This document outlines 12 principles for teaching language:
1. Automaticity - Learning through repetition until it becomes habit. Lessons should focus on using language for real purposes.
2. Meaningful learning - Relating new knowledge to prior knowledge. Avoid rote learning and explain concepts clearly.
3. Anticipation of reward - People are motivated by rewards, so provide praise, encouragement, and opportunities for students to support each other.
4. Intrinsic motivation - Motivation comes from interest and challenge rather than external rewards.
5. Strategic investment - Investing time, effort and attention to improve comprehension and production.
6. Autonomy - Students need opportunities to take initiative and continue
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
The natural approach - teaching methedologyPun Yanut
Main representatives are Tracy Terrel and Stephen Krashen, starting in 1977
Krashen and Terrell identified The Natural Approach with the Traditional Approach.
They relate Natural Approach with Natural Method.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
The natural approach - teaching methedologyPun Yanut
Main representatives are Tracy Terrel and Stephen Krashen, starting in 1977
Krashen and Terrell identified The Natural Approach with the Traditional Approach.
They relate Natural Approach with Natural Method.
High Expectations at school are important for achieving success.University of Panama
Teachers should set high expectations at school. They should believe that her or his students can learn. Ideas taken from Wang and Wang´s book "The First Days of School"
How to invite students to learn. Teachers can be inviting or disinviting students to learn with their words, body language. Invitiing students to learn is helpful, so they feel they are able to do improve.
being an effective teacher implies knowing how to arrange seats for students of all types. Decide how to present your classroom to the students based on proven guidelines.
Abstract
One of the objectives of teaching a foreign language is to enable the learners to become autonomous, that is the ability to continue learning the foreign language without the teachers’ assistance. Autonomous learners are learners who are responsible for their own learning. Thus, it is very important for the learners to learn and understand how to become autonomous learners. The present paper deals with the discussion of how to promote learners’ autonomy.
Key words: autonomous learner, learning theory, learning
strategy
All students are capable of learning. Teachers must find the best strategies to reach all learners. This presentation gives you hints about what can be done to help them learn at their level.
Definición de sinonimia y explicación de los cuatro tipos de sinonimia. Ejemplos de cada tipo. Ilustración del uso de la sinonimia como figura retórica.
Importance of writing a clear main idea expressed by a topic sentence. Kinds of supporting sentences: sensory, facts and statistics and examples or reasons. The concluding sentence or clincher and a example. It provides practice to the students.
Independent and subordinate clauses with examples
An extended section of subordinate clauses has been added
Practices with answer key
Simple, compound, complex and compound-complex sentences
paragraphs with focussed examples are provided to help understand the meanaing in context
Adverb, adjective, and noun clauses classified. A set of 10 examples per type are provided with an answer key. The reader is expected to identify where each begins and ends including the keyword that introduced them. Teachers can extend the function if they ask what word is modified and if they ask about the function of the noun clause.
An example of criteria that can be used to assess a drawing and colouring contest. It is suggested that if a reading is chosen, the pictures may be given to the students for them to draw and colour. The drawings can be from the beginning, middle or end of the story.
USING THE TELEPHONE
it deals with issues that might take place on the phone regarding business. It is mostly focussed for ESL and EFL as well as ESP students. It contains links to videos that strengthen the topics developed.
Business and Banking English
This slide presents information about definitions of business, how a business operates, common expressions used in banking, how a business is created, types of businesses, banking procedures, main trends of the business. The information is varied and complete. It is suitable for a review or introduction of the topics that could further be developed more in detail.
Phonological rules in the English Language.
A comparison of narrow and broad transcription is summarized.
A definition of phonological rule and specific examples of common rules of the English language with words that illustrate each.
Guidelines regarding looking for a job, making an online profile, building rapport with co-workers, and with students, writing formal and informal letters regarding recent job positions, describing a position and its responsibilities. Why and how to create a social media page and how to get ready for a job-fair evant.
It entails a list of guidelines given to translate different types of neologisms: old words, new coinages, abbreviations, phrasal verbs, acronyms, eponyms, collocations, phrasal verbs, transferred words. It suggests ideas on what to do if...It also presents what to keep in mind when translating neologisms and when creating them (in literary texts if necessary). It was taken from the book "A Textbook of Translation" by Peter Newmark. (1988).
translation methods based on how close they are to source and to the target language. it has examples from Spanish to English and from English to Spanish.
The Process of Translating is operational. First we choose the approach to translate, then we always keep in mind the different levels: textual, cohesive, referential and naturlaness.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. COGNITIVE PRINCIPLES
Principle 1: Automaticity
It is the ability to do things without occupying
the mind with the low-level details required,
allowing it to become an automatic response pattern
or habit. It is usually the result of learning,
repetition, and practice.
Examples:
Walk
Drive a bicycle
4. This principle includes:
Subconscious absorption
through meaningful use.
of
language
Efficient and rapid movement away from
a focus on the forms of language to a
focus on the purpose to which language
is used,
Resistance to the temptation to analyze
language forms.
5. Some possible application of the principle to
adult instruction:
You need to have your lessons
are focused on the “use” of
language for purposes that are as
genuine as classroom context will
permit.
