English is matter language and to learn new language is not that easy, so i build my own method to teaching english for my student. and i hope it help them to be more understand and motivate them.
This document discusses education for children with hearing impairments. It addresses where they should be taught (educational placement options include self-contained classrooms, partial mainstreaming, and full mainstreaming), how they should be taught (considering language of education and communication modes), and what they should be taught (general vs modified curriculum). It provides suggestions for promoting inclusive classrooms and lists basic principles for inclusive instruction, such as differentiating, providing supports, and using effective teaching strategies that benefit all students. The goal of transition education is to help students achieve quality of life after school by gaining basic, thinking, and personal skills as outlined by the Secretary's Commission on Achieving Necessary Skills.
The document discusses interventions for struggling readers. It recommends a 3-step process: 1) Diagnose needs through assessments, 2) Prepare targeted materials, 3) Implement interventions including classroom support, small group instruction, and a reading lab program. The reading lab uses the Carbo Method of repeated readings of recorded books above students' levels to improve fluency, comprehension and motivation. Vocabulary development strategies include using sophisticated words, graphic organizers, and self-checking cards.
This document discusses using the Adobe Audition program to enhance language learning in the classroom. It aims to demonstrate how to record from websites and employ the program to improve listening skills, enhance collaboration among students, and help teachers improve their technology skills. The goals are to enhance listening comprehension, allow students to independently practice speaking, and better prepare students for real-world communication challenges. Teachers will be trained on the software through hands-on practice and troubleshooting sessions.
This document discusses different types of educational materials including board games, sound filmstrips, tape-text programs, and radio-vision programs. It provides the purposes of these materials such as using sound filmstrips for phonics and narration, and radio-vision programs to enhance understanding from radio commentaries. The strengths and weaknesses of each material are also outlined, for example board games can encourage problem solving but teachers have less control, while sound filmstrips make learning visual but the devices may be outdated.
Dyslexia is a language-based learning difficulty that impacts reading and spelling abilities. It has various subtypes and symptoms like lack of confidence, poor organization, and confusing instructions. The document provides tips for teachers to help students with dyslexia, such as designating a quiet area, using visual aids, allowing extra time for tests, and positive reinforcement. Above all, it stresses that students with dyslexia are not stupid or lazy.
Methods for Improving Learning of Students in Special Education SchoolsAaron School
Teaching in special education schools is different compared to normal schools and we discuss some methods for improving the learning for students in special education.
Integrate is a multi-level reading and writing series for beginner to intermediate learners of English. The series features reading passages in a variety of formats on high-interest topics linked to common academic standards. Throughout the series, learners gain familiarity with reading skills, reinforced through writing tasks. Reading comprehension is progressively developed in tandem with fluency. Throughout the series, students gradually expand their vocabulary through exposure to high-frequency focus words related to the unit topics. Engaging videos and augmented reality (AR) content enrich the learning experience and provide opportunities for developing digital literacy and 21st-century skills.
Surya jyoti shakya how to describe learning and teachingSurya Jyoti Shakya
This document discusses elements that need to be present in a language classroom to help students learn effectively. It outlines the elements of engage, study, and activate. Engage aims to arouse student interest through activities like games, music, and stories. Study refers to focusing on language construction, such as pronunciation practice or grammar rules. Activate describes exercises that encourage students to use language communicatively through activities like role-plays, debates, and story writing. The document also discusses different lesson sequences, such as boomerang, patchwork, and straight arrow, that incorporate these engage, study, activate elements.
This document discusses education for children with hearing impairments. It addresses where they should be taught (educational placement options include self-contained classrooms, partial mainstreaming, and full mainstreaming), how they should be taught (considering language of education and communication modes), and what they should be taught (general vs modified curriculum). It provides suggestions for promoting inclusive classrooms and lists basic principles for inclusive instruction, such as differentiating, providing supports, and using effective teaching strategies that benefit all students. The goal of transition education is to help students achieve quality of life after school by gaining basic, thinking, and personal skills as outlined by the Secretary's Commission on Achieving Necessary Skills.
