The document provides tips for teaching reading with computer-assisted language learning (CALL). It discusses selecting appropriate reading texts at the right difficulty level. It recommends emphasizing important words and providing opportunities for learners to interact with texts by clicking for help. Teachers should let CALL texts spark discussion among learners and choose materials that explicitly teach language. Evaluation of comprehension and language knowledge helps focus learners on what they are learning. Teachers should help develop strategies for online reading.
The document provides information about British culture and government. It discusses the structure of the British government including the cabinet, prime minister, ministries and departments, and local government. It also covers the three main political parties in Britain - the Conservative Party, Labour Party, and Liberal Democrats. The civil service and its role is explained. Examples of key ministries and departments like the Treasury, Home Office, and Foreign Office are given.
The document compares and contrasts American and British culture, language, food and sports. It notes that typical American foods include apple pie, fried chicken, pizza and hamburgers which derive from immigrant recipes and ingredients like turkey, corn and maple syrup. Well-known American sports include baseball, American football, basketball and ice hockey. Typical British foods are mentioned as roast meats, Yorkshire pudding, vegetables and gravy. The document also outlines some key differences between American English and British English, such as vocabulary, pronunciation, verb usage and prepositions.
Một số câu hỏi ôn tập môn - American CultureVo Linh Truong
The document discusses several key aspects of American culture, including traditional American values, forces that shaped American culture, the educational system, and approaches to dealing with immigration cultures. It identifies six basic traditional American values: individual freedom, equality of opportunity, material wealth, self-reliance, competition, and hard work. It also discusses five major forces that shaped American culture: imported traditions, the emergence of an American voice, immigration and diversity, the development of mass media, and the impact of consumerism. Additionally, it provides an overview of the U.S. educational system from elementary school through higher education. Finally, it outlines four main approaches to dealing with immigration cultures: monoculturalism, Leitkultur, the melting pot
The United Kingdom is a unitary state governed under a constitutional monarchy. Executive power is exercised by Her Majesty's Government and devolved governments in Scotland, Wales and Northern Ireland. Legislative power is held by the UK Parliament and devolved assemblies. The UK has a multi-party system dominated by the Conservative and Labour parties. Scotland, Wales and Northern Ireland have devolved legislatures and governments. The Queen is the head of state while the Prime Minister leads Her Majesty's Government.
The document discusses the roles and functions of the UK Parliament. It is made up of three parts: the House of Commons, House of Lords, and Monarch. The House of Commons is the most powerful part and is composed of Members of Parliament elected by the public to represent constituencies. The House of Lords complements the work of the Commons by revising legislation and holding the government accountable. Together they work to pass laws and govern the country on behalf of citizens.
The document provides information about the geography, demographics, and economy of the United States. It notes that the US has 50 states located in North America between Canada and Mexico. It is ethnically diverse, with the original inhabitants being Native Americans and later populations including British, African, and European immigrants. The economy relies on services and has regional specializations like finance in New York and technology in California. Income inequality has risen and social mobility has declined relative to other developed nations.
The document summarizes the education system in England. It states that full-time education is compulsory up to middle teenage years and is free of charge. There are three main recognized stages of education: primary education (ages 5-11), secondary education (ages 11-16/18), and further/higher education (ages 16/18+). The education system includes state schools, which are publicly funded, as well as private schools.
The document provides information about British culture and government. It discusses the structure of the British government including the cabinet, prime minister, ministries and departments, and local government. It also covers the three main political parties in Britain - the Conservative Party, Labour Party, and Liberal Democrats. The civil service and its role is explained. Examples of key ministries and departments like the Treasury, Home Office, and Foreign Office are given.
The document compares and contrasts American and British culture, language, food and sports. It notes that typical American foods include apple pie, fried chicken, pizza and hamburgers which derive from immigrant recipes and ingredients like turkey, corn and maple syrup. Well-known American sports include baseball, American football, basketball and ice hockey. Typical British foods are mentioned as roast meats, Yorkshire pudding, vegetables and gravy. The document also outlines some key differences between American English and British English, such as vocabulary, pronunciation, verb usage and prepositions.
