Reconsidering english grammar for improving non english majors’
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The document discusses improving English writing skills for non-English majors in China by rethinking how English grammar is taught. It notes that while Chinese students can often speak English, their writing skills are weak because grammar is primarily taught through memorization instead of practical application. The document suggests using techniques like sentence combining exercises to teach grammar in a more structured way that improves writing ability rather than just memorization of rules.
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Business English Course in Dubai, Sharja, Abu Dhabi at Zabeel Institute
Being a confident, polished speaker is not only necessary but well-advised in order to communicate such matters effectively and persuasively. Above all, would you like a quick and easy method for composing documents, letters, memos, reports, proposals and performance appraisals in an organized format. Finally, for all the people searching for the best centre in Business English, without any dilemma, choose
Zabeel Institute. Above all, we have marked our own signature in this field as a result of our immense hard work.
Therefore, professionals who can write clearly and correctly are far more valuable to an organization than those whose business writing is filled with errors.
For more information: https://tinyurl.com/yybp5otz
Call : 00971 4 3974905
WhatsApp:- 00971508234427/ 00971506905425
Email: mail@zabeelinstitute.ae
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The document provides tips for preparation, individual presentations, group discussions, and listening to others during exams. For preparation, read the situation carefully, take notes, and organize ideas logically without writing everything down. When presenting individually, greet the audience, speak clearly and loudly, use complete sentences, make eye contact, and avoid reading a script. During group discussions, listen attentively, stay on topic, contribute without dominating, acknowledge others, and disagree politely. When listening to others, pay attention, take brief notes, avoid other tasks, and demonstrate interest through body language.
Goal of teaching
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The document discusses the author's experience learning English. It covers what they have learned so far including grammar rules, vocabulary, and pronunciation. It also discusses their current abilities, such as being able to write some words and sentences but having difficulty with new ones. Their motivation for learning comes from English classes and activities like reading articles, games, and discussions. Their goals for improving their English include better pronunciation and grammar to communicate with others, earn money, and travel internationally.
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Recommended
Business English Course
Business English Course in Dubai, Sharja, Abu Dhabi at Zabeel Institute
Being a confident, polished speaker is not only necessary but well-advised in order to communicate such matters effectively and persuasively. Above all, would you like a quick and easy method for composing documents, letters, memos, reports, proposals and performance appraisals in an organized format. Finally, for all the people searching for the best centre in Business English, without any dilemma, choose
Zabeel Institute. Above all, we have marked our own signature in this field as a result of our immense hard work.
Therefore, professionals who can write clearly and correctly are far more valuable to an organization than those whose business writing is filled with errors.
For more information: https://tinyurl.com/yybp5otz
Call : 00971 4 3974905
WhatsApp:- 00971508234427/ 00971506905425
Email: mail@zabeelinstitute.ae
Tips and technique
The document provides tips for preparation, individual presentations, group discussions, and listening to others during exams. For preparation, read the situation carefully, take notes, and organize ideas logically without writing everything down. When presenting individually, greet the audience, speak clearly and loudly, use complete sentences, make eye contact, and avoid reading a script. During group discussions, listen attentively, stay on topic, contribute without dominating, acknowledge others, and disagree politely. When listening to others, pay attention, take brief notes, avoid other tasks, and demonstrate interest through body language.
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The document provides guidance for students taking an English or Chinese language oral examination. It discusses the different sections of the exam, including the reading passage, picture discussion, and conversation sections. For the reading passage, students are advised to practice pronunciation, read the passage multiple times, and read slowly and clearly. For the picture discussion, students should systematically describe the picture in a clockwise manner and discuss all characters and elements. In the conversation section, students should treat it like a conversation rather than just answering questions, and provide comprehensive responses to topics and prompts. The goal is for students to feel confident and do well by following this advice.
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The document discusses grammar and its role in effective English learning. It begins by acknowledging that grammar was often taught boringly in the past. It then presents a series of tasks and discussions that aim to provide perspective on grammar and emphasize its importance for self-expression and effective communication over strict adherence to rules. The document suggests viewing errors as part of the learning process and emphasizes using context to understand meaning despite grammatical mistakes. It concludes by examining challenges in learning grammar due to differences between languages and exceptions. The overall message is that grammar enables communication and learning occurs through practice and addressing misunderstandings rather than avoiding errors.
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The document discusses improving English skills and provides tips for doing so. It recommends setting goals and checking your level before taking a course. Courses should focus on speaking skills like pronunciation, fluency, and communication as well as writing skills like using proper grammar and punctuation. The document also provides strategies for learning reading, listening, writing and speaking skills through activities like reading aloud, discussions, presentations and using dictionaries. Regular practice is important for improving pronunciation and overcoming common mistakes made by Egyptian learners.
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5 rs in languages
The document provides tips for being a super learner in a foreign language. It recommends using support books, dictionaries, and prior knowledge to look up vocabulary and understand new concepts. It also stresses the importance of speaking the target language as much as possible, being engaged during lessons, asking questions if confused, and applying what is learned to new topics. The document emphasizes being responsible by bringing all materials to class, reflective by understanding strengths and areas for improvement, and resourceful by participating fully and using various tools to enhance learning.
Speaking Time
*Speaking Time is a three-level speaking series designed for elementary school students of English.
*Guided practice activities presented in each unit of the books help students expand their basic speaking skills.
*Listening and paired and group work activities provide opportunities for students to hear spoken models and practice their own oral skills in communicative situations.
Speaking ielts presentation
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2.Audio- Lingualism
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Dialogs are learned through imitation and repetition.
Drills are conducted based upon the patterns present in the dialog.
