The document summarizes key points from a presentation on supporting English as a Second Language (ESL) students in Sydney schools. It discusses updating student data in the ESL tracking system, the stages of language acquisition, how to structure ESL support through timetabling and grouping, and strategies for planning effective ESL instruction focused on developing academic language skills. Communicative activities and the continuum of oral versus written language modes are also addressed.
Good grammar is a vital skill for advanced language proficiency: Knowing how words work and how they fit together is critical for putting foreign words to proper use. The need to learn grammar is always going to be part of language learning, and should not be neglected. Even when using an approach that emphasizes the acquisition of vocabulary, ways can and should be found to incorporate grammar into the learning process. The right strategies and technologies can overcome any objections about possible boredom or difficulty by making grammar learning appealing, efficient, and effective. This webinar explains the methodology of Lexical Functional Grammar and demonstrate how to integrate it into lesson planning.
Good grammar is a vital skill for advanced language proficiency: Knowing how words work and how they fit together is critical for putting foreign words to proper use. The need to learn grammar is always going to be part of language learning, and should not be neglected. Even when using an approach that emphasizes the acquisition of vocabulary, ways can and should be found to incorporate grammar into the learning process. The right strategies and technologies can overcome any objections about possible boredom or difficulty by making grammar learning appealing, efficient, and effective. This webinar explains the methodology of Lexical Functional Grammar and demonstrate how to integrate it into lesson planning.
Lexical and syntactic ambiguity is a natural phenomenon in languages of the world. Generally, languages
are having lexical and syntactic ambiguity based on their prose and verses. Beside human beings, lexical
Ambiguity and polysemy is a big problem for the machine and online translation. For answering this problem and
finding the exact meaning of the word and sentence. the translation should through the context in which the word
is used. This paper deliberates upon types of ambiguity in Pashto and later discusses the kinds of lexical and
grammatical ambiguity in the Pashto data. Pashto lexemes were taken from the phrases, sentences and verses of
the Pashto poetry. 300 ambiguous words and lexemes were analyzed and described through Pashto examples. The
research shows that there were lexical, syntactical, semantic and grammatical ambiguities in Pashto language, and
grammatical ambiguity was described in hierarchal way with in Pashto examples in prose and verses.
This PPT deals with basic strategies to address a grammar class in EFL/ESL teaching. 3 Steps are suggested and explained in order to help instructors make a simple and stratigic way to approach grammar.
One of the approaches to tap on teaching and learning language, specifically second or foreign language is Grammar-Based Approach. It is not literally or directly teaches grammar but scaffold learners to learn the language through and with grammar using different methods.
Teaching English as a Challenge.
This experiential workshop relates the theory and practice of a programme, English in Action, teaching English through Drama, designed especially for the Ministry of Education’s Special Education department in the City of Buenos Aires, Argentina.
The specific needs and challenges of the population of the 500 students currently in the programme are outlined, from students with ADHD, phobia, emotional trauma, or dyslexia to wheel chair users and students confined to their houses or hospitals with terminal diseases.
The theory will be briefly explained, based on sound evidence, while plenty of practice will serve to illustrate the efficacy of the methodology. The participants will leave with ideas for planning the why, the what and the how of teaching English to students with a challenging range of learning difficulties.
An extensive webography and bibliography will be provided.
With over 13 years of excellence in early childhood education, YKROK is India’s leading provider of high quality employer-sponsored preschool services, partnering strategic institutions and corporations.
Lexical and syntactic ambiguity is a natural phenomenon in languages of the world. Generally, languages
are having lexical and syntactic ambiguity based on their prose and verses. Beside human beings, lexical
Ambiguity and polysemy is a big problem for the machine and online translation. For answering this problem and
finding the exact meaning of the word and sentence. the translation should through the context in which the word
is used. This paper deliberates upon types of ambiguity in Pashto and later discusses the kinds of lexical and
grammatical ambiguity in the Pashto data. Pashto lexemes were taken from the phrases, sentences and verses of
the Pashto poetry. 300 ambiguous words and lexemes were analyzed and described through Pashto examples. The
research shows that there were lexical, syntactical, semantic and grammatical ambiguities in Pashto language, and
grammatical ambiguity was described in hierarchal way with in Pashto examples in prose and verses.
This PPT deals with basic strategies to address a grammar class in EFL/ESL teaching. 3 Steps are suggested and explained in order to help instructors make a simple and stratigic way to approach grammar.