Một số câu hỏi ôn tập môn - American CultureVo Linh Truong
The document discusses several key aspects of American culture, including traditional American values, forces that shaped American culture, the educational system, and approaches to dealing with immigration cultures. It identifies six basic traditional American values: individual freedom, equality of opportunity, material wealth, self-reliance, competition, and hard work. It also discusses five major forces that shaped American culture: imported traditions, the emergence of an American voice, immigration and diversity, the development of mass media, and the impact of consumerism. Additionally, it provides an overview of the U.S. educational system from elementary school through higher education. Finally, it outlines four main approaches to dealing with immigration cultures: monoculturalism, Leitkultur, the melting pot
The United Kingdom is a unitary state governed under a constitutional monarchy. Executive power is exercised by Her Majesty's Government and devolved governments in Scotland, Wales and Northern Ireland. Legislative power is held by the UK Parliament and devolved assemblies. The UK has a multi-party system dominated by the Conservative and Labour parties. Scotland, Wales and Northern Ireland have devolved legislatures and governments. The Queen is the head of state while the Prime Minister leads Her Majesty's Government.
The document discusses the roles and functions of the UK Parliament. It is made up of three parts: the House of Commons, House of Lords, and Monarch. The House of Commons is the most powerful part and is composed of Members of Parliament elected by the public to represent constituencies. The House of Lords complements the work of the Commons by revising legislation and holding the government accountable. Together they work to pass laws and govern the country on behalf of citizens.
The document provides information about the geography, demographics, and economy of the United States. It notes that the US has 50 states located in North America between Canada and Mexico. It is ethnically diverse, with the original inhabitants being Native Americans and later populations including British, African, and European immigrants. The economy relies on services and has regional specializations like finance in New York and technology in California. Income inequality has risen and social mobility has declined relative to other developed nations.
The document summarizes the education system in England. It states that full-time education is compulsory up to middle teenage years and is free of charge. There are three main recognized stages of education: primary education (ages 5-11), secondary education (ages 11-16/18), and further/higher education (ages 16/18+). The education system includes state schools, which are publicly funded, as well as private schools.
The document compares some key cultural differences between the United Kingdom and United States. Some differences include:
- Government structure - the UK is a constitutional monarchy while the US is a federal republic.
- Customs - Americans tend to be more patriotic, portions are larger in US restaurants, driving is on opposite sides of the road between the countries.
- Educational systems - in the US students choose schools by district, have guidance counselors, while UK students take entrance exams and often take a gap year between school and university.
- Other differences include language variations, traffic control measures, and publishing rates between the two countries.
The document outlines the separation of powers in the UK system of government. It describes the three branches of government as the legislative, executive, and judicial powers. The legislative power makes laws and is embodied by Parliament consisting of the House of Commons, House of Lords, and Monarch. The executive power implements and enforces laws and is made up of the government led by the Prime Minister. The judicial power interprets laws and is represented by judges headed by the Supreme Court.
The United Kingdom has a constitutional monarchy with Queen Elizabeth II as head of state and a parliamentary system. Legislative power is held by a bicameral Parliament consisting of the House of Commons and House of Lords. The UK has a multi-party system dominated by the Conservative and Labour parties. David Cameron currently serves as Prime Minister leading a coalition government with the Liberal Democrats.
The UK has a parliamentary democracy based on universal suffrage and a constitutional monarchy. The government is led by ministers who govern in the name of the monarch as both head of state and head of government. Parliament consists of the House of Lords, House of Commons, and monarch and passes laws while the executive branch implements policies. The Prime Minister and cabinet members are selected from the majority party in the House of Commons and work with the permanent civil service to govern on a daily basis under the authority of the monarch.
The Welsh educational system is overseen by the Education Minister in the Senedd. All schools must follow the National Curriculum which is inspected by Estyn. Education is divided into early years (ages 0-4), primary (ages 5-11), secondary (ages 11-16), and post-16 education. Students are assessed throughout their education via teacher assessments and national standardized tests. After secondary education, students may pursue higher education, apprenticeships, or vocational qualifications.
The document summarizes the American education system from preschool through university level education. It describes the decentralized structure with control at the federal, state, and local levels. It also discusses historical issues like desegregation, challenges like inadequate funding and preparation in some areas, and the emphasis on extracurricular activities and athletics at the university level. Overall, the document provides an overview of the key components and historical context of the American education system from elementary through post-secondary levels.