The document discusses interventions for struggling readers. It recommends a 3-step process: 1) Diagnose needs through assessments, 2) Prepare targeted materials, 3) Implement interventions including classroom support, small group instruction, and a reading lab program. The reading lab uses the Carbo Method of repeated readings of recorded books above students' levels to improve fluency, comprehension and motivation. Vocabulary development strategies include using sophisticated words, graphic organizers, and self-checking cards.
This document discusses using the Adobe Audition program to enhance language learning in the classroom. It aims to demonstrate how to record from websites and employ the program to improve listening skills, enhance collaboration among students, and help teachers improve their technology skills. The goals are to enhance listening comprehension, allow students to independently practice speaking, and better prepare students for real-world communication challenges. Teachers will be trained on the software through hands-on practice and troubleshooting sessions.
This document discusses different types of educational materials including board games, sound filmstrips, tape-text programs, and radio-vision programs. It provides the purposes of these materials such as using sound filmstrips for phonics and narration, and radio-vision programs to enhance understanding from radio commentaries. The strengths and weaknesses of each material are also outlined, for example board games can encourage problem solving but teachers have less control, while sound filmstrips make learning visual but the devices may be outdated.
Dyslexia is a language-based learning difficulty that impacts reading and spelling abilities. It has various subtypes and symptoms like lack of confidence, poor organization, and confusing instructions. The document provides tips for teachers to help students with dyslexia, such as designating a quiet area, using visual aids, allowing extra time for tests, and positive reinforcement. Above all, it stresses that students with dyslexia are not stupid or lazy.
Methods for Improving Learning of Students in Special Education SchoolsAaron School
Teaching in special education schools is different compared to normal schools and we discuss some methods for improving the learning for students in special education.
Integrate is a multi-level reading and writing series for beginner to intermediate learners of English. The series features reading passages in a variety of formats on high-interest topics linked to common academic standards. Throughout the series, learners gain familiarity with reading skills, reinforced through writing tasks. Reading comprehension is progressively developed in tandem with fluency. Throughout the series, students gradually expand their vocabulary through exposure to high-frequency focus words related to the unit topics. Engaging videos and augmented reality (AR) content enrich the learning experience and provide opportunities for developing digital literacy and 21st-century skills.
Surya jyoti shakya how to describe learning and teachingSurya Jyoti Shakya
This document discusses elements that need to be present in a language classroom to help students learn effectively. It outlines the elements of engage, study, and activate. Engage aims to arouse student interest through activities like games, music, and stories. Study refers to focusing on language construction, such as pronunciation practice or grammar rules. Activate describes exercises that encourage students to use language communicatively through activities like role-plays, debates, and story writing. The document also discusses different lesson sequences, such as boomerang, patchwork, and straight arrow, that incorporate these engage, study, activate elements.
Grammar Planet is a three-book grammar series designed to help learners acquire a solid foundation of basic, high-frequency grammar structures. To solidify and expand learner's knowledge of grammar and to encourage steady progress, this series uses a spiral curriculum which reviews previous grammar points while simultaneously incorporating new, more complex structures.
The document summarizes a teacher's work during the first semester at a school. It describes how the teacher developed curriculums and lessons to improve students' oral English, vocabulary, grammar and communication skills for various classes, including music and primary English. While most students remained at low to medium novice levels, the teacher saw advancement over the course of the semester through continuous assessment and adjusting lessons based on student needs. The teacher also collaborated with other teachers and participated in school activities and functions.
The document provides information about several websites that offer English learning resources including websites that offer speaking lessons and practice over 2 hour periods daily with worksheets, emphasize speaking practice over grammar study and using phrases, offer self-learning programs in Indian languages to support English learning, provide online lessons, tests and quizzes to improve English skills and speaking, and include options for 20 minutes daily practice on mobile with top trainers. The document was prepared by Rashmi.
