Reflection Unit IV
•
0 likes•202 views
This unit helped the author realize how to teach grammar in a communicative approach based on presentations from classmates on methods from authors like Harmer, Nunan, and Nation. It provided tools to prepare tasks for practicum classes or teaching at school. The unit gave appropriate knowledge for preparing and teaching classes, showing there are inductive and deductive approaches to grammar teaching, and advising to use authentic and non-authentic texts as well as the student's mother tongue. It also covered the framework of grammar in terms of meaning, use, and form.
Report
Share
Report
Share
Download to read offline
Recommended
GRAMMAR TRANSLATION METHOD ( GTM )
This document discusses the Grammar-Translation Method of language teaching. It outlines the goals of this method, which are to teach grammar rules and use translation exercises. It also describes the roles and interaction of teachers and students, including how teachers correct student errors. Additionally, it examines the language skills and evaluation aspects of the Grammar-Translation Method.
1420364634727746137886250-180206153413.pdf
The document discusses different approaches to syllabus design for language teaching. It defines the differences between a curriculum and a syllabus, with the syllabus being more localized and focused on classroom implementation while the curriculum provides broader goals and guidelines. It also outlines several types of syllabi such as grammatical, lexical, skills-based, functional-notional, content-based, and task-based syllabi which organize language learning according to different criteria like grammar, vocabulary, skills, functions, topics, or tasks. Current trends in syllabus design involve a multi-syllabus approach that incorporates elements from different types and allows for flexibility based on learning styles and teaching contexts.
Critics of grammar translation method sunum
The document provides criticism of the Grammar Translation Method of teaching foreign languages. It notes that while the method has some benefits like easing vocabulary learning through translation, it has significant drawbacks. Specifically, it is unnatural compared to how languages are acquired, focuses too much on grammar at the expense of other skills, and positions language as collections of words rather than a system of communication. Overall, the Grammar Translation Method provides a limited and ineffective approach to teaching foreign language proficiency.
The Use Of Grammar Translation Method(GTM) In The Subject Of English At The P...
This document outlines the research methodology for a study on the use of the Grammar Translation Method (GTM) in teaching English at the primary level in Pakistan. The study aims to evaluate the effectiveness and learning concepts of GTM. The methodology includes collecting data through observation, questionnaires, worksheets and a teacher workshop. The sample includes 5 students and 1 teacher from a primary school in Hyderabad. Data will be analyzed using Microsoft Excel and interpreted through bar charts. The conclusions will assess if GTM helps students understand concepts and communicate more easily in their first language.
Grammar Translation Method
The Grammatical Translation Method focuses on grammar rules, translation of sentences, and reading/writing skills over speaking/listening. Vocabulary is taught through lists and dictionary study. Teachers analyze grammar rules then have students translate sentences between the target and native languages. The goals are to read literature and translate between languages, while developing reading/writing skills. It effectively applies grammar but stresses students less while demanding less of teachers. However, it gives the wrong view of language and creates less motivation/more frustration for learners.
Grammar Translation Method
Grammar Translation Method, PdPP June 2021,
IPGK Ipoh,
Anis Suhaila
Erin Syazwani
Aftikah
Hazimah Izzati
Grammar Translation Method.
This document outlines the principles and procedures of the grammar translation method of teaching languages. The key principles are translating between the target language and the learner's native language, using the native language as the medium of instruction, and focusing on grammar rules, vocabulary lists, reading, and writing skills. The procedures involve reading texts and translating words and sentences, memorizing grammar rules and vocabulary, practicing grammar through exercises, and correcting errors by providing the right answers.
Oral approach by leni
The oral approach and situational language teaching originated in the 1920s-1930s with British applied linguists like Palmer and Hornbey. They developed a more scientific foundation for an oral approach than previous direct methods. Language teaching begins with spoken language used in the classroom. New vocabulary and simple grammar are introduced situationally and practiced orally before more complex forms. Procedures aim to move from controlled to freer practice and oral to written use of structures. Situational language teaching emphasizes oral practice, grammar, and follows a sequence of presentation, practice, and production. It continues to be widely used where national syllabuses are grammatically based.
Recommended
GRAMMAR TRANSLATION METHOD ( GTM )
This document discusses the Grammar-Translation Method of language teaching. It outlines the goals of this method, which are to teach grammar rules and use translation exercises. It also describes the roles and interaction of teachers and students, including how teachers correct student errors. Additionally, it examines the language skills and evaluation aspects of the Grammar-Translation Method.
1420364634727746137886250-180206153413.pdf
The document discusses different approaches to syllabus design for language teaching. It defines the differences between a curriculum and a syllabus, with the syllabus being more localized and focused on classroom implementation while the curriculum provides broader goals and guidelines. It also outlines several types of syllabi such as grammatical, lexical, skills-based, functional-notional, content-based, and task-based syllabi which organize language learning according to different criteria like grammar, vocabulary, skills, functions, topics, or tasks. Current trends in syllabus design involve a multi-syllabus approach that incorporates elements from different types and allows for flexibility based on learning styles and teaching contexts.
Critics of grammar translation method sunum
The document provides criticism of the Grammar Translation Method of teaching foreign languages. It notes that while the method has some benefits like easing vocabulary learning through translation, it has significant drawbacks. Specifically, it is unnatural compared to how languages are acquired, focuses too much on grammar at the expense of other skills, and positions language as collections of words rather than a system of communication. Overall, the Grammar Translation Method provides a limited and ineffective approach to teaching foreign language proficiency.
The Use Of Grammar Translation Method(GTM) In The Subject Of English At The P...
This document outlines the research methodology for a study on the use of the Grammar Translation Method (GTM) in teaching English at the primary level in Pakistan. The study aims to evaluate the effectiveness and learning concepts of GTM. The methodology includes collecting data through observation, questionnaires, worksheets and a teacher workshop. The sample includes 5 students and 1 teacher from a primary school in Hyderabad. Data will be analyzed using Microsoft Excel and interpreted through bar charts. The conclusions will assess if GTM helps students understand concepts and communicate more easily in their first language.
Grammar Translation Method
The Grammatical Translation Method focuses on grammar rules, translation of sentences, and reading/writing skills over speaking/listening. Vocabulary is taught through lists and dictionary study. Teachers analyze grammar rules then have students translate sentences between the target and native languages. The goals are to read literature and translate between languages, while developing reading/writing skills. It effectively applies grammar but stresses students less while demanding less of teachers. However, it gives the wrong view of language and creates less motivation/more frustration for learners.
