The document discusses the importance of learning English as a second language. It outlines several reasons why communication and English proficiency are important, such as for academic, career, and social opportunities. It also discusses strategies for learning English, including focusing on grammar, vocabulary, usage patterns, and practicing through reading, writing, speaking, and listening activities. The goals of learning English as a second language are to communicate effectively, achieve academic standards, and use English appropriately in social and cultural contexts.
An overview of knowledge required by a teacher prior to teaching children of Non English Speaking Background (NESB). A comprehensive overview is provided here.
An overview of knowledge required by a teacher prior to teaching children of Non English Speaking Background (NESB). A comprehensive overview is provided here.
Student language learning needs in red dirt communitiesNinti_One
On 29 September 2015, Samantha Disbray presented to the Northern Institute People*Policy*Place 2015 Seminar Series on the topic of the language learning needs that students in red dirt communities have.
Teaching English Language Learners ELLsB. J. Zagorac
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
Student language learning needs in red dirt communitiesNinti_One
On 29 September 2015, Samantha Disbray presented to the Northern Institute People*Policy*Place 2015 Seminar Series on the topic of the language learning needs that students in red dirt communities have.
Teaching English Language Learners ELLsB. J. Zagorac
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
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Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. Why is Communication Important?
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• Part of our intelligence is ability to
communicate effectively.
• Languages play a great role in
thinking.
• Major aspect of your social life &
interpersonal relationships.
3. Effective Communication
(Academic aspects)
• Learning and understanding depends
on effective listening, reading and
comprehension (thinking) skills.
• Passing exams and getting good
result for assignments need effective
writing and oral communication.
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4. Why is English important?
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• Most widely used international language
o Though Chinese is used by more people, it is localizedto
China.
• In countries like UK, USA, Canada,
Australia, it is the official language
• The bulk of new knowledge is
documented in English
• The business language of the world
5. Why is English important? (Cont.)
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• Learning a second language expand your
thinking capacity
• English is very methodical & simple
language that promote logical thinking
• Express your ideas & opinions to the world
• Travel & work anywhere in the world (career
opportunities)
• More opportunities for relationships,
entertainment and enjoy your life
6. Not good reasons !!!
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• Use as a sword to suppress others
• For mere boasting (show off)
7. Things to remember
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• You learn and use English as a
second/business language
• No need to speak in the accent of a
British or American
• Neutral or your natural accent is just fine
• You may make occasional mistakes
• English is just another important tool to
use, not an ornament to boast or weapon
for envy !
9. Psychological Aspects
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• English is not your mother tongue
• Do not be afraid to make occasional
mistakes
• Others listen or read to get the
information or your idea, and they are
not looking to find mistakes
• Your natural accent or neutral accent
is fine as long as it is clear
10. Sociological Aspects
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• This depends on the culture you live.
• People in some cultures are jealous.
• Only those jealous people will laugh at
mistakes.
• They are fear of loosing their opportunities.
• Just ignore them, it is there problem.
• There will be plenty of others who help and
understand your learning curve.
13. Grammar
(What you should know?)
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• Anatomy of Sentence
• Nouns & Verbs
• The Tenses
• The Voices
• Auxiliary verbs
• Adjectives &Adverbs
• Conjunctions
• Prepositions
14. The words
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• You can not learn all the words.
• Learn;
o Commonly use words
o Words related to your education/career
o Any word that you encounter frequently
• Play the guess (using context) game
effectively in listening/reading.
• Use the words what you know in
speaking/writing.
15. Usage Patterns
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• Use right words and grammar
rules in right contexts
• Formal vs. Informal
• Casual vs. academic or business
16. Practice
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• Read news papiers and watch
English programs in TV
• Read story books written in simple
English with limited vocabulary
• Watch English films and documentary
with English subtitles till you are
familiar with accent.
17. Practice (cont..)
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• Write blogs or post in social media
• Chat and talk with others in English
wherever you get a chance
• Prepare reports, send emails etc. in
English
18. "We are what we repeatedly
do. Excellence, then, is not an
act, but a habit."
~ Aristotle.
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19. STRANDS OF ESL
The four strands identified in ESL are interdependent and
interrelated and describe the ways in which learners
communicate in Universal Language.
LISTENING
refers to ESL learners’ development in understanding
spoken Universal Language. It focuses on the ability to
actively listen for a purpose and involves learners being
able to select and apply strategies to make meaning in a
wide range of contexts.
SPEAKING
refers to ESL learners’ development in using spoken
Universal Language for communication for social and
school-based learning. It involves developing learners’
control over Universal Language phonology, word and
sentence stress, rhythm and intonation and the
information conveyed by these systems.