Drill and practice involves repeatedly asking students questions about a particular skill so they can respond and improve. It works best for aesthetic learners who learn by doing rather than watching. For example, a times tables lesson may focus on just multiplying by 10 through repeated practice worksheets. This repetition helps patterns and answers become second nature. While it allows individual pacing, drill and practice could cause slower students to fall behind if overused or for abstract concepts.
The teacher training video aims to teach English teachers how to use textbooks in the classroom, provide practical teaching tips, and encourage self-reflection. It covers 10 modules on topics like motivation, vocabulary, grammar, pronunciation, listening, speaking, reading and writing. Each module offers guidance on introducing and practicing the language skills, managing student participation, and creating effective classroom activities. The overall goal is to help new teachers get started and continue improving.
A4 tri-fold brochure for REM+ Tuition in Adelaide on the benefits of the Palyberry Reading Program for students with dyslexia. Copywriting and design by Cadogan and Hall.
This document provides guidance for differentiating instruction and assessment for English language learners (ELLs) at different proficiency levels. It recommends using visual aids, simplified language, and hands-on activities to assess beginning ELLs. For more advanced ELLs, suggestions include allowing students to role play, use graphic organizers, or answer essay questions orally. The document also offers ideas for classroom teachers, such as building vocabulary banks, using visual teaching methods, and giving ELLs additional support activities to reinforce lessons.
Oracy, or purposeful speaking, is important for student learning but often neglected due to high-stakes testing and packed curriculums. Oracy involves student and teacher talk on specific topics using advanced vocabulary and improves both social and academic language skills. Incorporating short periods of student talk, such as two minutes for every ten minutes of teacher talk, across subject areas allows students to process new concepts, engage with lessons, and practice complex language before writing.
This document outlines best practices for teaching Chinese in high school. It emphasizes using a backwards design curriculum framework focused on what students need to know to be successful in Chinese courses from 1st year to AP level. The document recommends making expectations rigorous and relevant, stimulating learning through displays of Chinese culture, focusing on meaningful communication, using the target language as the medium of instruction, embedding culture in language instruction, and assessing students continuously through performance tasks addressing listening, reading, speaking and writing.
Three book reading series contains 20 units structured into 10 thematic topics with 4 pages per each unit
Suitable for students in their middle school to early high school. CEFR level: Upper intermediate A2-A2+
Think & Write activities provided at end of the book, which enables students to reflect on key information from the passage.
Helps students’ to encounter key vocabularies and improve understanding of concepts and ideas through series of comprehension and writing questions.
Increasing Reading Progress Through Karaokenymsmdocdocil
The document discusses using karaoke to help students improve their reading skills. It notes that some students struggle with reading and have short attention spans. Witnessing a student singing lyrics without being able to read the text showed that arts can reinforce reading. The document proposes using karaoke in the classroom to make learning more enjoyable and stimulate both sides of the brain. It argues karaoke is a motivating, non-reading activity that can improve fluency as students read lyrics on screen. Karaoke also makes oral reading less threatening as students sing aloud instead of read. The document encourages using karaoke in an upcoming reading camp and regular classes to make reading instruction more fun.
Using Il Ps Effectively In Esol Sessions 220609Chris Hooper
1) The document discusses managing personalised learning in ESOL (English for Speakers of Other Languages) sessions by exploring individual learning plans (ILPs) and how to incorporate personalized learning into group teaching.
2) An Ofsted report showed that teaching at one school improved from inadequate to good as lessons began to better address individual student needs through improved ILPs and progress monitoring.
3) The rest of the session would involve writing new ILP templates in small groups, planning lessons to incorporate personalised learning and goals from ILPs.