Grammar Translation Method
Grammar Translation Method, PdPP June 2021,
IPGK Ipoh,
Anis Suhaila
Erin Syazwani
Aftikah
Hazimah Izzati
Grammar Translation Method.
This document outlines the principles and procedures of the grammar translation method of teaching languages. The key principles are translating between the target language and the learner's native language, using the native language as the medium of instruction, and focusing on grammar rules, vocabulary lists, reading, and writing skills. The procedures involve reading texts and translating words and sentences, memorizing grammar rules and vocabulary, practicing grammar through exercises, and correcting errors by providing the right answers.
Oral approach by leni
The oral approach and situational language teaching originated in the 1920s-1930s with British applied linguists like Palmer and Hornbey. They developed a more scientific foundation for an oral approach than previous direct methods. Language teaching begins with spoken language used in the classroom. New vocabulary and simple grammar are introduced situationally and practiced orally before more complex forms. Procedures aim to move from controlled to freer practice and oral to written use of structures. Situational language teaching emphasizes oral practice, grammar, and follows a sequence of presentation, practice, and production. It continues to be widely used where national syllabuses are grammatically based.
Grammar-Translation Method (GTM) edited by me
Grammar-Translation Method is one of the traditional method which was very popular during 18th and 19th century.
Grammar translatıon method and dırect method
Differences between Grammar translation method and direct method. Had many mistakes. It was just homwerok.
Five teaching methods/Theories
these are five Five Teaching Methods/Theories such as Grammar Translation Method and The Series Method. there are pros, cons and Definition of each theory.
Grammer Translation Method
The Grammar-Translation method requires students to translate whole texts word-for-word between languages, memorize extensive grammar rules and vocabulary. It is derived from how Latin and Greek were traditionally taught. Students study literary language rather than spoken language. The teacher leads the class through direct instruction, translation exercises, and question-and-answer recitation. Testing involves translating between languages. While it helps students read foreign literature, it is weak for developing oral skills in the target language.
Grammar translation method
The grammar translation method focuses on teaching grammar rules and translation between the target language and native language. Students memorize vocabulary, verb forms, and grammar rules. The teacher's role is to explain grammar, translate texts, and correct mistakes while students practice translating and studying under the teacher's guidance with little interaction between students. This method emphasizes reading, writing, and the development of mental discipline through the study of grammar and translation but provides little speaking practice.
What is method
The Army Method, later called the audio-lingual method, started during World War II to quickly teach soldiers languages. It was based on behaviorism theory that language could be learned through reinforcement and repetition of phrases without context. Students would memorize and repeat phrases until responses became automatic. While this method led to initial results, it was later discovered that language acquisition depends more on context and knowledge than memorization alone. Errors were also found to not necessarily hinder learning. The audio-lingual method failed to deliver long-term communicative ability and a more traditional cognitive approach proved more effective. Teaching methods should consider the balance between teacher-centered instruction and student-centered learning.
Grammar translation method
The document describes the grammar-translation method of foreign language teaching. It was commonly used from the 1840s to 1940s and involves teaching grammar rules deductively, translating texts word-for-word, and focusing on reading and writing over speaking. The goal is to understand literature in the target language through analyzing its grammar and translating sentences, viewing accuracy over fluency.
The Grammar-Translation Method and Multiple Approach
The document discusses two methods for teaching second languages:
1. The Grammar-Translation Method focuses on learning grammar rules and translating between the native and target languages. It places little emphasis on speaking and has drawbacks like not developing oral proficiency or cultural understanding.
2. The Multiple Approach introduces elements of direct instruction but is still teacher-centered. It aims to generate language use and teach all skills simultaneously but provides limited opportunities for true communicative exchange. Both methods are criticized for their limitations in developing advanced competency in the second language.
Ch 2 the grammar translation method
The three article titles indicate that the Grammar Translation Method (GTM) is still commonly used in Arab English language teaching, despite known criticisms of the approach. GTM traditionally focused on translating between languages, memorizing vocabulary and grammar rules, with an emphasis on reading and writing over communication. However, GTM has been criticized for low student motivation and frustration, overlooking the communicative nature of language, and limited application in multilingual classrooms. The document discusses the history, objectives, principles, techniques and criticisms of GTM through references to previous literature on the topic.
Including voice
This document discusses considerations for teaching pronunciation to ESL/EFL learners. It notes that pronunciation is important for communication but often overlooked. Teachers need to determine an appropriate level and aspects of pronunciation to focus on, like those connected to listening, reading and spelling. Factors like lack of materials, training and strategies can hinder pronunciation teaching. Teachers should focus on developing intelligible pronunciation, covering both individual sounds and stress/intonation patterns. A top-down approach starting with suprasegmentals may be most effective. Techniques include comparing sounds to the native language, communicative practice, analysis of written work, tutorials, and computer-assisted learning.
GTM method
The Grammar Translation Method is a method for teaching foreign languages that uses students' native language as a basis for understanding the target language. Students learn grammar rules deductively and translate between the native and target languages. Vocabulary and grammar are emphasized, as well as reading and writing skills. While it can help explain words and phrases and teach correct grammar, it is criticized for being unnatural and neglecting communication skills. The method was developed for teaching dead languages but is still sometimes used for its ease of conducting grammar exercises and tests.
DIRECT METHOD VS GRAMMAR TRANSLATION
The document discusses two methods of foreign language teaching:
1. The Grammar Translation Method emphasizes translation and grammar study over communication. It was commonly used in the 19th century but has disadvantages like inhibiting free expression.
2. The Direct Method aims to teach language directly without translation. It focuses on oral communication, vocabulary, and pronunciation. While more effective for language acquisition, it has limitations like difficulty with abstract concepts and lack of written work.
The document provides examples of teachers using activities from each method in their classrooms, highlighting their different approaches to teaching English as a foreign language.
Types of Syllabi
This document discusses 12 different types of syllabuses:
1. Grammatical syllabus which focuses on teaching grammar forms and structures from simple to complex.
2. Lexical syllabus which focuses on vocabulary and word relationships.
3. Grammatical-lexical syllabus which combines grammar and vocabulary.
4. Situational syllabus which uses real or imaginary situations to teach language.
5. Topic-based syllabus which is organized around themes and topics.
6. Notional-functional syllabus which focuses on language functions.
7. Mixed/multi-strand syllabus which combines elements of different syllabuses.
8. Procedural/task-based syllabus which uses
Grammar Translation Method
The Grammar Translation method teaches modern languages by applying the same methods used to teach Latin and Greek in the 18th and 19th centuries. It focuses on translating words, phrases, and texts between the target language and the student's native language. While translation allows students to understand meanings and discuss topics with their teacher, it emphasizes reading and writing over speaking abilities and does not allow for natural communication in the target language.
