Learning english grammar 93 97
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The document discusses approaches to teaching English grammar to young learners. It asks questions about what grammar to teach, how to contribute to students' understanding, and the importance of acquiring basic sentence patterns. It also outlines three useful stages for sequencing grammar learning activities: discovery activities where students explore patterns themselves; classroom activities where teachers demonstrate patterns; and developing activities where students practice new patterns. Teachers are advised to provide students with appropriate language use and attention to form to aid their acquisition of English grammar.
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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,
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1. The document provides definitions for 9 bold words from an upcoming scenario: preparation, train, coach, journalist, competition, active, certain, chatty, and confident.
2. Students are asked to match the bold words from the scenario with their definitions in a box, writing the correct letter on the corresponding line.
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The document describes the six components of a 30-minute daily literacy intervention lesson: 1) reading familiar books, 2) taking a running record of yesterday's new book, 3) letter identification and word breaking, 4) composing a story, 5) assembling a cut-up story, and 6) reading a new book. It provides details on what to record for each component, including the child's behaviors and strategic activities as well as the teacher's prompts and support. The daily lesson record helps plan effective instruction, monitors progress, and reflects on teaching effectiveness.
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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.
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This document discusses error correction in language learning. It describes two types of errors: errors from incorrect memory retrieval and errors from incorrect learning. It then lists common ways to correct errors, including self-correction, peer correction, and teacher correction. Finally, it provides several strategies for delayed error correction, such as rephrasing sentences with errors, using recordings to find mistakes, and games to correct errors.
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This document summarizes how vowels are produced based on tongue position and movement. It describes vowels according to three factors: tongue height (high, mid, low), tongue fronting (front, back, central), and lip position. Vowels can be plotted on a vowel quadrilateral based on these factors. Common vowels like [i], [a], and [u] are given as examples. The document also discusses diphthongs, which are vowel sounds where the tongue moves from one position to another within the same syllable like [aʊ] in "bout." Triphthongs involve three vowel positions like [aɪə] in "tire."
Encouraging words An effective bible reading plan
This document outlines an effective Bible reading plan that involves starting at the beginning of Genesis and reading 3 chapters per day to work through the entire Bible over the course of a year. It recommends this progressive reading approach to allow the mind to adapt to the increasing complexity of the language as one moves through the 66 books. Regular daily reading is emphasized to establish a lifelong habit of Bible study.
Chapter 07: English Grammar Made Easy
Seventh set is next level in grammar ‘Countable and uncountable noun’; how to tally things which cannot be counted. To use many or few or much or some or little to measure uncountable. Integrating articles into our speech; to learn the when to use f a or an or the and importantly when not to use articles.
Linguistics Terms
The document provides an overview of key concepts in linguistics, including definitions of language, the stages of learning a language, and features that distinguish human and animal communication. It then describes the main branches of linguistics - phonetics, phonology, morphology, syntax, and semantics. Specific linguistic concepts are defined, such as phoneme, morpheme, allomorph, morph, and their differences are explained. Theories around the linguistic sign and grammar are also introduced. The document serves as an introductory guide to fundamental terminology and topics within the field of linguistics.
English Grammar
1. English grammar refers to the rules and structure of the English language including word classes, phrases, clauses, sentence structure, negation, and history.
2. There are two main approaches to grammar - descriptive grammar studies how language is actually used while prescriptive grammar focuses on defining correct usage.
3. The earliest published English grammar was in 1586, but English grammars were often written in Latin for many years due to the influence of Latin grammar in education.
Fundamentals of Human Communication
The document discusses the communication iceberg model, which suggests that most of what occurs in communication is invisible or below the surface. It describes the visible aspects of communication as the people involved, the symbols used, and the media or technology. However, many other important aspects are invisible, such as how meaning is constructed, the role of learning and culture, the subjective nature of communication, and its self-reflexive and ethical dimensions. Human communication is a complex process with visible and invisible elements that occur across different contexts and levels.