The PPP Approach to Communicative Language Teachingroger miller
The document describes the PPP approach to language teaching. It consists of three stages: Presentation, Practice, and Production. In the Presentation stage, new language is introduced through meaningful examples. Practice involves activities for students to use the new language with accuracy. Production creates situations for students to communicate using the new language. The document also discusses variables to consider like classroom setup, student and teacher roles, and resources available to help make classes more engaging.
A future teacher will face problems resolving different student learning styles in the classroom. They will need to present visual activities for visual learners and physical activities like games for kinesthetic learners. Speaking skills should be taught in the classroom to motivate students, as many see the ability to speak as knowing the language. If speaking activities are implemented correctly, it can make the classroom more fun and dynamic, raising student motivation to learn English. Overall, teachers must be prepared to address problems in the classroom, and gain experience through practice to acquire the necessary tools.
The document discusses different conceptual frameworks for structuring a lesson, including:
1) A linear beginning-middle-end structure that starts with reviewing homework, sets the lesson context, has students do exercises, and ends with reviewing and assigning homework.
2) A pre-while-post structure that engages students before the lesson, has students do tasks during the lesson, and follows up after.
3) A test-teach-test structure where the teacher tests students initially, teaches new material, and tests students again to check understanding.
This document presents a study on using documentary videos to develop content for ESL writing. The study had three objectives: 1) understand students' views on using videos for writing, 2) determine if videos help develop writing content, and 3) compare writing scores before and after watching videos. Students watched a documentary video then completed a pre-test and post-test essay. Interviews asked students about their writing process and using videos. Results from student writing tests and interviews were analyzed to understand how videos impact ESL writing development.
The document discusses the Presentation, Practice, Production (PPP) approach to language teaching. It describes each stage: Presentation involves introducing new language in a meaningful context; Practice tests accuracy and familiarizes students with the language; Production creates situations for students to communicate using the new language. The document provides features and examples of activities for each stage, emphasizing creating meaningful, memorable contexts and opportunities for student use of the target language.
The document provides strategies for effective teaching of English as a second language (ESL) students. It recommends fully implementing cooperative learning and placing ESL students in reading groups with teachers trained in ESL methodology. Teachers should speak slowly and clearly, use simpler sentences, rephrase and clarify, and emphasize new vocabulary. When giving directions, they should break tasks into simpler steps and check for understanding. Building vocabulary before and during lessons is important, as is using gestures, visuals, labels, displays, student ideas, role playing and physical activities. Recommended student interaction techniques include buddy buzz, think-pair-share, and shadow talk.
The document provides strategies for supporting English as an additional language (EAL) pupils in the classroom. It outlines techniques for making teaching comprehensible, planning for language learning, using appropriate questioning strategies, including opportunities for speaking and listening, checking for comprehension, treating errors appropriately, maintaining a low anxiety level, and using pupils' home languages. Some key strategies include using visuals and gestures, modifying speech, providing scaffolds, allowing time for responses, and leveraging bilingual adults.
Integrating LSRW Language Skills in ESL Curriculum1.pptxSubramanian Mani
1) The document discusses integrating language skills like listening, speaking, reading and writing into ESL curriculums.
2) It provides examples of classroom activities that can help develop these skills like group work, role playing, using films and audio tapes.
3) The role of teachers is to incorporate activities that engage students and allow them to practice and develop their language skills through interaction, instead of just one-way teaching. This helps students learn in a more realistic way.
Grammar Planet is a three-book grammar series designed to help learners acquire a solid foundation of basic, high-frequency grammar structures. To solidify and expand learner's knowledge of grammar and to encourage steady progress, this series uses a spiral curriculum which reviews previous grammar points while simultaneously incorporating new, more complex structures.
The document summarizes a teacher's work during the first semester at a school. It describes how the teacher developed curriculums and lessons to improve students' oral English, vocabulary, grammar and communication skills for various classes, including music and primary English. While most students remained at low to medium novice levels, the teacher saw advancement over the course of the semester through continuous assessment and adjusting lessons based on student needs. The teacher also collaborated with other teachers and participated in school activities and functions.