Grammar-Translation Method
The document discusses the Grammar-Translation method of teaching foreign languages. It focuses on analyzing an experience using this method. The key aspects of the Grammar-Translation method observed include: students translating passages between the target and native languages, learning grammar rules and their application, memorizing vocabulary and verb conjugations, and answering reading comprehension questions. The method aims to enable students to read literature in the target language but is criticized for not promoting communication skills and interaction.
Thegrammar translationmethod-130617182104-phpapp02
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
the audio lingual method
The audio Lingual method
If you wanna further information please join me on Facebook account: Guz't Eka or at twitter: @GuztEka or vie E-mail: Geniouzpeople@myself.com and my phone: 085857056723
Approach to language teaching
This document summarizes and compares several language teaching methods based on their approach to providing optimal input to students. It discusses the Grammar Translation Method, Audiolingual Method, Cognitive Code Method, Direct Method, Natural Approach Method, Total Physical Response Method, and Suggestopedia Method. For each method, it evaluates them based on whether they provide input that is comprehensible, interesting/relevant, not too grammatically focused, sufficient in quantity, and able to reduce students' affective filters.
Additional resource for audio lingual method
The document outlines principles of the Audiolingual Method for teaching foreign languages. It emphasizes teacher-centered instruction where the teacher models the target language and students learn through repetition and drills. New vocabulary and structures are taught through dialog memorization. The goal is for students to form good habits in the target language through imitation and overlearning to overcome their native language habits.
CALL presentation 21 slides
This document discusses the history and principles of computer assisted language learning (CALL). It traces CALL back to language laboratories in the 1960s and mentions early software from New York University and the University of Essex. It also discusses the evolution of CALL through multimedia in the 1990s and instructional systems today. The document outlines 10 principles of CALL, including that it should be learner-centered, adaptive, engaging, focused on research, and help learners learn better. It concludes that CALL has changed with methodology and pedagogy to meet language education needs.
Male reproduction organs
The document summarizes the key external male reproductive organs which include the penis used for reproduction and urination, the testes which produce sperm and sex hormones and are located in the scrotum, and the prostate gland which secretes fluid into semen. It also outlines the internal anatomy including the urethra which carries urine and semen out of the body and the spermatic cord which transports sperm from the testes to the urethra.
2010 it hiring trends
The document discusses hiring trends in information technology and how to find talent using Web 2.0 tools and social media. It notes that flexibility is key in evaluating candidates, focusing on attitude and culture fit over singular qualifications. Popular Web 2.0 tools for finding talent include LinkedIn, Twitter, blogs, and social networks which allow employers to connect with potential candidates and referrals in new ways. Web 2.0 job posting sites can also provide premium results for a fee.
More Related Content
What's hot
Grammar-Translation Method (GTM) edited by me
Grammar-Translation Method is one of the traditional method which was very popular during 18th and 19th century.
Grammar translatıon method and dırect method
Differences between Grammar translation method and direct method. Had many mistakes. It was just homwerok.
Five teaching methods/Theories
these are five Five Teaching Methods/Theories such as Grammar Translation Method and The Series Method. there are pros, cons and Definition of each theory.
Grammer Translation Method
The Grammar-Translation method requires students to translate whole texts word-for-word between languages, memorize extensive grammar rules and vocabulary. It is derived from how Latin and Greek were traditionally taught. Students study literary language rather than spoken language. The teacher leads the class through direct instruction, translation exercises, and question-and-answer recitation. Testing involves translating between languages. While it helps students read foreign literature, it is weak for developing oral skills in the target language.
Grammar translation method
The grammar translation method focuses on teaching grammar rules and translation between the target language and native language. Students memorize vocabulary, verb forms, and grammar rules. The teacher's role is to explain grammar, translate texts, and correct mistakes while students practice translating and studying under the teacher's guidance with little interaction between students. This method emphasizes reading, writing, and the development of mental discipline through the study of grammar and translation but provides little speaking practice.
What is method
The Army Method, later called the audio-lingual method, started during World War II to quickly teach soldiers languages. It was based on behaviorism theory that language could be learned through reinforcement and repetition of phrases without context. Students would memorize and repeat phrases until responses became automatic. While this method led to initial results, it was later discovered that language acquisition depends more on context and knowledge than memorization alone. Errors were also found to not necessarily hinder learning. The audio-lingual method failed to deliver long-term communicative ability and a more traditional cognitive approach proved more effective. Teaching methods should consider the balance between teacher-centered instruction and student-centered learning.
Grammar translation method
The document describes the grammar-translation method of foreign language teaching. It was commonly used from the 1840s to 1940s and involves teaching grammar rules deductively, translating texts word-for-word, and focusing on reading and writing over speaking. The goal is to understand literature in the target language through analyzing its grammar and translating sentences, viewing accuracy over fluency.
The Grammar-Translation Method and Multiple Approach
The document discusses two methods for teaching second languages:
1. The Grammar-Translation Method focuses on learning grammar rules and translating between the native and target languages. It places little emphasis on speaking and has drawbacks like not developing oral proficiency or cultural understanding.
2. The Multiple Approach introduces elements of direct instruction but is still teacher-centered. It aims to generate language use and teach all skills simultaneously but provides limited opportunities for true communicative exchange. Both methods are criticized for their limitations in developing advanced competency in the second language.
Ch 2 the grammar translation method
The three article titles indicate that the Grammar Translation Method (GTM) is still commonly used in Arab English language teaching, despite known criticisms of the approach. GTM traditionally focused on translating between languages, memorizing vocabulary and grammar rules, with an emphasis on reading and writing over communication. However, GTM has been criticized for low student motivation and frustration, overlooking the communicative nature of language, and limited application in multilingual classrooms. The document discusses the history, objectives, principles, techniques and criticisms of GTM through references to previous literature on the topic.
Including voice
This document discusses considerations for teaching pronunciation to ESL/EFL learners. It notes that pronunciation is important for communication but often overlooked. Teachers need to determine an appropriate level and aspects of pronunciation to focus on, like those connected to listening, reading and spelling. Factors like lack of materials, training and strategies can hinder pronunciation teaching. Teachers should focus on developing intelligible pronunciation, covering both individual sounds and stress/intonation patterns. A top-down approach starting with suprasegmentals may be most effective. Techniques include comparing sounds to the native language, communicative practice, analysis of written work, tutorials, and computer-assisted learning.
