This ppt includes the details about the importance of reading and on how it can help an individual. There's a lot that we can get by reading, likewise, understanding the importance of would greatly impact our lives in a way that we can be better.
The Power of Reading is a school development project which engages teachers and children in the literacy curriculum through using high quality books and proven teaching approaches. The Power of Reading helps to develop inference and deduction and comprehension skills.
This document discusses extensive reading as an effective way to acquire a foreign language. It defines extensive reading as reading large quantities of easy, level-appropriate texts. Extensive reading focuses on fluency rather than language details, and allows students to self-select texts from graded readers or simplified materials. The document provides examples of practical activities teachers can use to introduce extensive reading, such as whole class reading, self-selected individual reading, and projects to evaluate reading. It notes the advantages of extensive reading include developing learner autonomy, providing comprehensible input, and enhancing overall language skills and motivation to read more.
Engllish slides about apllication development.pptxrehanmughal18
This document discusses reading difficulties for students learning English as a foreign language. It introduces the topic and outlines some common teaching methods for reading. It then discusses some of the main difficulties with reading like decoding, comprehension, and retention. The purpose of the study is to identify reading challenges faced by 10th grade students and possible remedies. It aims to answer questions about reading difficulties from the perspective of both students and teachers. The significance is finding solutions for reading problems, as both students and teachers often report issues with comprehension, coding, and decoding when learning English.
Catering for different_student_profile_eaquals 2014 (schmid-walton)eaquals
This document describes various tools used at EF schools to cater to different student profiles in single classrooms. It discusses needs assessments given to students before classes, placement tests, individual tutorials to set learning goals, English language guides for self-study, and a progress tracker for student speaking skills. Feedback from teachers and students found the tools helpful but that more training could improve their effectiveness, especially in guiding independent learning and student self-assessment.
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
The document outlines a study conducted with 5 English Language Learner (ELL) students who were struggling readers. The teacher implemented small group reading instruction focused on repeated readings, choral readings, and graphic organizers. Results showed that 3 of the 5 students increased their oral reading fluency but showed decreased reading attitude and STAR Reading scores. The teacher concluded that repeated readings and small group instruction were beneficial but that more time and work on fluency and expression is still needed. Limitations included small sample size and interruptions to the schedule.
The document provides strategies for leading English discussion groups with students in Taiwan. It discusses establishing discussion rules and formats, including warm-up, main discussion, and wrap-up sections. It also addresses common challenges like shy students, poor English skills, boring topics, and distracted students. The key strategies emphasized are connecting with students, providing feedback, giving students time to think, and embracing silence without filling it with unnecessary talking. The overall goal is to encourage students to practice English while improving their skills.
Here are the answers:
1. The factory was built in 1953.
2. The company was founded in 1983.
3. I was invited to make a presentation at the Conference.
4. The job was offered to Frank but he turned it down.
5. I was told that I wouldn't need to bring my own slide projector.
6. The report was written by a leading expert in the field.
7. Smoking is not permitted on these premises.
The Power of Reading is a school development project which engages teachers and children in the literacy curriculum through using high quality books and proven teaching approaches. The Power of Reading helps to develop inference and deduction and comprehension skills.
This document discusses extensive reading as an effective way to acquire a foreign language. It defines extensive reading as reading large quantities of easy, level-appropriate texts. Extensive reading focuses on fluency rather than language details, and allows students to self-select texts from graded readers or simplified materials. The document provides examples of practical activities teachers can use to introduce extensive reading, such as whole class reading, self-selected individual reading, and projects to evaluate reading. It notes the advantages of extensive reading include developing learner autonomy, providing comprehensible input, and enhancing overall language skills and motivation to read more.