One of the approaches to tap on teaching and learning language, specifically second or foreign language is Grammar-Based Approach. It is not literally or directly teaches grammar but scaffold learners to learn the language through and with grammar using different methods.
Teaching English as a Challenge.
This experiential workshop relates the theory and practice of a programme, English in Action, teaching English through Drama, designed especially for the Ministry of Education’s Special Education department in the City of Buenos Aires, Argentina.
The specific needs and challenges of the population of the 500 students currently in the programme are outlined, from students with ADHD, phobia, emotional trauma, or dyslexia to wheel chair users and students confined to their houses or hospitals with terminal diseases.
The theory will be briefly explained, based on sound evidence, while plenty of practice will serve to illustrate the efficacy of the methodology. The participants will leave with ideas for planning the why, the what and the how of teaching English to students with a challenging range of learning difficulties.
An extensive webography and bibliography will be provided.
With over 13 years of excellence in early childhood education, YKROK is India’s leading provider of high quality employer-sponsored preschool services, partnering strategic institutions and corporations.
Nonverbal Communication - You never get a second chance to make a first impression.
The first impressions dominates over other contexts in conversations and never entirely fades away
First impressions are made in the first 1 - 7 seconds of meeting someone
Be aware of your body language and what its saying
In our newest Slideshare presentation,we at Big Fish Presentations would love to share with our followers 5 ways to improve your body language during your next presentation.
The process of using wordless messages to generate is called Non-verbal Communication. A good communicator must be able to augment his/her verbal communication with the right non-verbal communication.
Last week, we invited Yamin Ma and Xinying Li to give a lecture on teaching Chinese as a foreign Language in Utah and Alberta.
Teacher Ma and teacher Li shared their experiences on teaching methods and strategies and lots of Chinese language teachers attended the lecture.
During the lecture, inspiring talks given centered around topics like teaching approaches, in-classroom strategies, and curriculum implementation.
Presentation on how to build bridges between languages in a dual language setting based on the information presented at the 2014 La Cosecha Conference in Santa Fe, New Mexico as applied to Avenues: The World School, NY, NY
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
3. Up dating ERN data
• Identify all new arrivals in Maintain ESL
• make a list from each grade
• Assess for phase
• Enter phase data in Maintain ESL
• Enter date of assessment
• Amend phase data for all students
Phase 1 for 12 months
• Amend phase data for all students
Phase 2 for 3 or more years
4. What underpins an ESL program
BICS AND CALP
According to Cummins (1984), there are 2 stages of
language proficiency. The first stage includes Basic
Interpersonal Communication Skills (BICS) and the
second stage is Cognitive/Academic Language
Proficiency (CALP).
– It takes 1-2 years for a new ESL student to be fluent in
the first stage (BICS).
– It takes 5 – 7years for an ESL student to develop
proficiency in CALP with ESL support.
While these stages are sequential they may overlap in
acquisition
5. Timetabling ESL support
ESL new arrivals support should be provided to
NAP students in years 2-6 for 1-2 terms who have
little or no English
• NAP support should provide students with
survival skills to negotiate school and support
basic literacy and language across the KLA’s.
• NAP support should be provided daily for 45-60
minutes
• NAP support should have clear goals and a
structured program
6. Timetabling ESL support
ESL support may be provided to kindergarten who
have little or no English in the context of a play-
based language program across KLA’s in class.
• It is NOT recommended that kindergarten or yr1
new arrivals be withdrawn for NAP support. They
need to become accustomed to their class and
teacher.
• For young students who are new arrivals,
language support is best provided in the
classroom where they feel safe.
7. Timetabling ESL support
ESL support for phase 2-3 students across the
school should aim to build academic language in
the Key Learning Areas
• It is NOT recommended that ESL teachers provide
support during guided reading with a guided
reader!
• Guided readers DO NOT provide the academic
language students need to hear, say, read and
write in order to learn.
• Where possible aim to provide a focused
language and literacy program within a KLA.
8. Planning for teaching
Identify
The students in grades 2-6 who require ESL
support. These students
• Will not be achieving stage outcomes in
English in reading or writing (although they
may be speaking quite confidently in English)
9. Planning for teaching
Identify
When, how often and how you will provide the
focused language program
• It is not always possible to provide ESL support in
every classroom everyday. 3-4 times pwk is good
• Once you have identified the numbers of
students across a grade/stage you may need to
negotiate how you provide the support.