GTM method
The Grammar Translation Method is a method for teaching foreign languages that uses students' native language as a basis for understanding the target language. Students learn grammar rules deductively and translate between the native and target languages. Vocabulary and grammar are emphasized, as well as reading and writing skills. While it can help explain words and phrases and teach correct grammar, it is criticized for being unnatural and neglecting communication skills. The method was developed for teaching dead languages but is still sometimes used for its ease of conducting grammar exercises and tests.
DIRECT METHOD VS GRAMMAR TRANSLATION
The document discusses two methods of foreign language teaching:
1. The Grammar Translation Method emphasizes translation and grammar study over communication. It was commonly used in the 19th century but has disadvantages like inhibiting free expression.
2. The Direct Method aims to teach language directly without translation. It focuses on oral communication, vocabulary, and pronunciation. While more effective for language acquisition, it has limitations like difficulty with abstract concepts and lack of written work.
The document provides examples of teachers using activities from each method in their classrooms, highlighting their different approaches to teaching English as a foreign language.
Types of Syllabi
This document discusses 12 different types of syllabuses:
1. Grammatical syllabus which focuses on teaching grammar forms and structures from simple to complex.
2. Lexical syllabus which focuses on vocabulary and word relationships.
3. Grammatical-lexical syllabus which combines grammar and vocabulary.
4. Situational syllabus which uses real or imaginary situations to teach language.
5. Topic-based syllabus which is organized around themes and topics.
6. Notional-functional syllabus which focuses on language functions.
7. Mixed/multi-strand syllabus which combines elements of different syllabuses.
8. Procedural/task-based syllabus which uses
Grammar Translation Method
The Grammar Translation method teaches modern languages by applying the same methods used to teach Latin and Greek in the 18th and 19th centuries. It focuses on translating words, phrases, and texts between the target language and the student's native language. While translation allows students to understand meanings and discuss topics with their teacher, it emphasizes reading and writing over speaking abilities and does not allow for natural communication in the target language.
Grammar-Translation Method
The document discusses the Grammar-Translation method of teaching foreign languages. It focuses on analyzing an experience using this method. The key aspects of the Grammar-Translation method observed include: students translating passages between the target and native languages, learning grammar rules and their application, memorizing vocabulary and verb conjugations, and answering reading comprehension questions. The method aims to enable students to read literature in the target language but is criticized for not promoting communication skills and interaction.
Thegrammar translationmethod-130617182104-phpapp02
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
the audio lingual method
The audio Lingual method
If you wanna further information please join me on Facebook account: Guz't Eka or at twitter: @GuztEka or vie E-mail: Geniouzpeople@myself.com and my phone: 085857056723
Approach to language teaching
This document summarizes and compares several language teaching methods based on their approach to providing optimal input to students. It discusses the Grammar Translation Method, Audiolingual Method, Cognitive Code Method, Direct Method, Natural Approach Method, Total Physical Response Method, and Suggestopedia Method. For each method, it evaluates them based on whether they provide input that is comprehensible, interesting/relevant, not too grammatically focused, sufficient in quantity, and able to reduce students' affective filters.
Additional resource for audio lingual method
The document outlines principles of the Audiolingual Method for teaching foreign languages. It emphasizes teacher-centered instruction where the teacher models the target language and students learn through repetition and drills. New vocabulary and structures are taught through dialog memorization. The goal is for students to form good habits in the target language through imitation and overlearning to overcome their native language habits.
What's hot (19)
The Grammar-Translation Method and Multiple Approach
The Grammar-Translation Method and Multiple Approach
Thegrammar translationmethod-130617182104-phpapp02
Thegrammar translationmethod-130617182104-phpapp02
Viewers also liked
CALL presentation 21 slides
This document discusses the history and principles of computer assisted language learning (CALL). It traces CALL back to language laboratories in the 1960s and mentions early software from New York University and the University of Essex. It also discusses the evolution of CALL through multimedia in the 1990s and instructional systems today. The document outlines 10 principles of CALL, including that it should be learner-centered, adaptive, engaging, focused on research, and help learners learn better. It concludes that CALL has changed with methodology and pedagogy to meet language education needs.
Male reproduction organs
The document summarizes the key external male reproductive organs which include the penis used for reproduction and urination, the testes which produce sperm and sex hormones and are located in the scrotum, and the prostate gland which secretes fluid into semen. It also outlines the internal anatomy including the urethra which carries urine and semen out of the body and the spermatic cord which transports sperm from the testes to the urethra.
2010 it hiring trends
The document discusses hiring trends in information technology and how to find talent using Web 2.0 tools and social media. It notes that flexibility is key in evaluating candidates, focusing on attitude and culture fit over singular qualifications. Popular Web 2.0 tools for finding talent include LinkedIn, Twitter, blogs, and social networks which allow employers to connect with potential candidates and referrals in new ways. Web 2.0 job posting sites can also provide premium results for a fee.
No tienes que ser un genio para utilizar las TIC
Este documento habla sobre la experiencia de una estudiante con las TIC a lo largo de su pasado, presente y futuro. Describe cómo las TIC ya no le parecen tan complicadas como antes y cómo ha aprendido a usarlas de manera efectiva en su educación gracias a la guía de profesores que enfatizan la importancia de combinar la tecnología con nuevos métodos de enseñanza.
Digital profile
Akosua Sapara-Grant is a 27-year-old African-American woman currently living in Douglasville, Georgia. She was born and raised in Los Angeles, California, and has worked in various clerical, customer service, and teaching positions. She is currently pursuing an MBA from the University of Phoenix with an expected graduation date of December 2012. Her resume highlights her education history, work experience, cultural interests, and strengths.
Game Plan V1.0 1
This document summarizes a logical framework for addressing the climate challenge in 6 steps:
1. Understand the link between CO2 concentration and climate change based on IPCC models and research.
2. Choose a target temperature increase to stabilize the Earth's climate, acknowledging the implications of that choice.
3. Determine the allowable amount of carbon that can be released annually based on the temperature target.
4. Calculate the usable energy from fossil fuels given the carbon budget and determine what additional "clean power" is needed.
5. Analyze potential clean energy sources to make up the difference.
6. Choose an energy mix to meet clean power needs and estimate the engineering effort required
Analytics Www.Tashy.Ro 200912 (Dashboard Report)
The document provides analytics data for the website www.tashy.ro from December 1-31, 2009. Some key details:
- There were 87,204 visits and 61,196 unique visitors to the site.