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Exercises are followed by activities labelled "communicative competence
4.Direct Method
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Conscious control is necessary for acquisition
5.The Natural Approach
Classtime is devoted primarily to providing input for acquisition
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New material is introduced in the form of dialogues based on situations familiar to the students.
Desuggest limitations, are, in our terms, conditions that lower the affective filter and that allow the subconscious language acquisition.
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This document provides guidance on improving writing skills for those writing in English as a second language. It discusses common challenges such as organizing writing, using others' work, improving grammar/vocabulary, correcting errors, and proofreading. Exercises are included to practice things like verb tense, subject-verb agreement, prepositions, and tracking common errors. The overall document aims to help non-native English writers strengthen their skills through self-evaluation and exercises that target specific areas.
Old methods of teaching english
<a rel="license" href="http://creativecommons.org/licenses/by-nd/4.0/"><img alt="Creative Commons License" style="border-width:0" src="https://i.creativecommons.org/l/by-nd/4.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nd/4.0/">Creative Commons Attribution-NoDerivatives 4.0 International License</a>.
Presentation on Integrated Grammar Teaching
The document discusses grammar and its role in language teaching. It begins by defining grammar as the set of rules that govern how words combine to form sentences. It asks whether grammar should be taught in schools and how it could be taught effectively. It discusses different approaches to teaching grammar, including both explicit instruction of grammar rules and implicit teaching through exposure to language examples. It emphasizes the importance of teaching grammar in context and communicatively. The document also discusses various techniques and activities that can help teach grammar in an engaging way, as well as the different components of communicative competence.
Efficient way to improve student's writing
This document provides strategies for improving student writing skills. It recommends that all faculty view improving writing as their responsibility. Instructors should assign brief in-class writing exercises, provide guidance throughout the writing process, and have students critique each other's work. Finding other faculty to discuss effective writing techniques can also help students. Specific tips include reminding students that writing is a process of learning, not just an end goal, and teaching students how to expand basic sentence structures and organize paragraphs.
Trifolio situational approach
The document summarizes the Situational Language Teaching (SLT) method. Some key points:
- SLT focuses on teaching language structures and vocabulary through oral repetition and drills led by the teacher.
- Lessons typically involve practicing pronunciation, learning new material, and oral exercises with little learner control.
- Critics say SLT does not allow for learner creativity or uniqueness in language use.
My autobiography
This autobiographical narrative discusses the author's experience learning and teaching English in Morocco. As a student, the author was motivated by inspirational English teachers but found that classes focused too much on grammar accuracy over communication skills. As a teacher, the author initially followed the same grammar-focused approach but realized it did not improve students' English proficiency. The author also evaluates "The Teacher's Grammar of English" course book, finding the content rich but the exercises not adequately focused on developing communicative skills for Moroccan learners. The conclusion is that while grammar knowledge is useful, the primary goal of language learning should be communication and fluency rather than grammatical accuracy and terminology.
Teaching Portfolio Pp Tb[2]
Teacher portfolio inclusive of teaching philosophy, methodology and preferred practice. Herein, you may find artifacts and evidences of teaching and learning.
Teaching Portfolio P P Tb[2]
The document is Arkiel Brown's teaching portfolio which includes sections on teaching responsibilities, philosophy, materials, efforts to improve teaching, student ratings, evidence of student learning, and teaching goals. The portfolio provides artifacts and evidence of Brown's teaching approach and methodology to interested parties. It details Brown's view that teachers should adapt their approach based on student needs and abilities.
3. language acquisition_&_strategies (1)
The document outlines strategies for scaffolding instruction for English language learners (ELLs) at different language proficiency levels, from pre-production to advanced fluency. It recommends using visuals, gestures, modeling, and limiting error correction in the early stages. As proficiency increases, it suggests introducing more academic vocabulary and language structures, having students discuss in pairs or groups, and providing more feedback and correction. The goal is to provide comprehensible input and successful learning experiences for ELLs at each stage of language development.
3. language acquisition_&_strategies (1)
The document outlines strategies for scaffolding instruction for English language learners (ELLs) at different language proficiency levels, from pre-production to advanced fluency. It recommends using visuals, modeling, gestures, and limiting error correction to help beginners. For students at early production and speech emergent levels, it suggests allowing short responses and incorporating familiar topics. As students progress to beginning fluency, strategies include partner work, clarifying questions, and academic vocabulary instruction. The document provides guidance for students at intermediate and advanced fluency as well.
MA Group assignment Adames Guevara Palacio
The document describes an English course unit on technology and conversation. The unit contains 3 lessons:
1) Watching a video on technology's importance and debating its advantages and disadvantages.
2) Recording a video presenting a technological invention and explaining it.
3) Learning modal auxiliaries and having a discussion using them to talk about partners' videos.
Students are assessed through an oral presentation explaining a technological item's uses, characteristics, function, advantages, and disadvantages.
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Reconsidering english grammar for improving non english majors’
- 1. Reconsidering English Grammar For Improving Non-English Majors’ English Writing Ability
- 2. Personal Thoughts Article Did a good job Showing where the problem began. Most can speak the language It seemed like this was all they were concerned with Disconnect in oral language to written language Problem was recognized
- 3. Introduction Basics were not taught correctly In China grammar is most understood aspects of teaching Taught how to memorize Writing is weak due to this fact Also the rigid rules cause issues
- 4. Common Threads All Grammar has Phonetics Vocabulary Grammar Grammar teaching Teach grammar Knowledge
- 5. Ways to Correct Ways to be effective to improve writing skills Sentence combining exercises This can be unstructured or structured The style which taught can make writing desirable
- 6. In Closing Teaching Grammar must include Explicit and Implicit Grammar Also teaching the right grammatical concepts The right way and at the right time