20. READING
refers to ESL learners’ development in reading,
understanding and responding to a wide range
of spoken, written and visual English texts. It
involves learners’ developing understandings of
how texts are organised and how language
varies according to situation, social and cultural
contexts, purpose and audience.
WRITING
refers to ESL learners’ development in writing a
range of texts for interpersonal, informational
and aesthetic purposes. It involves developing
writing skills including spelling, punctuation and
grammatical structures.
21. The ESL Outcomes and Strands are organised
into four ELEMENTS:
1. Communication
2. Socio-cultural understandings
3. Language structures and features
4. Learning how-to-learn
The language and concepts that students learn
about at school may not necessarily match those
of their first language and culture. These elements
help teachers to program and make explicit the
language and cultural understandings needed to
effectively communicate in Universal Language.
22. 1. COMMUNICATION
refers to how learners interact with the English-
speaking environment and communicate in
Standard Australian English . It also focuses on
the development of learners’ ability to produce
and respond to spoken and written text.
2.SOCIO-CULTURAL UNDERSTANDINGS
refers to the development of learners’
understanding of and ability to use Standard
Australian English appropriately in various
contexts. It focuses on the need for ESL learners
to be aware of the relationships between text,
context, purpose and audience.
23. 3.LANGUAGE STRUCTURES AND FEATURES
focuses on the Standard Australian English
language forms typically used in spoken and
written communication. It explores Standard
Australian English language in terms of
patterns of text structure and organization
(genres), textual and grammaticalaspects of
language, print elements, pronunciation and
non-verbal elements of communication.
4. LEARNING HOW-TO-LEARN
refers to the explicit teaching of learning
strategies that enable learners to develop and
use Standard Australian English in a range of
contexts.
24. THE ESL LEVEL
The word ‘LEVEL’ is used in the ESL to give
emphasis on the difference between learning
English as a second language and a learner’s
stage of schooling, age or cognitive ability.
Students can demonstrate, the outcomes are
similar in the Early Childhood/Primary and
Secondary ESL Pathways, the indicators
provide teachers with more age specific
information to meet the needs of the ESL
learners within their class.
25. Students who have concepts about literacy
in their first language begin their ESL
progression at this Level in reading and
writing. Concepts of literacy include:
•understanding that print and writing carry a
message
•understanding that illustrations and
pictures can convey information and add
meaning to the text
•ability to identify parts of the book and
handle books appropriately
•knowledge of print conventions, e.g., left to
right, word spacing, knowledge of sound
symbol relationship.
26. PROGRESSION THROUGH THE LEVELS
ESL learners of average learning ability, social
and physical health and with uninterrupted
schooling will develop the same level of
academic English language proficiency as their
English language speaking peers. This results
suggest that ESL learners will take between five
to 10 years to acquire the same level of
academic English language proficiency as their
English language peers.
27. Generally, ESL learners, after initial progression through
the Beginning Levels, progress through each level of the
ESL outcomes within about 18 months. This progression
depends on a range of inter-related factors including
• language background
• cultural knowledge
• age
• cognitive ability
• social, emotional and physical health
• school attendance
• previous schooling experience
• experience with English
• experience with the culture of school
• language of peers in classroom and school
• level of English use in the community
• socio-economic status of family and community
• support from family and community
•expertise of teachers, schools and communities to
meet the needs of ESL learners.
28. Goals of the ESL
The over-all focus of English as a Second Language
is to provide opportunities for ESLs to reach full
English-speaking
peers. The three broad
parity(equally) with their native
goals set forth in the
Teachers of English to Speakers of Other
Languages, 1997 (TESOL) ESL Standards for Pre-
K- 12 Students provide the foundation for the design
of English as a Second Language. Through English
language instruction, the ESL works toward
attainment of these ESL proficiency standards and
goals, achievement and realization of long term
personal, social, and economic success in an
English speaking society. The goals are to:
29. 1. Use English to communicate effectively in a social setting.
a. Use English to participate in social interaction;
b. Interact in, through, and with spoken and written English for
personal expression and enjoyment; and
c.Use learning strategies to extend communicative
competence.
2. Use English to achieve academic standards in all content
areas.
a. Use English to interact in the classroom;
b.Use English to obtain, process, construct, and provide
subject matter information in spoken
and written form; and
c.Use appropriate learning strategies to construct and apply
academic knowledge.
3. Use English socially and in culturally appropriate ways.
a.Choose appropriate language variety, register, and genre
according to audience, purpose and setting;
b. Vary non-verbal communication according to audience,
purpose and setting; and
c.Use appropriate learning strategies to extend their social-
linguistic and social-cultural competence.