Engllish slides about apllication development.pptxrehanmughal18
This document discusses reading difficulties for students learning English as a foreign language. It introduces the topic and outlines some common teaching methods for reading. It then discusses some of the main difficulties with reading like decoding, comprehension, and retention. The purpose of the study is to identify reading challenges faced by 10th grade students and possible remedies. It aims to answer questions about reading difficulties from the perspective of both students and teachers. The significance is finding solutions for reading problems, as both students and teachers often report issues with comprehension, coding, and decoding when learning English.
Catering for different_student_profile_eaquals 2014 (schmid-walton)eaquals
This document describes various tools used at EF schools to cater to different student profiles in single classrooms. It discusses needs assessments given to students before classes, placement tests, individual tutorials to set learning goals, English language guides for self-study, and a progress tracker for student speaking skills. Feedback from teachers and students found the tools helpful but that more training could improve their effectiveness, especially in guiding independent learning and student self-assessment.
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
The document outlines a study conducted with 5 English Language Learner (ELL) students who were struggling readers. The teacher implemented small group reading instruction focused on repeated readings, choral readings, and graphic organizers. Results showed that 3 of the 5 students increased their oral reading fluency but showed decreased reading attitude and STAR Reading scores. The teacher concluded that repeated readings and small group instruction were beneficial but that more time and work on fluency and expression is still needed. Limitations included small sample size and interruptions to the schedule.
The document provides strategies for leading English discussion groups with students in Taiwan. It discusses establishing discussion rules and formats, including warm-up, main discussion, and wrap-up sections. It also addresses common challenges like shy students, poor English skills, boring topics, and distracted students. The key strategies emphasized are connecting with students, providing feedback, giving students time to think, and embracing silence without filling it with unnecessary talking. The overall goal is to encourage students to practice English while improving their skills.
Here are the answers:
1. The factory was built in 1953.
2. The company was founded in 1983.
3. I was invited to make a presentation at the Conference.
4. The job was offered to Frank but he turned it down.
5. I was told that I wouldn't need to bring my own slide projector.
6. The report was written by a leading expert in the field.
7. Smoking is not permitted on these premises.
There are typically five stages of second language acquisition:
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.
July 2016 AEI - English as a Second Language Assessmentnbteacher
This presentation discusses the English Second Language Assessment (ESLA) used in New Brunswick. The ESLA evaluates students' English proficiency through four components: listening, reading, writing, and oral proficiency interviews. It assesses what students can do with English in real-life situations. The presentation reviews the standards and test specifications for each component, providing examples of question types for reading and details about scoring rubrics for writing and oral interviews. Scores on the four components are weighted equally and combined to calculate an overall ESLA result.
The document discusses the Daily 5 framework for structuring literacy time in ESL classrooms. It involves students rotating between 5 stations: listening to reading, reading to self, working on words, working on writing, and working with the teacher. The Daily 5 helps ESL students develop lifelong reading, writing, and independent work habits while processing language at each station. It also allows the teacher to work closely with students and support their individual language development needs. Suggested online resources are provided for making the Daily 5 activities "live" through digital content.
How can esl teachers support teachers in otherlindsesl
1) ESL teachers can support mainstream teachers and students in various ways, such as providing vocabulary lists, visual aids, graphic organizers, adapted texts and homework help.
2) In primary schools, ESL teachers can either pull students out of class for focused English instruction or push into the classroom to co-teach. Close communication between ESL and mainstream teachers is important.
3) In secondary schools, ESL teachers can implement sheltered instruction by co-teaching content area subjects to make material comprehensible for English learners while developing their language skills. This requires collaboration between ESL and subject area teachers.
Thorough and exceptional list of strategies for reaching all students, including those who are ESL or ELL (English as a Second Language or English Language Learners).
This document discusses research on teaching grammar explicitly in secondary schools. It outlines the research methodology, including the background, statement of problem, objectives, questions, design, definitions, limitations, and significance. The research will use a mixed-methods qualitative and quantitative design including surveys. The surveys will gather teacher background information and their knowledge and opinions on teaching grammar. The goal is to understand why teachers neglect grammar, how to engage students, and identify best teaching methods to improve grammar instruction.