The document provides information about several websites that offer English learning resources including websites that offer speaking lessons and practice over 2 hour periods daily with worksheets, emphasize speaking practice over grammar study and using phrases, offer self-learning programs in Indian languages to support English learning, provide online lessons, tests and quizzes to improve English skills and speaking, and include options for 20 minutes daily practice on mobile with top trainers. The document was prepared by Rashmi.
Drill and practice involves repeatedly asking students questions about a particular skill so they can respond and improve. It works best for aesthetic learners who learn by doing rather than watching. For example, a times tables lesson may focus on just multiplying by 10 through repeated practice worksheets. This repetition helps patterns and answers become second nature. While it allows individual pacing, drill and practice could cause slower students to fall behind if overused or for abstract concepts.
The teacher training video aims to teach English teachers how to use textbooks in the classroom, provide practical teaching tips, and encourage self-reflection. It covers 10 modules on topics like motivation, vocabulary, grammar, pronunciation, listening, speaking, reading and writing. Each module offers guidance on introducing and practicing the language skills, managing student participation, and creating effective classroom activities. The overall goal is to help new teachers get started and continue improving.
A4 tri-fold brochure for REM+ Tuition in Adelaide on the benefits of the Palyberry Reading Program for students with dyslexia. Copywriting and design by Cadogan and Hall.
This document provides guidance for differentiating instruction and assessment for English language learners (ELLs) at different proficiency levels. It recommends using visual aids, simplified language, and hands-on activities to assess beginning ELLs. For more advanced ELLs, suggestions include allowing students to role play, use graphic organizers, or answer essay questions orally. The document also offers ideas for classroom teachers, such as building vocabulary banks, using visual teaching methods, and giving ELLs additional support activities to reinforce lessons.
Oracy, or purposeful speaking, is important for student learning but often neglected due to high-stakes testing and packed curriculums. Oracy involves student and teacher talk on specific topics using advanced vocabulary and improves both social and academic language skills. Incorporating short periods of student talk, such as two minutes for every ten minutes of teacher talk, across subject areas allows students to process new concepts, engage with lessons, and practice complex language before writing.
This document outlines best practices for teaching Chinese in high school. It emphasizes using a backwards design curriculum framework focused on what students need to know to be successful in Chinese courses from 1st year to AP level. The document recommends making expectations rigorous and relevant, stimulating learning through displays of Chinese culture, focusing on meaningful communication, using the target language as the medium of instruction, embedding culture in language instruction, and assessing students continuously through performance tasks addressing listening, reading, speaking and writing.
Three book reading series contains 20 units structured into 10 thematic topics with 4 pages per each unit
Suitable for students in their middle school to early high school. CEFR level: Upper intermediate A2-A2+
Think & Write activities provided at end of the book, which enables students to reflect on key information from the passage.
Helps students’ to encounter key vocabularies and improve understanding of concepts and ideas through series of comprehension and writing questions.
Increasing Reading Progress Through Karaokenymsmdocdocil
The document discusses using karaoke to help students improve their reading skills. It notes that some students struggle with reading and have short attention spans. Witnessing a student singing lyrics without being able to read the text showed that arts can reinforce reading. The document proposes using karaoke in the classroom to make learning more enjoyable and stimulate both sides of the brain. It argues karaoke is a motivating, non-reading activity that can improve fluency as students read lyrics on screen. Karaoke also makes oral reading less threatening as students sing aloud instead of read. The document encourages using karaoke in an upcoming reading camp and regular classes to make reading instruction more fun.
Using Il Ps Effectively In Esol Sessions 220609Chris Hooper
1) The document discusses managing personalised learning in ESOL (English for Speakers of Other Languages) sessions by exploring individual learning plans (ILPs) and how to incorporate personalized learning into group teaching.