- The top traffic source was Google organic search (69.97% of visits).
- The top page was /partiale-exit-poll-uri-alegeri-prezidentiale-2009-%E2%80%93- which received 22.98% of pageviews.
- The site had a 70.53% bounce rate and visitors spent an average of 3 minutes and 4 seconds on site.
Engaging Strategies
This presentation was used with participants who had copies of the Solution Tree book:
Motivating Students
25 Strategies to Light the Fire of Engagement
http://www.solution-tree.com/motivating-students.html
Ada workshop msl_8_24
This document provides an overview of a workshop on Universal Design for Instruction (UDI). The objectives of the workshop are to recognize principles of UDI, discuss ADA laws and standards, identify learner needs, outline learning strategies, summarize how to implement UDI, devise a teaching blueprint, and assess UDI achievements. The workshop will cover topics like UDI principles, ADA laws and standards, recognizing learner needs, creating accessible documents and media, and designing instruction with UDI.
PLN - Ignite for ICE
This document discusses the importance of developing a personal learning network (PLN) for professional librarians. A PLN consists of people librarians learn from and exchange ideas with through various online tools and resources. These include listservs, blogs, RSS feeds, Twitter, social bookmarking, wikis, and virtual conferences/webinars. Developing a PLN allows librarians to gain new ideas, collaborate with others, and stay current on topics of interest. This benefits both librarians and the students they serve.
Korea Etiquette & Customs
The document provides customs and etiquette tips for visiting Korea. Some key points include: do not pour your own drink, do not raise your rice bowl towards your mouth, be respectful of older women known as "ajumma", gifts should not be given in multiples of 4 or wrapped in green, white, or black, wait to be told where to sit with the oldest starting the eating, do not point or use chopsticks to pierce food, and eat only with your hands. Proper gift wrapping and etiquette shows respect for Korean culture.
Mentors 2012
A briefing presentation for mentor training for a teacher education programme in post-compulsory education.
Coms30123 Synthesis 3 Projector
The document discusses different components and methods of text-to-speech (TTS) synthesis systems. It describes a typical TTS system as having a high-level component that converts input text to a phonetic representation and a low-level component that generates the audio output. The low-level component can use either formant synthesis, which generates parameters for vocal tract filters, or waveform concatenation, which joins prerecorded speech units. The document also examines choices for the size of the stored speech units used in concatenation systems, such as words, phones, and diphones.
Forex pips indicators
Forex pips indicators have a major speculative role to play in the foreign exchange market. They refer to the minute increments of a given currency. PIP is an acronym for “percentage in point” and forex rates are expressed up to 4 pips or 4 decimal places. In forex trading, they represent the smallest changes in the currency value. Even a small change in a pip can have a heavy effect on the final value of a particular currency upon its purchase or sale.
Mc 3
The document discusses principles of effective writing such as clarity, accuracy, structure, and brevity. It emphasizes the importance of clarity in one's writing and structure of thoughts. It also outlines several principles to achieve effective writing like ensuring accuracy of facts, following grammar rules, avoiding unnecessary shifts in tenses, using punctuation correctly, and being concise by including only essential information. The document advises establishing credibility by being honest, objective, aware of audience needs, demonstrating expertise, and providing evidence of performance.
Ui dev@naukri-2011
This document provides an overview of front end UI development and techniques to make websites lighter, faster and easier to use. It discusses rich internet applications (RIAs) and the benefits they provide. It also covers tools like jQuery, techniques for page rendering and code optimization. Specific examples include a Firefox extension developed for Naukri.com, use of CSS sprites for image optimization, and efforts for the Arabic translation of content and SEO. The document concludes with information about the Naukri Facebook application.
Create your own webgraphics
The document discusses webgraphics, which are interactive infographics that contain clickable areas. It provides an example webgraphic and explains how images are widely used in marketing because they convey messages visually. It then encourages readers to create their own webgraphics using open source images and software like Gimp. Instructions are provided on designing webgraphics and adding clickable links through image mapping services.
Useful summarizing verbs
This document lists 33 useful verbs for writing daily summaries, along with examples of how each verb can be used in a sentence. Some of the verbs included are talked, commented, revised, worked, read, listened to, watched, explained, corrected, learnt by heart, focused, helped, wrote, suggested, answered, guessed, repeated, asked, copied, reported, reminded, found out, checked, looked up, interviewed, sat, swapped, exchanged, learnt, took turns, handed, collected, and summarized.
Collins mc nicholas national salary survey 2011
The document is a salary survey from Collins McNicholas that provides salary ranges in euro amounts for various management, professional, and administrative roles across several industries and regions in Ireland. It includes salary ranges for roles in technical engineering, pharmaceuticals, supply chain, accountancy, sales and marketing, IT, and human resources. The salary ranges are based on actual salary data from job vacancies and placements in Ireland in the first three months of 2011.
Proyecto tics compartiendo (reelevación)
La necesidad de implementar medios de comunicación actualizados que permitan acercar a los alumnos los beneficios de la Educación, plantea nuevos retos y caminos pedagógicos a seguir. El aula virtual es una alternativa de enseñanza-aprendizaje que posibilita el acceso a la educación independientemente del lugar o la distancia.
Viewers also liked (20)
Similar to Reflection Unit IV
Teaching vocabulary reflection
This document summarizes a student's final assignment for a course where they had to explain how to effectively teach one aspect of language. The student focused on teaching vocabulary, drawing on ideas from three authors. They presented their strategies in a Prezi presentation to the class. Through this assignment, the student learned effective strategies for teaching vocabulary, recognizing that a word's meaning, form and use are important to understand. They realized students need context and dictionaries to understand new words. The student also learned that frequent practice is needed for students to retain new vocabulary over time.
Teaching vocabulary
The document discusses effective strategies for teaching English vocabulary. It outlines ideas from three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis' Lexical Approach emphasizes teaching vocabulary through meaningful phrases and chunks rather than individual words. Moras discusses using mental linkages and review to transfer words from short-term to long-term memory. Nation proposes 10 best ideas for teaching vocabulary, including using the four strands of meaning-focused input/output and language-focused learning, extensive reading, guessing from context, and encouraging learner autonomy. The document emphasizes that vocabulary learning is fundamental for students and teachers should use a variety of strategies, authentic materials, and encourage practice and repetition to help students acquire new words effectively.