This training provides mainstream teachers with strategies to help English language learners succeed academically. It discusses who ELL students are, challenges they face, and factors that affect their learning. It introduces key concepts like BICS versus CALP and explains the stages of second language acquisition. The training covers lesson planning strategies like using academic language and SIOP, as well as co-teaching models. It also addresses assessing ELL students and modifying homework. The goal is to help teachers create an inclusive learning environment and build bridges instead of roadblocks for ELLs.
This document provides guidance on different writing activities for teaching writing to students, including controlled, guided, and free writing activities. Controlled activities include straight copying, matching, organizing and copying, and delayed copying. Guided activities involve fill-in exercises, dictation, and writing letters, cards, or invitations. Free activities comprise word stars and vocabulary charts to brainstorm vocabulary on a topic before writing. The document advises making dictation short and simple for young learners and providing context. Fill-in exercises are suggested for beginning stages with mostly given language. Word stars and vocabulary charts are presented as pre-writing tools to generate ideas and vocabulary.
The document provides information about an English language learners class, including a news article about a chicken crossing the road and causing traffic issues. It then discusses an activity where students estimate statistics about English as a non-official language, immigration rates, and top countries of origin for immigrants in Canada. Finally, it outlines an activity where students take on roles with certain speaking limitations to simulate being English language learners and discuss strategies for a cricket tournament.
This document discusses layered questioning techniques to improve comprehension for diverse learners. It outlines strategies for generating questions before, during, and after reading, including focusing questions, the question-answer relationship framework, and reciprocal reading. The document emphasizes using techniques like tiered questioning, central question diagrams, and questioning frames to increase oral language opportunities and encourage cooperative learning. Research showed that using these questioning strategies improved English learner comprehension over time.
This document discusses various traditional and alternative reading techniques that can be used in teaching English as a foreign language. It begins by outlining pre-reading activities like activating background knowledge and establishing a purpose for reading. It then describes different types of reading like scanning, skimming, intensive reading, and extensive reading. The document also provides examples of different reading activities and post-reading activities that can be used to improve students' reading comprehension.
This document discusses various topics related to learning and education, including learning English, international English, common frustrations learners face, and improving one's command of the language. It presents several quotations to reflect on and statements about different types of learning. It also includes passages about school levels and subjects in British and American English and matching idioms and phrases to their definitions. Finally, it poses questions about international English and overcoming language barriers.
This document discusses tips for teachers to improve students' English speaking skills. It provides reasons why speaking is important, such as to improve overall language skills and communicate effectively. It then gives suggestions for teachers, such as giving equal attention to all students and being patient. Finally, it proposes ways to generate speaking in class, including reminding students to speak loudly and clearly, using only English, telling stories, doing role plays, and varying classroom activities regularly to keep students engaged. The overall goal is to help students gain confidence in speaking and correct mistakes through practice.
3 Implementing cross-age peer tutoring in the teaching of reading in Kenya, F...The Impact Initiative
1) Cross-age peer tutoring involves pairing older primary school students with younger students to conduct reading sessions using comprehension strategies like questioning and summarizing.
2) The program described matches students in Standards 6 and 5 with students in Standards 4 and 3. Tutoring sessions occur twice a week for 35 minutes.
3) Key aspects of the tutoring include choosing appropriate books, error correction, questioning to improve comprehension, and providing positive feedback. Tutors are trained to support the younger students' reading development.
Professional Journal article power pointtarrahnicole
This document discusses approaches for assessing and instructing English language learners in writing. It recommends that teachers learn students' backgrounds, provide a flexible classroom environment, and implement explicit writing instruction tailored to students' needs. The document outlines the SIOP model for content instruction with an emphasis on English development. It also provides a vocabulary strategy where students create personal glossaries using index cards with words, definitions, synonyms, images and example sentences in both English and their native language.