Fundamentals of communication ppt
#introduction
#effective communicaton
#scope of communication
#forms of communication
#business communication
#process of communication
#importance of communication
#key points
Syntax
Syntax deals with how words are combined into larger units like phrases, sentences, and texts. There are different syntactic theories that approach this topic in various ways, such as transformational grammar, constructional syntax, and communicative syntax. Basic syntactic notions include syntactic units, forms, meanings, functions, positions, and relations between units.
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Issues in teaching grammar
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Key stone draft
This lesson plan aims to teach students the differences and functions of nouns, pronouns, verbs, adjectives, and adverbs. It will use information processing theory to break down examples and have students identify parts of speech. The goal is for students to learn proper English grammar and usage as outlined in the Common Core State Standards through class discussions and assignments.
Teachers’ maxims in language teaching
The document discusses teaching maxims, which are guiding principles that teachers use to inform their practices. It provides examples of common maxims such as treating students as individuals and maintaining a sense of humor. It also shares the specific maxims of three teachers: being positive, showing patience, establishing a relaxed atmosphere, and designing lesson plans according to student needs. The document concludes that teachers should reflect on the maxims they use and evaluate whether any need adjusting based on principles of effective teaching.
Basics Of Teaching Vocabulary
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Xiaoye Xie's MA-TESL capstone presentation covered three main topics: (1) teaching techniques and skills in EFL settings drawing from authors like Ashton-Warner, Mutoh, and SIOP model principles; (2) addressing challenges of large EFL classes and promoting student speaking skills; and (3) effectively treating learner errors through selective feedback techniques based on research. The presentation aimed to equip student teachers with evidence-based strategies for teaching children in EFL contexts.
Spring 2012 capstone
Xiaoye Xie's MA-TESL capstone presentation covered three main topics: (1) teaching techniques and skills in EFL settings, drawing from authors like Ashton-Warner, Mutoh, and SIOP model lessons; (2) addressing learners' errors through error correction techniques and students' preferences, citing Tedick and Katayama; and (3) the challenges of teaching children in EFL settings. The presentation provided an overview of challenges managing large EFL classes and principles for teaching speaking skills. It concluded by thanking faculty and colleagues for their support.
ESL Strategies for Content Area Teachers
This document provides instructional strategies to support English language learners (ELLs) in general education classrooms. It discusses strategies for ELL students at different proficiency levels, including beginners, intermediate students, and advanced students. Specific strategies mentioned include using manipulatives, total physical response, role playing, graphic organizers, summarizing, and incorporating visuals, audio, and tactile learning. The document emphasizes providing multiple exposures to new vocabulary words in different contexts to enhance language development. Overall, the strategies aim to supplement core reading and math programs to meet the needs of ELLs.
How to teach grammar- Dr. Ghobadirad
The document discusses different approaches to teaching grammar, including the deductive and inductive approaches. It emphasizes striking a balance between accuracy and fluency when teaching grammar. Key recommendations include:
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Accuracy and fluency 09
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Unit 3(1)
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Reading
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To Teach or Not to Teach Grammar
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To teach or not to teach grammar
This document outlines a seminar presentation on approaches to teaching grammar. It discusses both arguments for and against directly teaching grammar. It presents three common approaches: deductive, inductive, and guided discovery. The inductive approach is examined in more detail, outlining its benefits such as better retention, student-centered learning, and engagement. Its drawbacks include being time-consuming and requiring more teacher preparation. The objectives are to discuss whether grammar should be taught, approaches to teaching it, and pros and cons of the inductive approach specifically.
Types of Learners
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Board games
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The document discusses pacing through an English coursebook over the school year. It recommends initially allocating units to school terms based on the book's suggested timeline but allowing flexibility based on student needs. Teachers should not rush through content and should respect students' learning rhythms, taking more time on areas where students need longer. The schedule also needs to account for school events that may interrupt regular study.