You need to exercise patience
with students as you slowly help
them to achieve fluency.
6. Principle 2: Meaningful Learning
Meaningful learning refers to a
learning way where the new
knowledge to acquire is related with
previous knowledge.
7. Some classroom implications of the principle:
1.
Capitalize on the power of
meaningful learning by appealing
to students’ interests, academic
goals, and career goals.
2.
When a new topic is introduced,
you can try that your students can
associate
this
topic
with
something they already know.
3.
Avoid the pitfalls of rote learning:
Too much grammar explanation.
Too many abstract principles
and theories.
8. Principle 3: The Anticipation of Reward
Human
beings
are
universally driven to act,
or
―behave,‖
by
the
anticipation of some sort of
reward—tangible
or
intangible, short term or
long term– that will ensue
as a result of the behavior.
9. Constructive classroom implications:
Provide an optimal degree of immediate
verbal praise and encouragement to students
as a form of short-term reward.
Display enthusiasm and excitement
yourself in the classroom. If you are
dull, lifeless, bored, and have low
energy, you can be almost sure that it will be
contagious.
Encourage students to reward each other
with compliments and supportive action.
10. Principle 4: Intrinsic Motivation
It refers to motivation that comes
from inside an individual rather than
from any external or outside
rewards, such as money or grades.
Learners
perform
task
because
it
is
fun, interesting, useful, or challenging, and not
because they anticipate some cognitive or affective
rewards from the teacher.
11. Principle 5: Strategic Investment
Investment of time, effort, and
attention to the second language to
help you to can be comprehend
and produce the language.
12. Principle 6: Autonomy
Successful mastery of the
foreign language will depend to
a great extent on learner’s
autonomous ability both to take
initiative in the classroom and
to continue their journey to
success beyond the classroom
and the teacher.
13. Some classroom implications of the principle:
Using pair and group word as interactive
activities in your classroom.
In oral and written production in the
classroom, encourage creativity and praise
students for trying language that`s a little
beyond their present capacity.
Suggest opportunities for students to use
their language outside of class. Examples: TV,
the Internet, books, magazines, practicing with
each others.
14. AFFECTIVE PRINCIPLES
Principle 7: Language Ego
It creates within the learners a sense of fragility, a
defensiveness, and a raising of inhibitions.
All second language learners need to be treated
with affective tender loving care because it will help
you to be fine although they do not understand all
the lessons.
15. Principle 8: Willingness to Communicate
Learners
believe
in
themselves and in their capacity
to accomplish communicative
tasks, and are therefore willing
risk takers in their attempts to
produce
and
to
interpret
language that is a bit beyond
their absolute certainly.
16. How can your classrooms reflect the Principle of
WTC?
Give ample verbal and nonverbal assurances
to students, affirming your belief in the
student`s ability.
Create an atmosphere in the classroom that
encourages students to try out language, to
venture a response, and not to wait for someone
else to volunteer language.
Help your students to understand what risktaking is, lest some feel that they must blurt out
any old response.
17. Principle 9: The Language-Culture Connection
Whenever
you
teach
a
language, you also teach a
complex system of cultural
customs, values, and ways of
thinking.
18. Some classroom applications :
Discuss cross-cultural differences with
your students, emphasizing that no culture
is “better” than another, but that crosscultural understanding is an important
facet of learning a language.
Teach
your
students
the
culture
connotations, especially the sociolinguistic
aspects, of language.
19. LINGUISTIC PRINCIPLES
Principle 10: The Native Language Effect
The native language of learners exerts a strong
influence on the acquisition of the target language
system. While that native system will exercise both
facilitating and interfering effects on the production
and comprehension of the new language, the
interfering effects are likely to be the most salient.
20. Some classroom suggestions stemming from the
Native Language Effect are as follows:
1. Regard learners’ errors as important windows to
their underlying system and provide appropriate
feedback on them. Errors of native language
interference may be repaired by acquainting the
learner with the native language cause of the error.
2. Ideally every successful learner will hold on to the
facilitating effects of the native language and
discard the interference.
21. Principle 11: Interlanguage
Second
language
learners
tend to go through a systematic
or
quasi--systematic
developmental process as they
progress to full competence in
the target language. Successful
interlanguage development is
partially a result of utilizing
feedback from others.
22. Classroom implications that deserve the teachers’
attention:
Try to distinguish between the student’s
systematic inter-language errors (stemming from
the native language or target language) and other
errors; the former will probably have a logical
source that the student can become aware of.
Teachers need to exercise some tolerance for
certain inter-language forms that may arise out of
student’s logical development process.
23. Principle 12: Communicative Competence
Some
components
Competence:
of
Communicative
Organizational
Competence
Psycomotor Skills
Competence
Strategic
Competence
Pragmatic Competence
24. Communicative Competence is the goal of a
language classroom.
Communicative goals are best achieved by giving
due attention to language use and not just usage, to
fluency and not just accuracy, to authentic language
and contexts, and to students’ eventual need to apply
classroom learning to previously unrehearsed
contexts in the real world.