Professional journal article power pointtarrahnicole
This document discusses approaches for assessing and instructing English language learners in writing. It recommends that teachers learn students' backgrounds, provide a flexible classroom environment, and implement explicit writing instruction tailored to students' needs. The document outlines the SIOP model for content instruction with an emphasis on English development. It also provides a vocabulary strategy where students create personal glossaries using index cards with words, definitions, synonyms, images and example sentences in both English and their native language.
This presentation will discuss the importance of communication. Likewise, it will give a detailed view on the ethics principles of communication process.
This document discusses consumer rights and responsibilities. It defines marketing and outlines consumer rights such as the right to safety, information, choice, redress, consumer education, a healthy and safe environment, and having basic needs met. For each right, it provides a definition and outlines the corresponding responsibility of consumers. The responsibilities involve safely using products, analyzing information wisely, choosing carefully, seeking compensation for issues, minimizing environmental impact of purchases, and consuming sustainably. The document aims to educate about both consumer protections under law and how consumers must act to uphold their rights.
There are typically five stages of second language acquisition:
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.
July 2016 AEI - English as a Second Language Assessmentnbteacher
This presentation discusses the English Second Language Assessment (ESLA) used in New Brunswick. The ESLA evaluates students' English proficiency through four components: listening, reading, writing, and oral proficiency interviews. It assesses what students can do with English in real-life situations. The presentation reviews the standards and test specifications for each component, providing examples of question types for reading and details about scoring rubrics for writing and oral interviews. Scores on the four components are weighted equally and combined to calculate an overall ESLA result.
The document discusses the Daily 5 framework for structuring literacy time in ESL classrooms. It involves students rotating between 5 stations: listening to reading, reading to self, working on words, working on writing, and working with the teacher. The Daily 5 helps ESL students develop lifelong reading, writing, and independent work habits while processing language at each station. It also allows the teacher to work closely with students and support their individual language development needs. Suggested online resources are provided for making the Daily 5 activities "live" through digital content.
How can esl teachers support teachers in otherlindsesl
1) ESL teachers can support mainstream teachers and students in various ways, such as providing vocabulary lists, visual aids, graphic organizers, adapted texts and homework help.
2) In primary schools, ESL teachers can either pull students out of class for focused English instruction or push into the classroom to co-teach. Close communication between ESL and mainstream teachers is important.
3) In secondary schools, ESL teachers can implement sheltered instruction by co-teaching content area subjects to make material comprehensible for English learners while developing their language skills. This requires collaboration between ESL and subject area teachers.
Thorough and exceptional list of strategies for reaching all students, including those who are ESL or ELL (English as a Second Language or English Language Learners).
This document discusses research on teaching grammar explicitly in secondary schools. It outlines the research methodology, including the background, statement of problem, objectives, questions, design, definitions, limitations, and significance. The research will use a mixed-methods qualitative and quantitative design including surveys. The surveys will gather teacher background information and their knowledge and opinions on teaching grammar. The goal is to understand why teachers neglect grammar, how to engage students, and identify best teaching methods to improve grammar instruction.
This training provides mainstream teachers with strategies to help English language learners succeed academically. It discusses who ELL students are, challenges they face, and factors that affect their learning. It introduces key concepts like BICS versus CALP and explains the stages of second language acquisition. The training covers lesson planning strategies like using academic language and SIOP, as well as co-teaching models. It also addresses assessing ELL students and modifying homework. The goal is to help teachers create an inclusive learning environment and build bridges instead of roadblocks for ELLs.
This document provides guidance on different writing activities for teaching writing to students, including controlled, guided, and free writing activities. Controlled activities include straight copying, matching, organizing and copying, and delayed copying. Guided activities involve fill-in exercises, dictation, and writing letters, cards, or invitations. Free activities comprise word stars and vocabulary charts to brainstorm vocabulary on a topic before writing. The document advises making dictation short and simple for young learners and providing context. Fill-in exercises are suggested for beginning stages with mostly given language. Word stars and vocabulary charts are presented as pre-writing tools to generate ideas and vocabulary.