The document summarizes the political system of Great Britain. It outlines that the United Kingdom is a constitutional monarchy with Queen Elizabeth II as head of state. The British Parliament is made up of two chambers - the House of Commons with elected members and the House of Lords containing hereditary peers. It also briefly describes the main political parties and roles of key government ministers.
200 đề tài luận văn ngành sư phạm tiếng anh. Các đề tài luận văn sưu tầm và chọn lọc, cho các bạn có thể tham khảo. VIẾT THUÊ LUẬN VĂN THẠC SĨ, ZALO/TELEGRAM 0917 193 864
Danh Sách 200 Đề Tài Khóa Luận Tốt Nghiệp Ngành Ngôn Ngữ Anh đã chia sẻ đến cho các bạn nguồn tài liệu hoàn toàn hữu ích. Nếu các bạn muốn tải bài mẫu này vui lòng nhắn tin ngay qua zalo/telegram : 0932.091.562 để được hỗ trợ tải nhé.
This document provides an introduction to British culture. It begins with definitions of culture and discusses the background of British culture, including its geography, history, politics, people, education system, traditions, economics, language, and media. It then examines aspects of British culture as they relate to the workplace and free time. It concludes with a brief overview of some differences between British and Chinese cultures.
The document introduces a presentation group called Star with 6 members. It discusses the national press in the UK, including the differences between broadsheet and tabloid newspapers. Broadsheets are larger with more text and fewer pictures, aimed at more educated readers. Tabloids are smaller with more images and simpler language for a wider audience. The document also covers BBC television, how it is funded without advertising, and compares it to commercial broadcaster ITV.
This document provides an introduction to morphemes in English. It defines a morpheme as the smallest meaningful unit in a language. Morphemes can be classified as free or bound, and as bases (roots) or affixes. Morphemes may have variations called allomorphs, which are selected based on phonological rules. The document discusses different types of allomorphs and provides exercises for students to practice identifying morphemes and their variations in English words.
The document contains a multiple choice quiz about the British education system. It asks 14 questions about topics like the number of stages, the "three Rs", attitudes towards education, the Open University, school uniforms, foreign language requirements, holidays, exam subjects, and the meaning of "sixth form". The questions have 3 potential answer choices each.
Public education is universally required at the K–12 level, and is available at state colleges and universities for all students. K–12 public school curricula, budgets, and policies are set through locally elected school boards, who have jurisdiction over individual school districts. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems, and supervise, usually through a board of regents, state colleges and universities. Funding comes from the state, local, and federal government.[4]
Private schools are generally free to determine their own curriculum and staffing policies, with voluntary accreditation available through independent regional accreditation authorities. About 87% of school-age children attend public schools, about 10% attend private schools,[5] and roughly 3% are home-schooled.
A study on difficulties and solutions in English listening skill of the secon...Phi Pham
The document provides an overview of listening and discusses its importance in language learning. It defines listening as an active process of receiving, attending to, and assigning meaning to auditory stimuli. Listening involves comprehending pronunciation, grammar, vocabulary and meaning. It is considered one of the most important skills in acquiring a new language. The document also discusses some common difficulties students face with listening, such as unfamiliar words, syntax, accents, and distractions. Factors that can affect English listening are also examined, including classroom environment, student motivation, recording quality, and accents.
This document discusses key aspects of education including values, expectations, diversity, participation, and relationships. It addresses the teacher-student relationship in American schools, expectations for honest and ethical behavior, competitive grading, and sources of student stress. International students face additional challenges in adapting to American classroom culture. Active participation is expected and students may openly question teachers, though some traditions vary globally and not all views are equally accepted. A diverse student body exposes American students to different world perspectives.
The document summarizes the major religions in the United Kingdom based on census data. Christianity is the largest religion, with over 70% of the population identifying as Christian. Islam is the second largest at nearly 3% of the population. Other religions practiced in significant numbers include Judaism, Hinduism, and Catholicism. The Anglican Church is the largest Christian denomination, with the monarch serving as its head.
The document provides information about different types of schools in the UK education system. It begins by defining formal, informal, and non-formal education. It then outlines that education is compulsory in the UK between ages 5-16 according to the National Curriculum. The document describes the state education system with primary, secondary, and tertiary levels. It proceeds to discuss the different types of schools including community, foundation, voluntary aided and faith, city academies, and specialist schools. It concludes that schools are funded through public and private means and that there is a variety of control and funding between local authorities, businesses, and charities.