Teaching vocabulary
This document discusses effective methods for teaching English vocabulary. It summarizes the views of three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis emphasizes the importance of teaching vocabulary in meaningful chunks rather than individual words. Moras explains that vocabulary should be taught through mental associations to transfer words from short-term to long-term memory. Nation outlines ten best ideas for teaching vocabulary, including using the four strands of meaningful input/output and language-focused learning, implementing extensive reading programs, and training students to use vocabulary cards and context clues.
Teaching vocabulary & grammar
The document discusses various aspects of teaching vocabulary and grammar. It addresses that teaching vocabulary needs to focus on meaning, form, use and other elements. Grammar teaching should balance form and function to help students communicate effectively. Various activities are suggested for teaching vocabulary and grammar, including deliberate teaching, strategy training, and giving repeated attention to target words. The document emphasizes that both vocabulary and grammar need to be taught through meaningful, communicative activities.
Manual (1)
The document outlines the content and structure of a teacher training manual. It covers 6 areas: language awareness, language and culture, language learning processes, language teaching, planning and evaluation, and self-assessment and development. Each area includes 4-5 lessons that trainees will learn by the end of the course to develop skills like lesson planning, needs analysis, feedback, and self-reflection. The training will be offered in English and Spanish and requires basic language and computer skills from trainees.
THEORETICAL GROUNDS TO TEACH ENGLISH
The following article is a reflection on the importance of the scientific knowledge to teach english
1 brief history of language teaching
The document discusses the history of foreign language teaching methods. It describes how the Grammar Translation Method was dominant from the 1840s-1940s, focusing on reading comprehension and translation over oral skills. In the mid-19th century, reformers proposed methods like the Direct Method that emphasized oral communication and avoiding translation, more closely mimicking natural first language acquisition. Key figures like Gouin and Berlitz developed approaches using the target language exclusively and inductive grammar instruction. However, the Direct Method faced constraints integrating into public school systems.
Week 4 Presenting Grammar.pdf
The document discusses teaching grammar, including identifying important elements and organizing the classroom. It describes the stages of a sample grammar lesson as present, practice, and produce. Key questions about teaching grammar and how learners need exposure, notice forms, understand meaning and use, practice, and remember items are discussed. Guided discovery techniques teachers can use like asking questions about meaning, context and form are outlined. The importance of allowing practice, speaking, and writing is emphasized.
Summary of approaches and methods in language teaching
This document discusses several language teaching approaches and methods. It describes:
1. The audiolingual method which is based on behaviorism and emphasizes habit formation through drills. It uses dialogs, repetition, and substitution exercises.
2. Total Physical Response which teaches language through physical actions in response to commands. It aims to reduce stress and first teaches comprehension then speaking.
3. Community Language Learning which sees language as a social process and emphasizes whole-person learning and security. The syllabus is learner-generated.
4. Suggestopedia which seeks to remove psychological barriers through relaxation, role-playing, and music. It emphasizes passive learning and the teacher as an authority figure.
Methods and Approaches.pdf
what are the different types of methods and approaches ?
what s th ebest best method ?
what are the components of each apoproach ?*
The ways of learning
The document discusses strategies for teaching English as a foreign language. It emphasizes the importance of reflecting on teaching practices and understanding the socio-cultural aspects of knowledge. During the course, the four skills of speaking, listening, writing and reading were improved. Key strategies included comparing text genres, recognizing genre properties, selecting relevant genres for communication, and using different speech genres appropriately. After the course, the importance of continuous training and building communication between teachers and students to enable new teaching practices was highlighted.
ingles2007
The English department was formed in 2006 with the goal of developing students' English abilities. The department works as a team, setting aside individual interests to accomplish shared goals like making students enthusiastic about English. Good communication and a positive working environment are important for student success. Key concepts in language teaching are also defined, like the communicative approach, fluency vs accuracy, and structural vs functional syllabuses.
Language teaching approaches and methods
This document discusses different approaches and methods for teaching foreign languages. It defines key terms like method, approach, and components of a method. It then provides an overview of several well-known language teaching methods from different time periods, including Grammar Translation, Direct Method, Audiolingual Method, and some Humanistic/Designer Methods like the Silent Way and Suggestopedia. Each method is influenced by theories of language and language learning and incorporates different syllabi, teaching practices, materials, and assessments.
3 ms guide (1)
This document is a teacher's guide for a 3rd year middle school English coursebook. It provides an introduction to the coursebook's objectives and layout. It emphasizes that the coursebook focuses on developing students' English skills through communicative, learner-centered activities that incorporate the four skills of listening, reading, speaking and writing. It also discusses the representation of core values in the coursebook and provides guidance on teaching pronunciation, suggesting a three-stage process of repetition, identification, and autonomous production to help students learn and produce sounds.
3ms guide
This document is a teacher's guide for an English coursebook used in Algerian middle schools. It provides an overview and instructions for various sections of the coursebook, including listening activities, pronunciation exercises, grammar tools, reading passages, and writing prompts. The guide emphasizes integrating the different language skills and adapting lessons to meet students' varying needs and learning styles. It encourages using group work and problem-solving activities to help students take an active role in their own learning.
ELT201 Week 3 presenting grammar
The document summarizes key points from a weekly session on teaching grammar:
1) The session covered identifying elements of teaching grammar, organizing classrooms, and stages of a sample grammar lesson which were presenting, practicing, and producing.
2) Key questions about teaching grammar included what grammar is, how people learn it, and how to analyze and teach it.
3) The stages of a grammar lesson were presented as presenting the meaning and form, controlled practice, and freer production.
4 Secondary Syllabus Form 4.pdf
This document outlines the syllabus for English Language in Form 4 of the Malaysian secondary school curriculum. It discusses the aims, themes, skills, grammar, vocabulary and text types covered. The key points are:
1) The aim is to continue providing positive English learning experiences while focusing on grammar and the four skills of listening, speaking, reading and writing.
2) Lessons will be based on four themes: people and culture, health and environment, science and technology, and consumerism and financial awareness.
3) Students will develop higher order thinking skills and 21st century skills through activities that encourage analysis, problem solving and creativity.
4) By the end of Form 4, students should achieve a
Syllabus Year 4.pdf
This document is the English Language syllabus for Primary Year 4 in Malaysian schools. It outlines the themes, language skills, grammar, functions and vocabulary that students will learn in Year 4. It explains how the content is organized with a focus on themes of self, stories, and knowledge. It describes how higher-order thinking skills and 21st century skills are developed. It also provides details on pronunciation, suggested text types, grammar, language functions and the vocabulary that will be covered for Year 4 students.
