The document discusses teaching grammar to intermediate English language learners. It provides guidelines on the abilities of intermediate learners and describes an intermediate course syllabus. The syllabus focuses on grammar structures like the present perfect, conditionals, gerunds/infinitives, modals, and passive voice. It also lists principles for teaching grammar to intermediate learners, such as moving from reproductive to creative language use and personalizing grammar activities. A range of task types are described, including information gaps, problem-solving, role-plays and consciousness-raising activities.
This research-oriented presentation summarizes current best practices in grading, emphasizes why these practices are essential (especially for ELLs), and provides recommendations for teachers to help them avoid common pitfalls in grading while adopting policies and procedures that will increase motivation and encourage academic success in their ELLs.
Task-based language teaching requires an understanding of "what is a task" as well as a plan to ensure people do what they should, and not what they shouldn't. This powerpoint includes materials relating to lesson planning. Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require.
This research-oriented presentation summarizes current best practices in grading, emphasizes why these practices are essential (especially for ELLs), and provides recommendations for teachers to help them avoid common pitfalls in grading while adopting policies and procedures that will increase motivation and encourage academic success in their ELLs.
Task-based language teaching requires an understanding of "what is a task" as well as a plan to ensure people do what they should, and not what they shouldn't. This powerpoint includes materials relating to lesson planning. Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require.
Considerable difficulties in teaching English to very young learners (2.5 - 4...Hoang Tam
The presentation is revolved around experiences shared in the journal the author wrote over eight months teaching English to eight children (two three-year old children, and six four-year old ones). First, she would highlight two considerable difficulties she encountered. Specifically, I could not implement most of the activities carefully planned for I spent most of the time running, chasing, calling out these “uncontrollable” kids’ names, begging them to stop, sit down and learn. Consequently, she was always both physically and mentally exhausted after every class. However, once she could figure out effective ways to settle them down to teach, another problem arose: they did not show any interests in looking at her, listening to her, and doing what she asked and then they quickly got back to the very crazy racing, chasing and running. Second, after presenting the two significant obstacles, the author would share techniques in making these very young learners (1) ready to learn and then (2) engaging in learning English.
Some facts about me :-) Hi, everyone. It is my pleasure to be to share with you my experience in teaching English to very young learners. I am teaching English to English major at University of Social Sciences and Humanities, HCMC, Vietnam. In 2013, I had a chance to start a part-time job as a teacher to very young learners. I had 8 month experience in teaching kids (april 2013 to Dec 2013). I recognized that it was extremely important to invest time and effort in finding educational, compatible, and effective methods to teach this type of learner, so I applied for a scholarship on Early Childhood Development, then I failed. ;-) Then I had to get back to the university and continued my life as an EFL teacher to young adult! But i don’t want to make these experiences die out, so whenever having chances to share, I always grasp them and share with people interested.
How can I improve the class interaction with my students in English? Jc's act...Juan Reyes Jc
Students love English in the school, they enjoy doing oral presentations about their interests, they like singing or playing games, however, they don’t use English to ask requests, ask for information or express their feelings using this foreign language.
Hypothesis:
Students don’t ask questions in the English class due to the fact that they feel shy to make mistakes in front to the class and also because they don’t have the habit of speaking in the foreign language naturally.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Lic. César Augusto Ochoa
Ciclo: Cuarto
Bimestre: Primero
We learned that native speakers have an implicit knowledge of grammar and that children acquire this without realizing it. I commented, however, that a language teacher needs to be able to describe grammatical rules, and in Unit 2 you noted some grammatical differences between spoken and written English. Unit 3 will introduce further grammar concepts and you will have the chance to assess your own explicit knowledge. Unit 2 also began to explore the area of what language we actually choose to use. This unit will continue the theme by looking at how we choose to speak in different situations and will show that this sort of knowledge is just as important for a language learner as grammatical knowledge.
Linguistic competence
The term 'linguistic competence' refers to a person's knowledge of grammar, lexis and sound patterns. As you now know, a native speaker easily acquires implicit knowledge of these aspects of language in childhood. Learners of a foreign language, on the other hand, struggle hard to acquire them. Choosing suitable grammar, words and sound patterns for the particular situation you are in is just as important and this is what the second half of this unit explores. First, though, we will investigate some grammar rules - that is, patterns of usage - and see how they might be useful to a learner of English.
Why do grammar activities like these?
As you carry out the activities on grammar in this unit, remember that it would be very unlikely for a teacher to tell learners everything at once about a particular grammatical item and expect them to apply it when communicating. What she can do is guide learners towards their own understanding about the limits that grammar sets in English - in other words the rules of English grammar. The activities in this section will give you an insight into how to discover and articulate these limits.
A teacher must be skilled at deducing the rules herself so that she can then foster this skill in her learners, who themselves need to develop the same skill if they are to become effective, independent learners. Without such strategies they'll be left to rely entirely on the trial and error methods of a child, and few learners have time to do it this way. So let's now look for some linguistic patterns in English.
Finding patterns: verbs
This section is about looking for boundaries and patterns in verbs. It isn't a comprehensive guide to verbs in the English language. I could have chosen any of the main word classes to investigate - for example, nouns, pronouns or adjectives. But the variety and complexity of the English verb offers you as good a chance as any to practice teasing out and describing some grammatical rules. Verbs also happen to be very central to everything that goes on in English and the explicit knowledge you gain from this section will be useful to you. We'll start with defining the word verb.