Ethan pendergraft read 180 next generation research presentationliteracyassessments
The READ 180 Next Generation program provides intensive reading intervention for struggling readers in grades 4-12 who are two years below grade level. It uses differentiated instructional software, leveled literature, and focuses on reading, writing, and vocabulary skills. The program helps students take ownership of their learning and prepares them for the rigor and writing demands of the Common Core State Standards. Studies found READ 180 improved comprehension and literacy achievement, with some students gaining one to two years' worth of reading growth.
Web 2.0 tools such as blogs and podcasts can effectively support reading achievement in K-12 students. They provide collaborative environments to expand reading and writing skills in areas like fluency, vocabulary, and text comprehension. Blogs allow for creativity and ownership in the reading/writing process, while podcasts can impact vocabulary development and comprehension through audio resources. Creating podcasts of readers' theater, oral readings, or book reports encourages repetition, rereading, and public performance, motivating students and improving their work.
The document compares some key cultural differences between the United Kingdom and United States. Some differences include:
- Government structure - the UK is a constitutional monarchy while the US is a federal republic.
- Customs - Americans tend to be more patriotic, portions are larger in US restaurants, driving is on opposite sides of the road between the countries.
- Educational systems - in the US students choose schools by district, have guidance counselors, while UK students take entrance exams and often take a gap year between school and university.
- Other differences include language variations, traffic control measures, and publishing rates between the two countries.
The document outlines the separation of powers in the UK system of government. It describes the three branches of government as the legislative, executive, and judicial powers. The legislative power makes laws and is embodied by Parliament consisting of the House of Commons, House of Lords, and Monarch. The executive power implements and enforces laws and is made up of the government led by the Prime Minister. The judicial power interprets laws and is represented by judges headed by the Supreme Court.
The United Kingdom has a constitutional monarchy with Queen Elizabeth II as head of state and a parliamentary system. Legislative power is held by a bicameral Parliament consisting of the House of Commons and House of Lords. The UK has a multi-party system dominated by the Conservative and Labour parties. David Cameron currently serves as Prime Minister leading a coalition government with the Liberal Democrats.
The UK has a parliamentary democracy based on universal suffrage and a constitutional monarchy. The government is led by ministers who govern in the name of the monarch as both head of state and head of government. Parliament consists of the House of Lords, House of Commons, and monarch and passes laws while the executive branch implements policies. The Prime Minister and cabinet members are selected from the majority party in the House of Commons and work with the permanent civil service to govern on a daily basis under the authority of the monarch.
The Welsh educational system is overseen by the Education Minister in the Senedd. All schools must follow the National Curriculum which is inspected by Estyn. Education is divided into early years (ages 0-4), primary (ages 5-11), secondary (ages 11-16), and post-16 education. Students are assessed throughout their education via teacher assessments and national standardized tests. After secondary education, students may pursue higher education, apprenticeships, or vocational qualifications.
The document summarizes the American education system from preschool through university level education. It describes the decentralized structure with control at the federal, state, and local levels. It also discusses historical issues like desegregation, challenges like inadequate funding and preparation in some areas, and the emphasis on extracurricular activities and athletics at the university level. Overall, the document provides an overview of the key components and historical context of the American education system from elementary through post-secondary levels.
The document summarizes the political system of Great Britain. It outlines that the United Kingdom is a constitutional monarchy with Queen Elizabeth II as head of state. The British Parliament is made up of two chambers - the House of Commons with elected members and the House of Lords containing hereditary peers. It also briefly describes the main political parties and roles of key government ministers.
200 đề tài luận văn ngành sư phạm tiếng anh. Các đề tài luận văn sưu tầm và chọn lọc, cho các bạn có thể tham khảo. VIẾT THUÊ LUẬN VĂN THẠC SĨ, ZALO/TELEGRAM 0917 193 864
Danh Sách 200 Đề Tài Khóa Luận Tốt Nghiệp Ngành Ngôn Ngữ Anh đã chia sẻ đến cho các bạn nguồn tài liệu hoàn toàn hữu ích. Nếu các bạn muốn tải bài mẫu này vui lòng nhắn tin ngay qua zalo/telegram : 0932.091.562 để được hỗ trợ tải nhé.