Inglés
The document summarizes key concepts related to teaching English as a foreign language using a communicative approach. It defines concepts like communicative approach, structural vs functional syllabus, use vs usage, fluency vs accuracy, lexis, lexical approach, chunks and lexical phrases. It also provides context about the English department being formed in 2006 at a school to develop students' English abilities using various textbook series from Hip Hip Hooray to Click On.
Teaching vocabulary to advanced students a lexical approach
This document discusses techniques for teaching vocabulary to advanced students. It emphasizes that vocabulary is an important part of the curriculum and should not be overlooked, as students can have strong grammar skills but lack vocabulary. It outlines several effective techniques, such as teaching vocabulary through listening and reading, grouping words into categories, considering students' interests to motivate learning, and using authentic materials and group work with dictionaries when planning lessons. The document also introduces concepts like polysemy and homonymy and stresses the importance of teaching vocabulary chunks like idioms and collocations to help students sound more natural.
Similar to Reflection Unit IV (20)
Summary of approaches and methods in language teaching
Summary of approaches and methods in language teaching
Teaching vocabulary to advanced students a lexical approach
Teaching vocabulary to advanced students a lexical approach
More from Gerardo Zavalla
Perfil egresado reflection
The document provides details about the graduate profile of a Bachelor of Education in English Pedagogy from the Universidad Católica de la Santísima Concepción in Chile. It outlines the key areas that graduates should demonstrate competency in, including: general scientific and professional knowledge of teaching practices and theories; general skills like critical thinking and problem solving; specialized skills in education and English language teaching methods; and attitudinal and ethical values of respect, diversity, and democratic participation. The profile is meant to ensure graduates have an integrated vision of education grounded in Christian faith and are prepared to perform the roles and responsibilities of teachers according to Chilean and international standards.
Perfil egresado 2008 (1)
Este documento presenta el perfil de egreso de la carrera de Pedagogía en Educación Media en Inglés de la Universidad Católica de la Santísima Concepción. El perfil describe las competencias y habilidades que se espera que los estudiantes desarrollen en áreas como conocimientos académicos y profesionales, competencias generales, competencias especializadas y aspectos actitudinales y éticos. El objetivo es formar profesores con una visión integral del ser humano según la fe cristiana y que cuenten
Mdd 6 reflective selfevaluation gerardo valdivia zavalla
This document contains a reflective self-evaluation from a student teacher's practicum experience. It discusses what was learned about teaching, the values that underpin the teacher role, and strengths and weaknesses identified. The student teacher learned that being a teacher is difficult, requiring skills like organization, good rapport, flexibility, and entertainment. Their vision of teaching values responsibility and organization. Strengths included developing organization skills and accepting feedback, while weaknesses were grammar-focused classes and time management. Professional development needs identified were finding new teaching approaches and realizing the broader role of teaching values for life.
Mdd 6 reflection
MDD 6 is a reflective self-evaluation by a pre-service teacher on their learning experience during their teaching practicum. The pre-service teacher identifies their strengths and weaknesses in taking on the role of a teacher, and realizes that being a teacher requires hard work, responsibility, and organization. They use their reflection to develop their own understanding of what it means to be a teacher and to evaluate their experience of teaching in a school.
Mdd 5 reflection
The document summarizes MDD 5, which requires a pre-service teacher to reflect on modifications made to their unit plan, analyze student learning outcomes, and evaluate the effectiveness of their teaching. In MDD 5, the teacher analyzes student achievement data through graphs or tables to assess learning goal attainment. They also evaluate the strengths and weaknesses of their unit plan, and whether teaching enabled students to meet stated learning goals. In conclusion, MDD 5 involves the teacher evaluating how effectively their MDD 2 unit plan worked for students by analyzing goal achievement and identifying areas for future improvement.
Mdd 4 reflection
MDD 4 is an evaluation plan designed to monitor student progress and determine if they achieved the learning goals proposed by the pre-service teacher. The plan evaluates a previously designed unit plan by collecting evidence to check if students learned through the teaching process. It presents the goals and designs an evaluation plan showing test types, evaluations, feedback, and materials to check if students achieved the goals while reflecting on how the plan addresses student diversity.
Mdd 2 reflection
MDD 2 and 3 require pre-service teachers to plan a learning unit and individual class lessons, justifying decisions and reflecting on strengths, weaknesses, and challenges. While the teacher was unable to complete the assignments due to computer issues, MDDs are meant to build upon each other by applying information from the initial context analysis in MDD 1 to lesson planning in MDD 2 and a retrospective evaluation in MDD 3.
Mdd 1 teaching contextualization
MDD 1 requires teachers to collect information about their institution, classroom context, and student diversity to help plan contextualized teaching. The information gathered in MDD 1, including details about the school, classroom, and student needs and differences, can be used to make future classes more engaging for students by relating content to their preferences and context. Completing MDD 1 helps teachers understand their teaching environment to personalize instruction and motivate learners.
Mdd 2 and 3
The student did not complete their assignment because their computer was broken, preventing them from finishing the work. Their computer issues meant they were unable to finish and submit the assignment on time.
Course Syllabus
Este documento describe un curso de práctica profesional de 29 créditos para estudiantes de educación. El curso les permite a los estudiantes demostrar sus competencias profesionales y habilidades adquiridas a través de observaciones e intervenciones en el aula. Los estudiantes analizan críticamente su desempeño pedagógico y proponen soluciones a problemas de la realidad educativa. El curso se centra en el desarrollo de la identidad profesional del estudiante a través de proyectos y reflexión sobre la
Mdd 1 contextualization of teaching
The document describes the context of a practicum for an English pedagogy student. It provides details about the school, classroom, students, and relevant factors to consider for lesson planning. Specifically, it notes that the school has a bilingual program until 5th grade and focuses on delivering quality education inspired by values. The classroom has 38 students aged 13-15, some with learning difficulties. Relevant contextual factors for lesson planning include the school's educational focus, using technology resources, and accommodating different learning needs. The student aims to understand the context well to design motivating lessons connected to students' interests.
MDD 4 gerardo valdivia
The document provides an evaluation plan for assessing student progress on learning goals for a unit on using the present perfect tense. It includes:
1. Diagnostic, formative, and summative assessments to monitor progress and determine achievement. Formative tasks include reading, writing, and listening exercises while summative is a test.
2. Guidelines for designing assessment tools, including relating activities to goals and providing feedback to students.
3. Examples and rationales for specific assessment tools, such as a verbs quiz and listening to song lyrics, and adaptations for diverse learners.
