speaking skills through the Think Pair Share strategy in a classroom action research project. It begins by explaining the importance of teaching speaking skills in English and some common problems students face, such as lack of vocabulary and confidence. It then introduces the Think Pair Share strategy, noting that it allows students to think individually, discuss in pairs, and then share with the class. This encourages participation and compares understanding with others. Research suggests Think Pair Share improves collaboration, communication, engagement, and develops critical thinking and problem-solving skills. The strategy gives students a chance to learn from each other. The document concludes that Think Pair Share has benefits for teaching speaking and could help address low speaking abilities among some students.
DEVELOPING TEACHING STRATEGIES AND TECHNIQUES WITH BEGINNER STUDENTS AT UNIDA...
DEVELOPING TEACHING STRATEGIES AND TECHNIQUES WITH BEGINNER STUDENTS AT UNIDA...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
LAC approach
The document discusses the Language Across Curriculum (LAC) approach to teaching language. It states that LAC integrates language learning with content learning by teaching language outside the traditional classroom using contextual and content-based methods. This requires language learning to occur in both language classrooms and other subject classrooms. There needs to be collaboration between language teachers and other subject teachers to effectively implement LAC.
ESP Course- chapter 3 - English for academic purposes
This document discusses English for Specific Purposes (ESP) and its subcategories. It notes that ESP refers to English teaching tailored to academic disciplines or occupations. There are four types of ESP situations depending on how English is used in instruction. The document recommends starting cooperation between language and subject teachers, then extending to collaboration and team-teaching. It questions whether categories like English for Science and Technology accurately reflect disciplinary differences and needs.
Differentiated instruction in the english language classroom a case for integ...
This document discusses differentiated instruction for English language learners. It begins by noting that English language classrooms consist of students with diverse abilities, backgrounds, and thinking styles. The document then outlines Tomlinson's framework for differentiating instruction based on content, process, and product. It states that differentiation requires teachers to make adjustments to lesson plans to provide all students access to content. Several principles are presented to guide teachers in differentiating, such as understanding students' strengths and needs, setting clear objectives, and offering flexible grouping and activity choices. The document also summarizes a study that examined factors that prevent Pakistani students from speaking English in English-only classrooms, such as social, institutional, psychological and linguistic factors.
0 evaluation - final
This document discusses using communicative language teaching (CLT) to improve students' speaking skills in Vietnam. It summarizes the context of English education in Vietnam, which focuses mainly on grammar rather than speaking. This has resulted in students graduating without strong speaking abilities. The researcher aims to conduct a study applying CLT at a private language center. CLT places students in authentic communicative situations and changes the teacher's role to a facilitator. The study will observe the impact of CLT on 25 students' speaking over 10 weeks and collect feedback from teachers to evaluate the innovative approach.
Challenges in Teaching English to Young Learners in Primary Stage: A Case St...
Challenges in Teaching English to Young Learners in Primary Stage: A Case St...Research Journal of Education
This document summarizes a research study on the challenges of teaching English to young learners in primary schools in Kuwait. The study collected data through surveys of 20 English teachers and interviews/observations of teachers in 5 educational areas of Kuwait. The main challenges identified were lack of teacher training, inadequate resources, large class sizes that make communicative language teaching difficult, exams that focus on grammar over skills, and limited use of English in and outside the classroom. The researchers concluded that teachers face significant obstacles in teaching English to young learners locally in Kuwait.Improving Learning in Rural Schools Essay
The document discusses improving vocabulary skills among students in rural Kenyan schools. It notes that students and teachers currently struggle with vocabulary, as shown by low test scores. The most important factor in improving students' vocabulary is teachers' involvement in teaching and practicing vocabulary. However, teachers are currently falling short and their methods are outdated. The document argues that teachers must embrace new assessment approaches and prioritize improving their own vocabulary skills and strategies for teaching vocabulary. By committing more time to developing vocabulary in themselves and their students, teachers can help boost English language skills and ultimately transform learning outcomes for students.