This document provides an introduction to British culture. It begins with definitions of culture and discusses the background of British culture, including its geography, history, politics, people, education system, traditions, economics, language, and media. It then examines aspects of British culture as they relate to the workplace and free time. It concludes with a brief overview of some differences between British and Chinese cultures.
The document introduces a presentation group called Star with 6 members. It discusses the national press in the UK, including the differences between broadsheet and tabloid newspapers. Broadsheets are larger with more text and fewer pictures, aimed at more educated readers. Tabloids are smaller with more images and simpler language for a wider audience. The document also covers BBC television, how it is funded without advertising, and compares it to commercial broadcaster ITV.
This document provides an introduction to morphemes in English. It defines a morpheme as the smallest meaningful unit in a language. Morphemes can be classified as free or bound, and as bases (roots) or affixes. Morphemes may have variations called allomorphs, which are selected based on phonological rules. The document discusses different types of allomorphs and provides exercises for students to practice identifying morphemes and their variations in English words.
The document contains a multiple choice quiz about the British education system. It asks 14 questions about topics like the number of stages, the "three Rs", attitudes towards education, the Open University, school uniforms, foreign language requirements, holidays, exam subjects, and the meaning of "sixth form". The questions have 3 potential answer choices each.
Public education is universally required at the K–12 level, and is available at state colleges and universities for all students. K–12 public school curricula, budgets, and policies are set through locally elected school boards, who have jurisdiction over individual school districts. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems, and supervise, usually through a board of regents, state colleges and universities. Funding comes from the state, local, and federal government.[4]
Private schools are generally free to determine their own curriculum and staffing policies, with voluntary accreditation available through independent regional accreditation authorities. About 87% of school-age children attend public schools, about 10% attend private schools,[5] and roughly 3% are home-schooled.
A study on difficulties and solutions in English listening skill of the secon...Phi Pham
The document provides an overview of listening and discusses its importance in language learning. It defines listening as an active process of receiving, attending to, and assigning meaning to auditory stimuli. Listening involves comprehending pronunciation, grammar, vocabulary and meaning. It is considered one of the most important skills in acquiring a new language. The document also discusses some common difficulties students face with listening, such as unfamiliar words, syntax, accents, and distractions. Factors that can affect English listening are also examined, including classroom environment, student motivation, recording quality, and accents.
This document discusses key aspects of education including values, expectations, diversity, participation, and relationships. It addresses the teacher-student relationship in American schools, expectations for honest and ethical behavior, competitive grading, and sources of student stress. International students face additional challenges in adapting to American classroom culture. Active participation is expected and students may openly question teachers, though some traditions vary globally and not all views are equally accepted. A diverse student body exposes American students to different world perspectives.
The document summarizes the major religions in the United Kingdom based on census data. Christianity is the largest religion, with over 70% of the population identifying as Christian. Islam is the second largest at nearly 3% of the population. Other religions practiced in significant numbers include Judaism, Hinduism, and Catholicism. The Anglican Church is the largest Christian denomination, with the monarch serving as its head.
The document provides information about different types of schools in the UK education system. It begins by defining formal, informal, and non-formal education. It then outlines that education is compulsory in the UK between ages 5-16 according to the National Curriculum. The document describes the state education system with primary, secondary, and tertiary levels. It proceeds to discuss the different types of schools including community, foundation, voluntary aided and faith, city academies, and specialist schools. It concludes that schools are funded through public and private means and that there is a variety of control and funding between local authorities, businesses, and charities.
Ethan pendergraft read 180 next generation research presentationliteracyassessments
The READ 180 Next Generation program provides intensive reading intervention for struggling readers in grades 4-12 who are two years below grade level. It uses differentiated instructional software, leveled literature, and focuses on reading, writing, and vocabulary skills. The program helps students take ownership of their learning and prepares them for the rigor and writing demands of the Common Core State Standards. Studies found READ 180 improved comprehension and literacy achievement, with some students gaining one to two years' worth of reading growth.
Web 2.0 tools such as blogs and podcasts can effectively support reading achievement in K-12 students. They provide collaborative environments to expand reading and writing skills in areas like fluency, vocabulary, and text comprehension. Blogs allow for creativity and ownership in the reading/writing process, while podcasts can impact vocabulary development and comprehension through audio resources. Creating podcasts of readers' theater, oral readings, or book reports encourages repetition, rereading, and public performance, motivating students and improving their work.