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Choosing the style to suit the mood
The document discusses different teaching styles and strategies to engage students based on their mood and energy level. It suggests starting with settling activities like copying words if students are restless, and more active strategies like discussions if they are energetic. Examples given include flashcard drills, partner work, discovery activities, and journals. The goal is to choose a style that calms or stimulates students as needed for optimal language learning.
Choosing a coursebook (teachin iii)
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4.the significance of the way we check understanding
The document discusses effective ways for teachers to check understanding in English primary classrooms without over-relying on translations. It recommends that teachers observe students' faces and actions rather than constantly asking if they understand every word, as this implies students must understand everything to respond and discourages risk-taking. Teachers should allow students to operate in the second language by guessing at unknown parts and focusing on whole messages and meaning rather than individual words.
3.children´s instinct to play and fun
Children have a natural capacity for finding fun and drama in play, allowing their individual personalities to emerge. Games are a powerful way for learning, as children will often take an activity and make it their own by adding their own creative twists and interpretations that are sometimes even better than the original idea. Through play and fun, children are actively living and experiencing language in a real way.
2. children´s creative use of limited language resources
This document discusses children's creative use of language in early development. It notes that children are very creative with concepts, grammatical forms, and inventing new words by analogy or other means. This is a fundamental part of language development, and is also present in those learning a second language. Children have an ability to understand messages and interpret new sounds, words and structures based on this. The document recommends using gestures, intonation, demonstration and actions to convey meaning when teaching children language. It advises providing opportunities for children to communicate out of necessity and to construct unpredictable language on their own through activities like games. Mistakes should be expected and guidance provided as children desire to communicate and build their understanding of a new language.
1.children´s ability to grasp meaning
Children have a strong ability to grasp meaning from a language before understanding individual words through cues like intonation, gestures, facial expressions and actions. To effectively teach English to primary students, teachers should use these same cues to convey meaning and help children interpret new sounds, words and structures in the language as they did with their first language. It is important to maintain students' ability to understand messages over purely verbal instructions alone.
Stages of Second Language Acquisition
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1. Pre-production - Students are silent and rely on gestures and visuals, with a receptive vocabulary of 500 words.
2. Early production - Students have 1-2 word phrases and 1000 word vocabulary, answering yes/no questions.
3. Speech emergence - Students have 3000 word vocabulary, initiate simple conversations with some grammatical errors.
4. Intermediate fluency - Students have 6000 word vocabulary, ask questions for clarification and work in grade level classes with support.
5. Advanced fluency - It takes 4-10 years for students to achieve academic language proficiency, though they still need support in some content areas like writing.
Types of language teaching approach oct
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2. TPR uses physical movement to develop listening without pressuring students to speak early. Action songs, rhymes, and stories are forms of TPR.
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4. Task-based learning uses tasks for students to communicate and achieve real goals. Lessons involve preparation, task completion,
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The document discusses the benefits of using games in language learning classrooms for young learners. It states that games help students practice language skills in a fun and engaging way. They improve motivation, encourage cooperation, and help students sustain interest over long periods of learning. Additionally, games provide opportunities for language practice, create meaningful contexts for use, and allow students to interact and communicate and learn vocabulary in a relaxed environment.
Naturalist intelligence presentation
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Learning english grammar 93 97
- 1. Learning English Grammar pgs. 93-97 Young Learners Workshop Cecilia Maller A.
- 2. Making notes to learn What has happened to approaches to the teaching of grammar? What grammar to teach? Which are the three accessible and manageable categories to teach grammar ccording to Lewis?
- 3. Teaching grammar How can we contribute to kid´s understanding of grammar? What will happen without the acquisition of basic sentence patterns and attention to the form of Lg.?
- 4. Sequencing grammar learning activities What does appropriate Lg. use requires? What must Ts. provide kids? Which are the three useful stages proposed by Batstone? Name and explain them.
- 5. Discovery grammar activities Classroom related Developing
- 6. Read the articles and make a summary of each one. Post reading activity. Pgs. 95-97
- 7. Read the articles and make a summary of each one. Post reading activity. Pgs. 95-97