The definition of CLT By Alireza Sadeghiyan - www.academia.edu
Communicative Language Teaching (CLT) is an approach that focuses on meaningful communication rather than grammatical structure. In CLT, students complete tasks using language instead of studying it. The syllabus is based on functional development rather than structural development. There is less emphasis on error correction and more on fluency and communication. Students interact with each other through pair and group work to accomplish tasks while teachers take more of an observer role.
The Effectiveness of Think-Pair-Share Technique in Improving Students? Speaki...
The Effectiveness of Think-Pair-Share Technique in Improving Students? Speaki...English Literature and Language Review ELLR
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.Similar to English Presentations for Non-English Subjects (20)
ANALYSIS OF ACADEMIC FACTORS THAT CONTRIBUTE TO THE UNDERDEVELOPMENT OF THE E...
ANALYSIS OF ACADEMIC FACTORS THAT CONTRIBUTE TO THE UNDERDEVELOPMENT OF THE E...
Enhancing College Students’ Speaking Under the Context of Multimodality
Enhancing College Students’ Speaking Under the Context of Multimodality
Usities to Improve Speaking Skill of the fifth grade EFL Students at Dong La ...
Usities to Improve Speaking Skill of the fifth grade EFL Students at Dong La ...
The Effect of Using English Language only and Not Using the Mother Tongue in ...
The Effect of Using English Language only and Not Using the Mother Tongue in ...
M RIZQI ARFANDA THESIS BAB I improving students.doc
M RIZQI ARFANDA THESIS BAB I improving students.doc
DEVELOPING TEACHING STRATEGIES AND TECHNIQUES WITH BEGINNER STUDENTS AT UNIDA...
DEVELOPING TEACHING STRATEGIES AND TECHNIQUES WITH BEGINNER STUDENTS AT UNIDA...
ESP Course- chapter 3 - English for academic purposes
ESP Course- chapter 3 - English for academic purposes
Differentiated instruction in the english language classroom a case for integ...
Differentiated instruction in the english language classroom a case for integ...
Challenges in Teaching English to Young Learners in Primary Stage: A Case St...
Challenges in Teaching English to Young Learners in Primary Stage: A Case St...
The definition of CLT By Alireza Sadeghiyan - www.academia.edu
The definition of CLT By Alireza Sadeghiyan - www.academia.edu
The Effectiveness of Think-Pair-Share Technique in Improving Students? Speaki...
The Effectiveness of Think-Pair-Share Technique in Improving Students? Speaki...
More from Evi Sofiawati
Listening Lesson Sequences
This document outlines four listening lesson sequences that integrate listening with other skills. The sequences are: 1) Live Listening, which involves listening to strangers and then roleplaying interviews; 2) Ordering Pictures, where students listen to and then retell a story while focusing on sequence; 3) Listening to a Monologue and using given vocabulary in a cloze exercise; and 4) Being Observant of film conversations and then describing events. Each sequence involves focusing on specific skills while listening and then practicing related skills like speaking, writing, and reading after listening. The conclusion recommends using listening materials to practice multiple skills and as sources for other classroom activities.
How to Teach English
The document provides guidance on giving instructions to students, balancing teacher and student talking time, and using students' native language in the classroom. It recommends that teachers clearly explain activities, check for student understanding, and repeat and demonstrate instructions. It also suggests that teachers provide comprehensible input through stories, discussions and feedback, while allowing sufficient student talking time. Finally, it states that a teacher's native language can help students make connections and understand differences, but should not replace using English in the classroom.
Describing the English Language
The document discusses discourse organization and describes some key differences between written and spoken discourse. Written discourse focuses on coherence and cohesion through ordering events logically and using techniques like lexical and grammatical cohesion. Spoken discourse emphasizes ellipsis, organizing events through discourse markers, and cooperation through relevant contributions without ambiguity. Genre is also discussed as shaped by the customs and norms of different discourse communities.