• A parallel lesson that runs at the same time may
be the best option
10. Planning for teaching
Identify
• School focus (writing, mathematics, talking)
• Grade focus (Australian animals, planets, food)
• The syllabus outline for the outcomes
• The technical language demands of the unit
• The grammatical language demands
• The assessment task/ any differentiation
• The activities you will need to create to assist
students achievement
11. The ESL Program
An ESL program should be written for every
group/class or grade you support listing the target students
It should include:
• the KLA outcomes/English outcomes
• ESL Scales level/s for each macro skill
• A list of the target language and grammar focus
• The text/s the students will read
• An explanation of the activities the students will do to
achieve the outcomes
• A rubric or marking criteria for the final assessment
12. The role of talk
• Consider, in relation to oral language use, the
relationship between talk and learning and
task design (the role of teacher talk, students’
participation opportunities, the role of L1 etc
and the selection, sequencing and pacing of
activities plus the resources used all support
language development).
15. Language based
Communicative activities
Communicative activities provide students with the
opportunity to hear and use language.
They provide a situation where there is a need to
use language in order to do the task.
Communicative activities use pair and group
organisation and ESL students can be paired with a
more proficient language model. The language
needed to participate in the task must be
introduced to the student before the task begins.
17. The dynamic nature of oral interaction around a task.
Jackie: Let it go. You gotta … you gotta count.
Craig: No, you. I’m doing this.
Jackie: You’re moving it with your hand. It won’t …
Paula: Hang on. If … What if … um … Let’s get a …
Jackie: Yeah … we could hang it from the desk.
Craig: How?
Jackie: I dunno. Where’s … what about …
Paula: Stickytape!
Craig: No, it … it’d come off. Got a thumbtack?…
Here. Put it here.
18. the mode continuum
‘spoken’ ‘written’
(language
(language
accompanying
in reflection)
action)
task-based
group work
19. Unplanned reflection on task (loose structuring)
Craig: We got the … made the … pendulum thing … that
had a bit of a … on … a … just of bit of string and a
bit of plasticine … and to tie that on and sort of …
then we made a …
Jackie: … stuck it to the desk …
Craig: …to the desk
and then we had to put it up higher
because it was too long
and it would’ve hit the ground
so we put the books under the desk
and then we had trouble … um …
because it wouldn’t work properly
and we kept making the string longer
and we … um … we got about 58 centimetres … no
…58 seconds … and 60 things … but we never got it
exact … the right amount.
20. the mode continuum
‘spoken’ ‘written’
(language
(language
accompanying
in reflection)
action)
task-based
group work
reflection
on task
(unprepared)
22. Planned oral presentation
Paula:
We had to make a pendulum that would swing 60 times in a
minute. First we got a string, some plasticine and a
stopwatch … and a ruler. There were two ways we tried to
measure the pendulum - first by changing the length of the
string and secondly by changing the amount of plasticine …
the weight.
When the string was 75 centimetres long it took 57 seconds
to get 60 swings. Then we kept repeating the experiment
and changing the length and the weight, but we couldn’t get
the velocity exact.
We think that the longer the string is the longer time it takes.
23. the mode continuum
‘spoken’ ‘written’
(language
(language
accompanying
in reflection)
action)
task-based
group work
reflection oral
on task presentation
(unprepared) (prepared)
24. ‘Our conclusion …’
A pendulum consists of a weight suspended
on a string, rod or wire. When the weight is
moved and let go, the pendulum will swing
back and forth in a regular motion.
The frequency of the pendulum swing
depends on the length of the string or wire.
The shorter the wire, the greater the
frequency or how fast it goes back and forth.
If you know the length of the pendulum, you
can work out its frequency.
25. the mode continuum
‘spoken’ ‘written’
(language
(language
accompanying
in reflection)
action)
task-based written final
group work notes draft
reflection oral jointly-
on task presentation constructed
(unprepared) (prepared) text
26. the mode continuum
‘spoken’ ‘written’
• dialogue (interactive, jointly constructed) • monologue (sole responsibility)
• spontaneous, fleeting • planned, frozen
(time available for reflection)
• ‘first draft’ • ‘edited’ (eg sifting relevant from irrelevant)
• flowing (grammatical intricacy) • compact
• lexically sparse • lexically dense
• independent of context
• embedded in context
(distanced in time & space)
• tentative exploration, clarifying • consolidation of knowledge,
thinking, making mistakes (making ‘deeper’ connections,
filling gaps, pulling threads together)
• oral features • written features
(intonation, volume, pitch, pauses, stress) (handwriting, punctuation, layout)