The document provides information about an English language learners class, including a news article about a chicken crossing the road and causing traffic issues. It then discusses an activity where students estimate statistics about English as a non-official language, immigration rates, and top countries of origin for immigrants in Canada. Finally, it outlines an activity where students take on roles with certain speaking limitations to simulate being English language learners and discuss strategies for a cricket tournament.
This document discusses layered questioning techniques to improve comprehension for diverse learners. It outlines strategies for generating questions before, during, and after reading, including focusing questions, the question-answer relationship framework, and reciprocal reading. The document emphasizes using techniques like tiered questioning, central question diagrams, and questioning frames to increase oral language opportunities and encourage cooperative learning. Research showed that using these questioning strategies improved English learner comprehension over time.
This document discusses various traditional and alternative reading techniques that can be used in teaching English as a foreign language. It begins by outlining pre-reading activities like activating background knowledge and establishing a purpose for reading. It then describes different types of reading like scanning, skimming, intensive reading, and extensive reading. The document also provides examples of different reading activities and post-reading activities that can be used to improve students' reading comprehension.
This document discusses various topics related to learning and education, including learning English, international English, common frustrations learners face, and improving one's command of the language. It presents several quotations to reflect on and statements about different types of learning. It also includes passages about school levels and subjects in British and American English and matching idioms and phrases to their definitions. Finally, it poses questions about international English and overcoming language barriers.
This document discusses tips for teachers to improve students' English speaking skills. It provides reasons why speaking is important, such as to improve overall language skills and communicate effectively. It then gives suggestions for teachers, such as giving equal attention to all students and being patient. Finally, it proposes ways to generate speaking in class, including reminding students to speak loudly and clearly, using only English, telling stories, doing role plays, and varying classroom activities regularly to keep students engaged. The overall goal is to help students gain confidence in speaking and correct mistakes through practice.
3 Implementing cross-age peer tutoring in the teaching of reading in Kenya, F...The Impact Initiative
1) Cross-age peer tutoring involves pairing older primary school students with younger students to conduct reading sessions using comprehension strategies like questioning and summarizing.
2) The program described matches students in Standards 6 and 5 with students in Standards 4 and 3. Tutoring sessions occur twice a week for 35 minutes.
3) Key aspects of the tutoring include choosing appropriate books, error correction, questioning to improve comprehension, and providing positive feedback. Tutors are trained to support the younger students' reading development.
Professional Journal article power pointtarrahnicole
This document discusses approaches for assessing and instructing English language learners in writing. It recommends that teachers learn students' backgrounds, provide a flexible classroom environment, and implement explicit writing instruction tailored to students' needs. The document outlines the SIOP model for content instruction with an emphasis on English development. It also provides a vocabulary strategy where students create personal glossaries using index cards with words, definitions, synonyms, images and example sentences in both English and their native language.
Professional journal article power pointtarrahnicole
This document discusses approaches for assessing and instructing English language learners in writing. It recommends that teachers learn students' backgrounds, provide a flexible classroom environment, and implement explicit writing instruction tailored to students' needs. The document outlines the SIOP model for content instruction with an emphasis on English development. It also provides a vocabulary strategy where students create personal glossaries using index cards with words, definitions, synonyms, images and example sentences in both English and their native language.
This presentation will discuss the importance of communication. Likewise, it will give a detailed view on the ethics principles of communication process.
This document discusses consumer rights and responsibilities. It defines marketing and outlines consumer rights such as the right to safety, information, choice, redress, consumer education, a healthy and safe environment, and having basic needs met. For each right, it provides a definition and outlines the corresponding responsibility of consumers. The responsibilities involve safely using products, analyzing information wisely, choosing carefully, seeking compensation for issues, minimizing environmental impact of purchases, and consuming sustainably. The document aims to educate about both consumer protections under law and how consumers must act to uphold their rights.