2) An Ofsted report showed that teaching at one school improved from inadequate to good as lessons began to better address individual student needs through improved ILPs and progress monitoring.
3) The rest of the session would involve writing new ILP templates in small groups, planning lessons to incorporate personalised learning and goals from ILPs.
The PPP Approach to Communicative Language Teachingroger miller
The document describes the PPP approach to language teaching. It consists of three stages: Presentation, Practice, and Production. In the Presentation stage, new language is introduced through meaningful examples. Practice involves activities for students to use the new language with accuracy. Production creates situations for students to communicate using the new language. The document also discusses variables to consider like classroom setup, student and teacher roles, and resources available to help make classes more engaging.
A future teacher will face problems resolving different student learning styles in the classroom. They will need to present visual activities for visual learners and physical activities like games for kinesthetic learners. Speaking skills should be taught in the classroom to motivate students, as many see the ability to speak as knowing the language. If speaking activities are implemented correctly, it can make the classroom more fun and dynamic, raising student motivation to learn English. Overall, teachers must be prepared to address problems in the classroom, and gain experience through practice to acquire the necessary tools.
The document discusses different conceptual frameworks for structuring a lesson, including:
1) A linear beginning-middle-end structure that starts with reviewing homework, sets the lesson context, has students do exercises, and ends with reviewing and assigning homework.
2) A pre-while-post structure that engages students before the lesson, has students do tasks during the lesson, and follows up after.
3) A test-teach-test structure where the teacher tests students initially, teaches new material, and tests students again to check understanding.
This document presents a study on using documentary videos to develop content for ESL writing. The study had three objectives: 1) understand students' views on using videos for writing, 2) determine if videos help develop writing content, and 3) compare writing scores before and after watching videos. Students watched a documentary video then completed a pre-test and post-test essay. Interviews asked students about their writing process and using videos. Results from student writing tests and interviews were analyzed to understand how videos impact ESL writing development.
The document discusses the Presentation, Practice, Production (PPP) approach to language teaching. It describes each stage: Presentation involves introducing new language in a meaningful context; Practice tests accuracy and familiarizes students with the language; Production creates situations for students to communicate using the new language. The document provides features and examples of activities for each stage, emphasizing creating meaningful, memorable contexts and opportunities for student use of the target language.
The document provides strategies for effective teaching of English as a second language (ESL) students. It recommends fully implementing cooperative learning and placing ESL students in reading groups with teachers trained in ESL methodology. Teachers should speak slowly and clearly, use simpler sentences, rephrase and clarify, and emphasize new vocabulary. When giving directions, they should break tasks into simpler steps and check for understanding. Building vocabulary before and during lessons is important, as is using gestures, visuals, labels, displays, student ideas, role playing and physical activities. Recommended student interaction techniques include buddy buzz, think-pair-share, and shadow talk.
The document provides strategies for supporting English as an additional language (EAL) pupils in the classroom. It outlines techniques for making teaching comprehensible, planning for language learning, using appropriate questioning strategies, including opportunities for speaking and listening, checking for comprehension, treating errors appropriately, maintaining a low anxiety level, and using pupils' home languages. Some key strategies include using visuals and gestures, modifying speech, providing scaffolds, allowing time for responses, and leveraging bilingual adults.
Integrating LSRW Language Skills in ESL Curriculum1.pptxSubramanian Mani
1) The document discusses integrating language skills like listening, speaking, reading and writing into ESL curriculums.
2) It provides examples of classroom activities that can help develop these skills like group work, role playing, using films and audio tapes.
3) The role of teachers is to incorporate activities that engage students and allow them to practice and develop their language skills through interaction, instead of just one-way teaching. This helps students learn in a more realistic way.
