SupEFL_minimal_expectations
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The document outlines training guidelines in three phases for language learners with special needs: 1. The first phase focuses on listening and speaking with no reading or writing. Activities include repetition of spoken words and sentences. 2. The second phase introduces reading to improve phonological abilities. Learners read text aloud and check their own pronunciation. 3. The third phase combines reading and writing to develop spelling and grammar skills, with a continued focus on phonological awareness. Learners copy and write words and sentences with feedback. The overall approach moves from passive listening to active language production, uses multimedia to make input comprehensible, and aims to build confidence through repeated exposure and positive feedback.
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Exam Pattern of the TOEFL Exam
The document summarizes the exam pattern of the TOEFL exam, which contains four sections: Reading, Listening, Speaking, and Writing. It provides details on the number of questions and time duration for each section. The Reading section involves answering 30-40 questions in 54-72 minutes based on 3-4 academic passages. The Listening section involves answering 28-38 questions in 41-57 minutes by listening to lectures and conversations. The Speaking section involves answering 4 questions in 17 minutes by expressing opinions on topics and tasks. The Writing section involves writing two essays in 50 minutes in response to reading and listening tasks. It concludes by providing contact information for more details on TOEFL exam preparation.
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B1 Preliminary for Schools consists of three papers to test students' English skills. The first module focuses on the speaking part, which has 4 parts and takes 10 to 12 minutes per candidate. Students take the speaking test by conversing with another student or in a group of three, asking and answering questions as well as discussing their interests.
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This document discusses factors that affect students' listening comprehension. It identifies internal factors like language proficiency, background knowledge, motivation, and psychological factors. External factors include the speaker's delivery, accents, content and context of listening materials. To improve listening comprehension, the document recommends teaching pronunciation, vocabulary, grammar, inference skills, prediction, and note-taking.
teaching fluency in a reading class 5_indriani widyastuti.pptx
This document discusses teaching fluency in reading class. It defines fluency as accuracy, rate, and prosody. It recommends modeling fluent reading, repeated reading exercises, peer assistance, recording and evaluation, and games to develop fluency. The document also provides methods for assessing fluency, including repeated reading rate, news reading tests, and using an oral reading rubric to evaluate various fluency components such as rate, phrasing, expression, accuracy, volume, and comprehension.
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Lukács Szilvia A módszertani kultúra megújulása a pedagógusok mindennapi gy...
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A módszertani kultúra megújulása a pedagógusok mindennapi gyekorlatában Erdeklodes_Terkep
Messze jobb indikátora a teljesítménynek az érdeklődés, mint a képességek. A képességek fejlődését jobban jelzi az érdeklődés iránya, mint bármilyen képességet vizsgáló eljárás. Az Érdeklődés Térkép a fejlődés profilját adja, amely alapján a leghatékonyabb fejlesztés dolgozható ki.
Iskola fejlesztolvas
Az iskolai készségek fejlesztésében a fokozatosság, az érdekesség és az optimális terhelés mellett a terület sajátosságainak figyelembevétele szükséges. Az olvasás fejlesztésében a zavarok megelőzése érdekében be kell tartani a fokozatosságot.
Bukfenc szenzomotoros fejlesztes
A „Bukfenc“ tréning anyag, tanítási segédanyag. Nem kínálok kész programot, mert minden gyerek más, és megismerve a gyerek képességeit, személyre szóló vagy csoportos fejlesztésben a legmegfelelőbb feladatokkal kell segíteni a fejlődését. Ehhez a munkához nyújt ismereteket és játékokat ez a szakanyag.
Ezekkel a játékokkal sokkal hatékonyabban megelőzhetők és kezelhetők a specifikus tanulási zavarok kisgyerek korban, mint néhány évvel később bármilyen kiváló terápiával.
Erdeklodes terkepe urlapok
Az Érdeklődés Térképe ingyenesen használható vizsgálat eljárás. Közreadja Dr. Gyarmathy Éva, a vizsgálati anyag elérhető a http://www.diszlexia.hu weboldalon.
Az űrlapok kitöltésével és kiértékelésével a képességek fejlődéséről megbízható képet kaphatunk.
Tehet_Akadaly
Sokféle akadály áll a gyerekek fejlődése és a teljesítményelérés közé. Vannak nyilvánvaló és kevésbé nyilvánvaló, valamint külső és belső akadályok.
A környezet azzal segít, ha csökkenti a külső akadályokat, ez azonban nem azt jelenti, hogy ne maradna megküzdeni való a gyerekek előtt.
A legyőzhető akadályok akár megerősítőek is lehetnek.
A tehetség sokszor még a gyenge oldalaiból is fejlődési erőt merít, ha ezt a környezet legalább is nem hátráltatja.
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- 2. Suggested structure in three phases Minimal Expectations &
- 4. 1. Hipermedia based 2. Built up from passive listening levels towards more demanding active language production. 3. Activities include the most popular aspects of everyday web and mobile activity of the target group - consideration of the learner's interest areas. 4. Focused on success and positive feedback
- 5. Spoken text is seen in written form Written text appears in spoken form It is interactive It is supported by pictures, drawings, photos and motions, videos, cameras. 1. Hipermedia based
- 6. The text is always available The learner doesn't have to produce text before knowing it very well. The task is only to repeat, or later on the next level to copy the text. Another type of task is to recognize or connect the text to the voice, picture, etc. 2. From passive listening towards more demanding active language production
- 7. Situations concerning social networking – Skype, chat and forum groups, mobile calls Editing and sharing personal data Playing on-line games, quest, search Everyday work and private situations Individual interest 3. Activities include the most popular aspects of everyday web and mobile activities of the target group – plus the learner’s interest
- 8. The specialty of the special learners’ information processing is that they never ever should err. Once an information goes wrong, it will remain an unsure item. The 'over learning' is the safe side. 4. Focused on success and positive feedback
- 9. Motivation is one of the main weak points of the special learners’ learning. The special learner can collect a lot of bad experience and failure during schooling. They are convinced that learning is not their area of success. 4. Focused on success and positive feedback
- 10. Suggested structure in three phases
- 11. 1. Listening and speaking – No reading and no writing 2. Reading – phonological abilities to improve 3. Reading and writing – spelling and grammar to achieve the phonological awareness
- 12. The material consists of situations, games and tasks where the learner can listen and see the words, sentences and the short instructions, and can see pictures of the words and situations of the communication. Phase 1 - No reading and no writing
- 13. a) The learner is not expected to produce sentences or give any feed back. b) Production is the learners decision. c) Production is expected as repetition of the material. d) The learner answers questions. e) The learner creates own sentences. Phase 1 – Listening and speaking
- 14. The learner mustn’t pronounce incorrectly the words. The reading production is starting when it is 100% sure that the learner knows the pronunciation of the given material. The material is based on the material of the first phase. Phase 2 - Phonological abilities to improve
- 15. a) The learner reads the text together with the voice while follows the words. Colours or any other signing helps. b) The learner repeats the text. c) The learner reads the text, and the voice repeats. Thus the learner can check the own production. Phase 2 - Reading
- 16. The learner starts to write when the production is 100% surely correct. The learner mustn’t see the words written incorrectly . Phase 3 - Spelling and grammar to achieve the phonological awareness
- 17. a) The learner copies the words and sentences. The computer gives feedback. b) The learner writes those words and sentences that are already in the inner lexicon. The computer gives feedback. c) The learner writes sentences. The computer gives feedback. Phase 3 – Reading and writting
- 18. 1. Listening and speaking – No reading and no writing 2. Reading – phonological abilities to improve 3. Reading and writing – spelling and grammar to achieve the phonological awareness