Source: https://ebookschoice.com/linguistic-and-communicative-rules/
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
6. Pre-intermediate syllabus Grammar Structure/form Meaning Function Sample Simple Present & Present Continuous Verb+ s/es in third person. am/is/are +verb+ing Simple present expresses facts or usual actions. Present continuous expresses things happening now, at this moment. Stating preferences. Talk about activities and facts. Karina usually sits at the front of the class. Today she is sitting at the back. Simple Past & Past Continuous Verb+ed or irregular verbs. Was/were+verb+ing. The past simple talks about a finished action in the past. The past continuous describes an action in progress at a specific moment in the past. Retelling past events. Telling stories happening at specific times in the past. When I took the photo, they were writing a song. I was sitting on the sofa when I saw the news on TV. Will/ Won’t & Going to Be+going to+base form(verb) Will, won’t +base form. (Predictions, promises, offers and decisions). Use going to talk about future plans. Use will & won’t to make decisions, offering and promising. Making Predictions, offers and decisions. He isn’t going to like the weather here. We’ll take the 6:30 train. I’ll open the door for you. I won’t tell anyone. Comparatives & Superlatives (Short)adjective+er/est than. (Long)adjective more/most+adjective+than Comparatives compare people and things. Superlatives adjectives say which is the biggest in a group. Comparing things, places and People. My sister is shorter than John. John Isn’t as tall as my brother. He’s the tallest person I’ve ever seen.
7.
8. Intermediate syllabus Grammar Structure/form Meaning Function Sample Present Perfect Have/Has+ verb (past participle. He has been to Paris. (He’s been to Paris) Have you ever been to Mexico? Relative Clauses Relative clauses tell us what a place, person or thing does. Identifying People. Describing Places and things. Conditional Clauses (If+ present,) [will+base form ]-First Conditional. (If+past,) [would+base form] -Second Conditional. Use the first conditional to talk about an improbable future situation and its consequence. Second conditional talks about improbable/Impossible situations. Gerunds & Infinitives Verb + ing. To+ base form (verb) Express Purpose. Give definitions.
9. Intermediate and upper-intermediate syllabus Grammar Structure/form Meaning Function Sample Modals Talk about possibilities. Make recommendations. I may go to the party. I might not go to the party. I think you should hire him. Affirmative Statement+negative question with auxiliary. Negative statement+ affirmative question with auxiliary. She doesn’t like it here, does she? You can sing, can’t you? Indirect Questions Auxiliary verb/modal verb + Subject + verb. Indirect questions are polite, longer forms of normal questions. Showing interest in specific objects or actions. These classrooms are cleaned every evening. They weren’t build by the Greeks.
10. Intermediate and upper-intermediate syllabus Grammar Structure/form Meaning Function Sample Had/Hadn’t+ past participle * The past Perfect is the same for all persons. Use the past perfect when you are already talking about the past, and want to talk about an earlier past action. Relating past events to other past events. Reported Speech Tense Change: Present-Past Can-Could Will-Would Present Perfect-Past Perfect Etc. Reporting what someone said.
11. Intermediate syllabus Grammar Structure/form Meaning Function Sample Present Perfect Have/Has+ verb (past participle. Present Perfect is used to talk about past experiences when you don’t say exactly when they happened. Talk about experiences. Starting Conversations. He has been to Paris. (He’s been to Paris) Have you ever been to Mexico? Relative Clauses who/that/where/when & which. Relative clauses tell us what a place, person or thing does. Identifying People. Describing Places and things. A cook is a person who works in a restaurant. A clock is a thing that tells the time. Conditional Clauses (If+ present,) [will+base form ]-First Conditional. (If+past,) [would+base form] -Second Conditional. Use the first conditional to talk about an improbable future situation and its consequence. Second conditional talks about improbable/Impossible situations. Making Hypothesis. If I have time tomorrow, I’ll help you. If a bear attacked me, I would run away. Gerunds & Infinitives Verb + ing. To+ base form (verb) Infinitive says why you do something. Use the gerund as the subject of a sentence, after some verbs and prepositions. Express Purpose. Give definitions. I need to clean my room, it’s too dirty. It’s important not to be late. Smoking is a bad habit.
12. Intermediate and upper-intermediate syllabus Grammar Structure/form Meaning Function Sample Modals May/Might+ base form (possibility) Should/ Shouldn’t + base form (advice) May and Might talk about a future possibility. Should and Shouldn’t are used to give advice or say what you think is right to do. Talk about possibilities. Make recommendations. I may go to the party. I might not go to the party. I think you should hire him. Tag Questions Affirmative Statement+negative question with auxiliary. Negative statement+ affirmative question with auxiliary. Tag questions are used to verify or check information that we think is true or to check information that we aren't sure is true. Checking and confirming facts and opinions. She doesn’t like it here, does she? You can sing, can’t you? Indirect Questions Auxiliary verb/modal verb + Subject + verb. Indirect questions are polite, longer forms of normal questions. Asking Politely. Where is the department store?- Could you tell me where the department store is? Would you tell me the purpose of your visit? Passive Be (Present/Past) + past participle. The passive is used when it’s not known or not important who does or did the action Showing interest in specific objects or actions. These classrooms are cleaned every evening. They weren’t build by the Greeks.
13. Intermediate and upper-intermediate syllabus Grammar Structure/form Meaning Function Sample Past Perfect Had/Hadn’t+ past participle * The past Perfect is the same for all persons. Use the past perfect when you are already talking about the past, and want to talk about an earlier past action. Relating past events to other past events. Suddenly he remembered that he had seen the movie before. I arrived at the coffee shop twenty minutes late. Reported Speech Tense Change: Present-Past Can-Could Will-Would Present Perfect-Past Perfect Etc. Reported speech is used to say what another person said. Besides the tenses, pronouns also suffer a change Reporting what someone said. I want to see you again. He told her (that) he wanted to see her again. I’ve been at work since 8:00. She said (that) he had been at work since 8:00.