This document defines and describes different types of lines used in technical drawings. It discusses visible and hidden object lines, dimension lines, extension lines, center lines, leader lines, cutting plane lines, reference lines, repeated/ditto lines, break lines, and hatching lines. For each line type, it provides details on the line weight, style, and purpose. The document serves as a reference for the proper application of various line types in technical drawings.
The document provides three links to online resources about enhancing learning with technology. The first link is to a website called "Where's My Helmet?" about Dan Pink's book "A Whole New Mind". The second link is to a YouTube video about the construction of Canberra. The third item mentions Michael Fullan and includes a reference to a Zen ink painting by Hakuin Ekaku.
Using different Web 2.0 tools and a wiki as the central platform, I was able to expand on a chosen novel to integrate skills. In the future I will be using graded readers since recommended by the students, either Matilda or Rabbit Proof Fence.
The document discusses using technology to enhance reading instruction. It describes software like Kidspiration and Timeliner that make learning fun. It also discusses using Alphasmarts keyboards and digital cameras in lessons. One article discusses the Soliloquy reading program that helps struggling readers through speech recognition. Another discusses using simulations to help teaching reading diagnosis skills. Overall, the document argues that technology can make reading more engaging for students and help teachers assess and improve reading skills.
Notes in Philippine History (Chapter 3)Noel Jopson
The document provides an overview of the cultural evolution and traditional communities of pre-colonial Philippines. It discusses that the earliest settlers came from Southeast Asia and developed stone tools for hunting. Agriculture developed during the Neolithic period, growing crops like taro and yam. Cultural influences came through trade with neighboring islands and Asia, introducing beliefs, languages, and technologies from Malay, Hindu, Chinese, and Arab cultures. Traditional barangay communities had a social structure led by a datu, with classes like maharlika and alipin. Spirit worship and animism were practiced.
This document introduces the characters from the Oxford Reading Tree series, the Robinson family - Christopher "Kipper", his siblings Barbara "Biff" and David "Chip", their parents known as Mum and Dad, their dog Floppy, grandmother Gran, and friends Wilf and Wilma, who are siblings. It provides the real names of some characters and their relationships within the family.
Read my Buddy: Collaborative Peer Reading Programme (Project Highlights)S. L. Faisal
‘Read my Buddy‘ (RmB) is a collaborative reading programme aimed at transforming moderate readers into fervent readers and helping them to become better learners, through mentoring by peers and teachers.
Objectives
1. To transform moderate readers into fervent readers through a guided and collaborative reading approach.
2. To understand and assess the reading habit and skills of a student through creating a Reading profile.
3. To find and apply strategies to improve the reading and learning skills of a moderate reader who also may be a slow learner.
4. To provide personalized learning support to all participants by seamlessly giving access to required information resources available in and outside the library.
5. To collaborate with teachers for mentoring the participants and make them perform better in scholastic and non-scholastic areas.
6. To promote collaborative learning in a library oriented learning environment.
7. To make reading an enjoyable and lifelong activity by connecting two likeminded people.
To know more, visit https://readmybuddy.wordpress.com
Web 2.0 first emerged in 2003 and refers to new generations of web technologies that enable greater user participation, interaction and data sharing over the internet. It utilizes technologies like AJAX, CSS and web services to create rich interactive experiences and social features. Key aspects include users generating and manipulating content, participatory and social aspects, as well as enhanced interfaces.
The document discusses the results of a study on the effects of a new drug on memory and cognitive function in older adults. The double-blind study involved 100 participants aged 65-80 and found that those given the drug performed significantly better on memory and problem-solving tests than the placebo group after 6 months. However, longer term effects beyond 6 months are still unknown and require further research.
Web 2.0 refers to second-generation online services that emphasize user-generated content, interoperability, and collaboration on the World Wide Web. Key aspects of Web 2.0 include AJAX (Asynchronous JavaScript and XML), which allows web pages to be updated asynchronously without reloading, RSS feeds for sharing content, and social networking/sharing sites. Software as a Service (SaaS) delivers software applications over the internet, eliminating the need to install and run applications locally on computers.