Mdd 5 decisions and results analysis gerardo valdivia zavalla
- The majority of students understood and demonstrated understanding of present perfect structures, applying "for/since" correctly. However, some struggled differentiating present perfect from past simple.
- Most students remembered irregular verb forms based on a quiz, but differentiating tense forms remained a weakness.
- A listening activity using a familiar song helped most students identify present perfect.
- The teaching was generally effective, but providing more feedback and opportunities for student production could improve learning. Differentiating tense forms requires more practice.
Reflection unit 2
In Unit 2, the author learned that there are several types of rubrics used to assess student performance, including checklists, analytic rubrics, holistic rubrics, and rating scales. Checklists indicate what students can or cannot do, analytic rubrics have specific criteria and performance levels, holistic rubrics score work as a whole, and rating scales express the degree of skills. The author also learned that rubrics should be known by raters beforehand, tested before a real assessment, and shared with test takers so they understand the criteria.
Reflection unit 1
In this reflection, the author comprehends several key principles of evaluation, assessment, and testing. They understand that evaluation considers broader factors that influence learning, while assessment involves collecting information on a learner's abilities through various techniques including tests. The author also comprehends principles of effective tests, including authenticity in reflecting real-world language use, practicality, reliability in producing consistent results, validity in measuring the intended skills, interactiveness in motivating students, and transparency in clearly communicating standards to learners. Security and the ability to recycle well-designed test materials is also discussed as important.
Unit 3 reflection
In Unit 3, the author learned that speaking tests must follow specific guidelines for their purpose, students, level, constructs, task structure, language, text and elements to assess, such as fluency, grammar, turn-taking and intonation. They also comprehended Fulcher's specification which relates to the task orientation, interaction between raters and test takers, goal orientation, and interlocutor status and familiarity. The author gained understanding of the important specifications for designing and implementing a valid speaking assessment.
Assessment Syllabus
Este documento presenta el programa de evaluación de la competencia comunicativa en inglés de la Facultad de Educación de la Universidad Católica de la Santísima Concepción. El curso se enfoca en desarrollar conceptos y técnicas de evaluación que ayuden a los estudiantes a evaluar las cuatro habilidades lingüísticas. El curso cubre temas como la construcción de rúbricas, la evaluación de cada habilidad lingüística, y el uso de tecnología en la evaluación. La metodología
Rubric design
1) The document describes a rubric for assessing students' writing of an invitation letter in English as a second language class for 3rd graders. It provides descriptors for evaluating students' work on genres/format, grammar, cohesion, content, vocabulary, and length.
2) A second rubric is presented for assessing students' reading comprehension through an essay explaining the theme, main ideas, and important details of the story "The Story of an Hour" with references to the text. It evaluates students on understanding, support, inferring, and identifying concepts.
3) Both rubrics are adapted from an online source and aim to help teachers provide effective feedback to students to improve their English receptive and productive skills.
Assessment on SLA Theoretical Framework
The document discusses theoretical frameworks and principles for language assessment from several scholars. It defines key concepts like authenticity, practicality, reliability, validity, interactiveness, washback, transparency, impact, and security. The authors agree that assessments should be authentic, practical, reliable, and valid to properly measure students' language abilities. Assessments should also motivate students and reflect classroom content and activities. Teachers must provide transparency around assessments and use results to give feedback and improve teaching.
Design of a speaking test
This document outlines the assessment of an English speaking test given to first year high school students in Chile. It consists of two parts: (1) individual interviews with an examiner and (2) a collaborative task where students discuss recommendations for a relative's trip to Australia. The test aims to measure vocabulary, fluency, pronunciation, grammar and ability to discuss and make recommendations. It provides context and visual aids to scaffold students' conversation. The document also discusses test construction and how the tasks relate to language skills assessed based on rubrics evaluating fluency, grammar, turn-taking and more.
More from Gerardo Zavalla (20)
Mdd 6 reflective selfevaluation gerardo valdivia zavalla
Mdd 6 reflective selfevaluation gerardo valdivia zavalla
Mdd 5 decisions and results analysis gerardo valdivia zavalla
Mdd 5 decisions and results analysis gerardo valdivia zavalla
Recently uploaded
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...Nguyen Thanh Tu Collection
https://app.box.com/s/nrwz52lilmrw6m5kqeqn83q6vbdp8yzpContiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...Nguyen Thanh Tu Collection
https://app.box.com/s/qspvswamcohjtbvbbhjad04lg65waylfKHUSWANT SINGH.pptx ALL YOU NEED TO KNOW ABOUT KHUSHWANT SINGH
INDIA`S OWN LITERARY GENIUS MR.KHUSHWANT SINGH WAS TRULY A VERY BRAVE SOUL AND WAS AWARDED WITH THE MAGIC OF WORDS BY GOD.
220711130100 udita Chakraborty Aims and objectives of national policy on inf...
Aims and objectives of national policy on information and communication technology(ICT) in school education in india
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Information and Communication Technology in Education
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Fix [Errno 98] address already in use
This slide will represent the cause of the error “[Errno 98] address already in use” and the troubleshooting steps to resolve this error in Odoo.
Brand Guideline of Bashundhara A4 Paper - 2024
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Setup Default Value for a Field in Odoo 17
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Recently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
KHUSWANT SINGH.pptx ALL YOU NEED TO KNOW ABOUT KHUSHWANT SINGH
KHUSWANT SINGH.pptx ALL YOU NEED TO KNOW ABOUT KHUSHWANT SINGH
220711130100 udita Chakraborty Aims and objectives of national policy on inf...
220711130100 udita Chakraborty Aims and objectives of national policy on inf...
Information and Communication Technology in Education
Information and Communication Technology in Education
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Reflection Unit IV
- 1. Reflection Unit IV As a future teacher the Systems of the language in Unit IV helped me to realize how to do a class of grammar in the communicative approach, also with the presentations of my classmate it make me realize that there are different ways proposed by some authors such as Harmer, Nunan, Nation etc, who give some explanations about how to teach grammar, vocabulary and pronunciation in the classroom. Besides, it allows us to have the tools to do good performances when preparing tasks for our practicum classes or at school teaching as well. This Unit gave me the appropriate knowledge to use when preparing and performing a class as a teacher. In my case, the grammatical system of language helped me to know that there are two ways of teaching grammar, which are the inductive approach and the deductive approach. As well, some advices on how teaching grammar. Furthermore teachers should use both authentic and non-authentic text when teaching grammar. The use of the mother tongue in a grammar class; moreover, the framework of grammar, meaning, use and form which are important in the grammar world.