This Presentation will deliver a more diverse understanding how the modern marketing mix being utilized by different businesses in the different industries
This presentation will help the students understand better the significance of discipline in their community (school). Also, it will strengthen the capacity of the students to be better as an individual.
This will be useful if you are in the field of accounting. This topic will be presenting financial statements. It will be beneficial to students who are inclined into, business and accounting
This presentation will discuss the philosophical background of business ethics. Its origin and when it begins. It will help us understand deeply the concepts and ideas behind the philosophical background of business ethics
This presentation will give the reader/viewer a more deeper understanding about the environment and on how we should be dealing with the environment. It is always better to include the environment in every aspects of the things we're doing.
Work immersion involves students gaining experience in a work environment to help them appreciate the importance of credentials. Students are expected to build a portfolio of their work and experiences during immersion. They must also meet expectations such as following instructions and including required content in their portfolio.
This presentation will help the students become ready when a fire arises on the vicinity. It will help them better in understanding the concepts of knowing the right escape path to take during a fire scenario.
Business Ethics and Social Responsibility_Lesson 1.pptxMaamMickaDimaano
This power point presentation gives you an idea on the basic concepts and terminologies that you might encounter in business ethics and social responsibility. It will further gives you a concrete rationalization on why it is important to study this subject. Lastly this will be helpful for students and instructors in the senior high school level.
This presentation provides you the needed details that you will be needing in order to be able to fully understand how to write a case analysis. It will help you to be familiar with all the formatting needed in a case analysis. Likewise, it will give you a glimpse on how it should always be done.
Adjusting Entries and closing entries are two of the most crucial steps in accounting. It helps the firm to have a more complete and accurate financial data. With the help of adjusting entries, business enterprises could now be able to identify the transactions that was not recognized on the day that it happened.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
1. The Power of Reading
A Presentation
by Dr. Charles Cabell
Based on the work of
Stephen Krashen
2. Stopping Points
• During my presentation, I will come to
“stopping points” where I will ask to
answer some questions. In order to
answer the questions, you will need to
take notes as I speak. Now, please get out
a pen or pencil, and then we’ll begin.
3. High School English Education
• A.
• Did you enjoy your high school English
class?
• Did you learn how to speak English in your
class?
• Did you communicate in English?
• Did your teacher communicate to you in
English?
4. Characteristics of
Entrance Exam Preparation (受験勉強)
• The purpose of education is to prepare for
an exam
• The purpose of the exam is to divide
students into winners and losers
• Students’ interests and individuality are
ignored
• Students memorize information
5. Indirect Results of
Entrance-Exam Education
• Many students hate school
• Many students hate learning
• Many students find classes boring
• Many students lose confidence in
themselves, especially in their academic
ability
• Many teachers try to control students
6. Student Strategies for Resisting
Entrance-Exam Education
• Students become extremely passive,
sleeping in classes
• Students become silent, never asking
questions or showing interest
• Students completely separate their
personal, meaningful lives from the
classroom, which has no meaning for
them
7. Student Strategies II
• Students never do more than what is
required by the teacher (homework)
• Students do not think about the content of
their education
• Students in the classroom wait for class to
end so they can be free of school
• Students have no personal learning goals
8. Consequences of
Entrance-Exam Education
• Students do not know how to learn for purposes
of personal growth
• Students never act independently
• Students have little experience learning outside
of class
• Students do not see learning as something that
gives them power
• Students do not know how to study for purposes
other than a test
9. B.
What is the connection between
Entrance Examinations and the fact
that many students do not learn to
speak English in high school?
Please write down your idea in
English or Japanese.
11. Keiko wants to improve her English
• She studied English for six years in Jr.
High and in High School.
• She bought several books on English
Grammar.
• She studied vocabulary on the train
• She bought an electronic dictionary
• She even went to an English Conversation
School.