Web 1.0 focused on commerce while Web 2.0 emphasizes user participation and contribution. The concept of Web 2.0 emerged from a 2004 brainstorming session between O'Reilly and MediaLive International. Key principles of Web 2.0 include customization for individual users, harnessing collective intelligence by allowing users to contribute and edit content, and specialized databases to store user data. Web 2.0 applications are also characterized by a perpetual beta approach with frequent updates and a focus on services rather than single-device software.
This document discusses various reading interventions used to improve literacy. It begins with examples of jumbled letters and their corresponding words to build vocabulary. It then addresses why reading is important, factors that affect reading proficiency, and how teachers target word identification, fluency, vocabulary, and comprehension. The document outlines the Department of Education's goal to enable reading in English and Filipino for all students. It describes assessment tools and programs used to monitor progress, along with implications of results. A range of interventions are presented, including read-a-thons, spelling bees, vocabulary lessons, silent reading time, buddy reading, readers theater, and journaling to promote literacy development.
Reading intervention programs aim to prevent or address reading failure by targeting students' specific needs. Effective interventions identify whether a student struggles with decoding, fluency, comprehension, or vocabulary and provide instruction tailored to their phase of learning. The response to intervention model uses increasingly intensive tiers of support. Tier 1 involves core instruction, Tier 2 adds more time and intensity, and Tier 3 provides individualized intervention. Successful programs explicitly teach phonics, include reading with comprehension, and can be implemented in small groups or by paraprofessionals especially in early grades. Evaluating programs ensures they adapt to student needs and include alphabetic knowledge, phonemic awareness, vocabulary and text reading.
This document introduces AddWeb, an IT development and consulting company based in Ahmedabad, India. It summarizes AddWeb's mission, vision, values and mantra of client delight. The document outlines AddWeb's services such as website and app development using technologies like Drupal, PHP, and AngularJS. It also provides facts about AddWeb's client base, experience, employee retention and certification. Finally, it describes how clients can engage with AddWeb through fixed price, time and material, or dedicated approaches.
The document discusses intensive and extensive reading approaches to language learning. Intensive reading involves closer analysis of texts under a teacher's guidance to develop language skills, while extensive reading allows students to read large quantities independently for pleasure and general understanding. It emphasizes that the purpose of reading determines the appropriate strategy, and teaches students to vary their reading speed and level of attention based on whether they need a detailed understanding or general comprehension of a text. The goal is to help students become efficient readers who can flexibly apply different reading techniques suited to different goals.
This document provides an overview of strategies and principles for teaching reading. It discusses several key aspects of reading instruction including vocabulary development, comprehension, activating prior knowledge, and content-based instruction. Some specific strategies described are structural analysis, context clues, intensive/extensive reading, pleasure reading, prereading plans, previewing, anticipation guides, Question-Answer Relationships (QARs), Reciprocal Questioning (ReQuest), and K-W-L charts. The document also outlines the general objectives of a second language reading program and principles for designing effective reading lessons.
Module five task based learning; project based learning and content based ...javierpulido84
The document discusses task-based language teaching and project work. It describes tasks as activities that use students' available language to solve problems or share experiences. Tasks provide opportunities for negotiation of meaning. The document then outlines a 12-week project where students work in groups to choose a topic, design a questionnaire, collect and analyze data, and present their findings. The project aims to provide authentic language use and motivation while developing students' questioning, presentation, and collaboration skills.
Teaching Reading Extensive vs intensive reading, and reading sequenceRizky Amelia
This document discusses teaching reading strategies, including extensive and intensive reading. Extensive reading involves rapidly reading large amounts of material for general understanding, while intensive reading involves reading shorter texts in detail to develop specific skills. The roles of the teacher in each type of reading are also described. Finally, reading sequences are proposed as a strategy that involves multiple language skills, such as speaking, reading, and writing, to give students practice with skills like skimming and scanning.
This document discusses strategies for teaching vocabulary to advanced students. It recommends using a lexical approach that focuses on chunks of language like collocations and idioms rather than isolated words. Teachers should expose students to authentic materials and encourage noticing patterns in vocabulary use. Productive use of new words is important, so students need opportunities to apply vocabulary in tasks like writing a leaflet. A variety of techniques can help retention, including grouping words semantically and using memory strategies like mental images. The goal is to help students learn vocabulary independently beyond the classroom.