Scaffolding language skills in a secondary school.pptxDenisGray8
This presentation discusses scaffolding language skills for secondary school students. Scaffolding involves providing appropriate assistance to help students achieve beyond their individual abilities. The presentation outlines how teachers can use verbal scaffolds like slowing speech and modeling pronunciation. It also discusses using procedural scaffolds such as graphic organizers, mind maps, and sentence frames to help students understand and organize information. Finally, it recommends six teaching strategies for scaffolding, including modeling language, encouraging native language use, activating prior knowledge, and using visuals and collaborative work.
How students present with a specific learning disability09002472
Children with dyslexia or specific learning disabilities appear bright in subjects not involving reading or writing. However, when asked to read or write, they are often years behind peers and try to avoid it. They may display bad behavior or do minimal work. Many view themselves as "dumb" and have low self-esteem.
Motivate all your language learners 23 nov13Isabelle Jones
Copy of the slides for the "Motivate ALL your language learners!-Differentiation revisited" session at Manchester Grammar School (for ALL), Saturday 23rd November 2013
The direct method for teaching English involves using only English without translation or formal grammar study. It focuses on associating words with their meanings through discussion, dramatization, gestures and pictures to emphasize listening and speaking skills. The goals are to enable students to think, understand what they hear/read, use language accurately, and express thoughts fluently in English. Key principles include using limited vocabulary, inductive grammar teaching, oral work, correct pronunciation, and associating words and thoughts directly. Techniques motivate English thinking, encourage questioning and answering in English, and use aids like charts, pictures, and audio/video. Advantages include better pronunciation, understanding, fluency and being psychologically based, while disadvantages are difficulty without translation, cost
Oral communication skills in pedagogical researchWenlie Jean
This document discusses the importance of teaching oral communication skills in the classroom. It outlines three parts of oral communication - listening, speaking, and reflecting. It also discusses two approaches to teaching oral communication skills - a task-based approach and a communicative approach. Finally, it addresses some current issues teachers may face in teaching oral communication skills, such as language barriers, students with exceptionalities, and uninterested students. It provides suggestions for how to address these issues.
This document discusses strategies for teaching speaking skills to English language learners. It begins by defining speaking and comparing it to other skills. It then explores reasons why students may be reluctant to speak, including feeling embarrassed about mistakes and lack of confidence. Common mistakes teachers make are also examined, such as not providing enough input before speaking activities. The document provides suggestions for developing speaking skills, such as creating a supportive environment, allowing time for thinking, and providing maximum opportunities for students to speak. Finally, it discusses different types of speaking activities teachers can use, including information gap activities, role plays, discussions and interviews.
This Powerpoint presentation discusses differentiation strategies for language learners. It defines differentiation as planning instruction that takes into account all learners' needs to help them make progress. The presentation provides examples of differentiating instruction based on learners' abilities, learning styles, prior knowledge and experiences. Specific strategies are suggested for differentiating the skills of listening, speaking, reading and writing. The presentation emphasizes that differentiation should be integral to effective teaching and aims to motivate all language learners.
This document discusses various issues and approaches related to teaching pronunciation to English language learners. It addresses topics such as:
- The benefits of explicitly teaching pronunciation, such as helping students concentrate on sounds and know where sounds are made.
- Considering intelligibility over perfection as the goal of pronunciation teaching.
- Common problems students face, such as difficulties hearing pronunciation features and producing unfamiliar sounds.
- Different approaches to integrating pronunciation teaching, such as devoting full lessons to it or inserting short pronunciation exercises into regular lessons.
- Techniques for working on individual student pronunciation needs in addition to whole-class instruction.
- Methods for teaching sounds, stress, intonation, spelling-sound relationships
The document provides strategies for supporting students learning English as an additional language in the classroom. It includes tips such as "buddy up" students with strong English speakers, using pictures to supplement rules and instructions, providing dictionaries, pre-teaching vocabulary, asking open questions, allowing thinking time, modeling speaking and listening, highlighting key words, encouraging use of first language, and focusing talk with clear roles. The strategies aim to increase engagement, comprehension, and language development for EAL students.