12. Still, she still has trouble
listening, understanding,
reading and writing.
What should she do?
13. The Best Way for Keiko to
improve her English is to learn
how to read English for fun!
Let me explain.
14. Free Voluntary Reading (FVR)
• Reading because you want to read
• Reading what YOU want to read
• No Book Reports
• You can read magazines, comic books
(漫画), children’s books, anything you
want.
自由自発的読書
15. Reading English
without a Dictionary
• Did you learn to read Japanese with a
dictionary?
• How did you understand new words?
• What kinds of books did you read when
you started reading Japanese?
• Have you ever read a book in English
(with no Japanese words)?
16. Why should you not
use a dictionary?
• Your reading will be too slow
• Guessing the meaning of words is a very
important part of becoming a good reader
• Using a dictionary to look up every word is
boring
• You can circle words and look them up
later to check their meanings
17. Why use FVR?
In 51 out of 54 comparative studies
Students who practiced FVR had higher
reading scores than students who learned
how to read English in the usual
(traditional) method.
18. Singapore Results
• 3 studies of 3,000 children aged 6-9
• The children participated in a “Reading
and English Acquisition Program”
• The children who read English for fun
learned English better than those who
studied in the traditional way.
英語習得
19. Reading Scores in South Africa
Grade 4 Grade 5 Grade 6
Reading
Non-
Read-
ing
Reading
Non-
Read-
ing
Reading
Non-
Read-
ing
East
Cape
32 25 44 32 58 39
W.
Cape
36 30 40 37 47 40
Free
State
32 30 44 37 47 40
Natal 39 28 47 32 63 35
21. D. Please summarize with your
friends what I have said up to this
point.
(答えは日本語で書いてもいいです。)
1. What information have you learned?
2. What has been the main point?
3. What do you think? What is your idea?
Do you have any questions?
22. Students who develop the habit of
reading books on their own
Such students do extracurricular reading
履修科目の勉強とは関係が全くない読書
HIGHER TOEFL SCORES
23. Language Complexity
• Language is too complex to learn one
word or one rule at a time
• Words have many nuances
• Learning vocabulary from a list is not
effective
言語は限りなく複雑であること
24. How do you say “椅子” in English?
Is this a chair?
No, it’s not a chair; it’s a stool.
25. going to do = するつもり
• I’m going to visit my niece.
• When he finds out, he’s going to be angry.
• Tomorrow, it’s going to rain.
• When is the train going to come?
26. These are some other words that
have different nuances in Japanese
and in English
• woman
• lie
• fat
• home (not house)
E.
What words or grammar can you think of
that is different in English and Japanese?
28. The Story of Malcolm X
• Only went to school to the 8th Grade (the
2nd year of Middle School)
• Began to read while he was in prison
• Became a very eloquent (雄弁な)speaker
• Wrote a famous autobiography(自叙伝)
• Became a powerful African-American
Leader
29. Students who Practice FVR
Receive Higher Scores in:
• Reading
• Vocabulary
• Writing
• grammar
30. Spelling and Grammar
• Spelling Instruction is almost never
effective
• Grammar Instruction does not help
students read and write better
31. (答えは日本語で書いてもいいです。)
• What is the connection between students who
read for pleasure and TOEFL scores?
• Why is studying grammar and vocabulary lists
not an effective way of learning English?
• Who was Malcom X? What is the connection
between him and this presentation?
• If you want to improve your English, what should
you do after this class?
F.
32. Conclusion
• Light reading for fun is very important!!
• Reading comic books, magazines and
fictional stories is the best way to learn
English
• Here is a website of children’s stories!
http://www.magickeys.com/books/
Please read one for yourself!
33. This powerpoint was kindly donated to
www.worldofteaching.com
http://www.worldofteaching.com is home to over a
thousand powerpoints submitted by teachers. This is a
completely free site and requires no registration. Please
visit and I hope it will help in your teaching.