Basic Morphology
1. The document discusses the history and concepts of morphology, including the separation of levels in linguistics and morphological interfaces.
2. It provides a brief history of morphology from scholars like Sir William Jones in 1786 and Franz Bopp in 1816 who studied the connections between languages.
3. The document examines the separation of levels in linguistics based on scholars like Katamba from 1993 and Hanafi from 2002, and discusses the morpho-phonological and morpho-syntactical interfaces.
Presentation 1
Vocabulary is important to improve the four language skills of reading, writing, listening and speaking. Teaching vocabulary techniques can help strengthen a student's reading comprehension and language abilities. The document discusses how vocabulary instruction impacts the development of overall language proficiency.
Using Games in Teaching Vocabulary
This document discusses using games to teach vocabulary. It explains that games can help lower students' affective filters, promote active participation and problem solving, and cater to different learning styles. It then provides an example lesson plan that uses several vocabulary games, including ambiguous pictures, association, matching, and crossword, to teach occupation-related vocabulary to 5th and 6th grade students. The games are designed to engage students physically and intellectually while reinforcing the new vocabulary terms based on theories of multiple intelligences, learning styles, constructivism, and total physical response.
The Nature of Approaches & Methods in Language Teaching
The document discusses different levels of language teaching - approach, method, technique. An approach represents theoretical principles, a method is organized through a design and realized through procedures. A revised model is presented with approach influencing design which determines method and techniques. The model does not imply methods always develop from approach to procedure in a linear way.
Using Presentation in English Speaking Class
The document summarizes a classroom observation of an English speaking class where students gave presentations. It discusses the background of the study which aimed to improve students' English speaking skills. It then describes the study involving 65 students who gave presentations and completed a questionnaire. The results from the questionnaire showed that students found the presentations a useful way to improve their English speaking abilities, including grammar, vocabulary, and confidence. The conclusion is that presentations are a useful activity for oral communication skills but some aspects like correcting mistakes need to be improved.
Reflective teaching
Reflective teaching involves self-observation and self-evaluation of one's own classroom practices by considering how lessons were taught, why certain methods were chosen, and whether those methods were effective. The process of reflective teaching includes determining how to begin, such as by considering one's feelings after teaching or exploring one's classroom practices, and what steps to take next, such as questioning techniques on websites or journals or attending training sessions. Reflective teaching is cyclical as changes are implemented and the reflection and evaluation process begins again.
Reflective teaching
Reflective teaching involves self-observation and self-evaluation of one's own classroom practices by considering how lessons were taught, why certain methods were chosen, and whether those methods were effective. The process of reflective teaching includes beginning with self-reflection on usual feelings after teaching and reasons for those feelings, then following steps to improve which starts with identifying how to begin reflecting and what actions to take as a result of reflections.
E learning ppt
This document discusses e-learning and its approaches and tools. It defines e-learning as using technology to enable learning anytime and anywhere. It compares traditional and e-learning approaches, noting that e-learning allows for unlimited class sizes, multimedia content, asynchronous communication, self-paced and flexible learning. The document also lists some popular e-learning tools like email, chat forums, video conferencing and the web for teaching resources. Finally, it states that effective e-learning depends on factors like the learner, learning materials, learning atmosphere and technology used.
More from Evi Sofiawati (11)
The Nature of Approaches & Methods in Language Teaching
The Nature of Approaches & Methods in Language Teaching
Recently uploaded
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold Method
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
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.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Recently uploaded (20)
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
English Presentations for Non-English Subjects
- 3. English proficiency among teachers and students in SBI program still becomes a main concern especially for English classroom communication.
- 4. A new strategy for the teachers and the students to be able to use appropriate English contextually in SBI program.
- 5. English presentation in English classroom for teaching non-English subject by teachers and students
- 12. It is better for the teachers to know well the ability of the students before designing the task given to the students.