1) The document discusses using Think-Pair-Share and Critical Debate techniques to improve students' English speaking skills at a high school in Surakarta, Indonesia.
2) It notes that currently students' speaking abilities are low due to lack of practice and confidence.
3) The study aims to determine if using Think-Pair-Share, which involves individual and partner work, and Critical Debate, which requires arguing different perspectives, can boost speaking scores and make class more engaging.
The document discusses strategies for improving the teaching of English in schools. It provides reviews of current practices, plans for the upcoming year, and suggestions. The key strategies discussed are introducing more activity-based and communicative learning through activities like role-playing, debates, and speeches. Other strategies include maintaining a resource file with reference materials, introducing audio resources to develop listening skills, emphasizing vocabulary and reading skills, and making better use of the language lab and audiovisual room. Regular assessments and departmental meetings are also recommended.
Students with Language Disorders
Katie, Simona, Kara, Sheree and John
(YouTube videos are included directly following the slides on which they are linked i.e. you don't need to click the link as the videos are on the next slide)
The document discusses strategies for differentiating instruction to meet the needs of all learners. It identifies factors that affect differentiation, such as educational background and learning styles. It then provides examples of how teachers can differentiate lessons by task, resources, outcomes, extension, and grouping. Specific reading, writing, speaking and listening differentiation strategies are outlined. The document concludes with tips on using visual aids, oral questioning, and interactive learning techniques to further support differentiation.
This document outlines the stages of an effective speaking lesson for secondary students: 1) Warm-up - a quick fun activity to engage students; 2) Lead-in - use of pictures, music, or questions to set the topic context; 3) Generate ideas - brainstorming or providing a model for students to develop speaking points; 4) Language clarification - introduce vocabulary and structures needed; 5) Practice - allow preparation time; 6) Speaking task - have students perform the speaking activity; 7) Reformulation - allow repetition of the task with feedback. Each stage should be brief except the speaking task.
English assignment could embody several functions: consolidating language learned in class, extending students’ horizon and developing students’ key competence which is required in a new era of information evolution. This paper aims at raising principles as well as approaches to realize individualized English assignment in Primary school in the hope of endowing students’ chances to develop as an all-round developed individual.
This document discusses using audio-lingual teaching methods as an alternative for teaching speaking skills to junior high school students. It describes audio-lingualism as an oral-based approach that emphasizes vocabulary acquisition through dialog repetition and drills without translation. The document outlines principles of this method, such as learning through imitation and drilling grammatical patterns, and provides examples of techniques like dialog memorization, substitution drills, and question-and-answer practice. It argues that audio-lingualism can make English classes more engaging for junior high students by encouraging active participation through spoken repetition and drills.
This document provides strategies and recommendations for teachers to address the needs of students with disabilities or learning difficulties. It suggests focusing on students' strengths rather than weaknesses, developing problem-solving and self-advocacy skills, using clear instructions, incorporating assistive technologies, and implementing accommodations like additional time on tests or alternative testing locations. Recommended practices include reinforcing positive behaviors, limiting distractions, pre-teaching material, and using visual aids, gestures, or sign language to help auditory learners comprehend concepts. The goal is to reduce student frustration through organized routines, progress checks, and multi-sensory instruction tailored to different learning styles.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
2. Teachers use various methods to meet the
needs of all students, including those who
struggle.
Some methods include slowing down or
speeding up the pace of the work for individual
students within a classroom.
Other methods include using props
such as charts and pictures to
show students what they are
expected to learn.
4. Reading help student to accustomed the
words, and it practically connected with
pronunciation.
Give student some article to read.
Make them to read it repeatedly
and correct their pronunciation.
5. Show a video online, to build their knowledge
and improve their listening skill and
communication skill
6. Create a topic and make student to build
their own opinion with it.
Help them to develop the
opinion.
Ask them to present their
writing in front of others