This document provides guidance on teaching listening and reading skills to language learners. It discusses key concepts for both skills, including the nature of listening comprehension, relationships between listening and reading, and implications of schema theory for reading. Recommendations are provided for classroom practices and procedures for both skills, such as using pre, during, and post activities. The document also addresses designing reading courses, providing feedback to learners, and materials for teaching listening comprehension. The overall purpose is to outline fundamental concepts and effective instructional approaches for developing students' listening and reading abilities.
The document outlines principles for developing effective materials for language learning. It discusses 6 main principles:
1) Learners need exposure to meaningful, comprehensible language input.
2) Learners must be cognitively and affectively engaged with the language experience.
3) Learners can benefit from using mental resources like visualization and inner speech.
4) Learners can benefit from noticing salient features of the input.
5) Learners need opportunities to use language communicatively.
6) Materials should incorporate these principles through activities that provide language exposure, engagement, mental processing, noticing, and meaningful output practice.
This document discusses strategies for teaching reading as a second language. It covers research areas like bottom-up and top-down processing, schema theory, and the role of affect and culture. It also discusses types of written language, characteristics of written text like permanence and complexity, and strategies to improve reading comprehension such as identifying purpose, scanning for information, and analyzing vocabulary. The document concludes with principles for designing interactive reading techniques, including using intrinsically motivating texts and including both bottom-up and top-down approaches.
This document discusses effective approaches for teaching grammar. It argues that traditional deductive grammar teaching, which focuses on explicit rules and forms in isolation, does not support communication. Instead, it advocates for inductive grammar teaching that uses texts and meaningful activities to allow students to discover rules. Key aspects of the inductive approach include focusing on form within meaningful contexts, providing feedback, and moving from comprehension to production. The goal is to teach grammar as a skill for communication rather than as isolated rules.
Activity 02 Discussion Questions With Answersenglishonecfl
This document summarizes discussion points from three reading-related groups - Group A: Reading & Reading Instruction, Group B: Reading Materials, and Group C: The Reading Syllabus. For Group A, key discussion points included whether teachers should focus on skills or comprehension, the difference between reading skills and strategies, and whether extensive reading involves implicit learning. For Group B, topics were around using authentic vs. non-authentic texts and checking text difficulty levels. Group C discussed the role of critical reading in exam-focused courses and the importance of needs analysis in setting up reading courses.
This document provides tips and guidance for using CALL (computer-assisted language learning) in English language teaching. It recommends selecting CALL materials that explicitly teach vocabulary at an appropriate level, providing interactive practice opportunities for learners, and incorporating collaborative tasks. The document also discusses evaluating learner performance, developing online vocabulary learning strategies, and following principles of learner guidance, authentic language exposure, and structured learning activities when using CALL in the classroom.
RBL - Teaching Language Skills 'Reading' and 'Listening' - 4th GroupRBLmadev Class 2018
Presented by Khoirunnisa Isnani / 17716251043 & Pradita Amelia Nugraha Ningtyas / 17716251046 for Resource Based Learning class / Graduate Program of English Education Department / Yogyakarta State University 2018
The document discusses several key points about teaching reading strategies to language learners. It emphasizes that reading materials should be authentic, the reading purpose should be authentic, and the reading approach should mimic real-world reading. Effective strategies include previewing, predicting, skimming and scanning, guessing from context, and paraphrasing. The instructor's role is to model strategies, provide time for students to practice them, and check comprehension. When students use strategies appropriately, they gain more control over the reading experience and confidence in their reading ability.
- Reading is a complex process that requires comprehension and the use of various strategies. It is best developed when taught together with other language skills like writing, listening, and speaking.
- There are different approaches to teaching reading, including bottom-up (focusing on individual words/sounds), top-down (using background knowledge to understand), and interactive (combining bottom-up and top-down). The interactive approach is considered the most effective.
- To teach reading successfully, teachers must understand the reading process, teach comprehension strategies, use interactive techniques, and create purposeful reading experiences for students. Both intensive and extensive reading practices should be incorporated into instruction.
An Overview of Syllabuses in English Language Teachingjetnang
This document provides an overview of different types of syllabuses used in English language teaching. It describes 13 different syllabus types: procedural, cultural, situational, skill-based, structured/formal, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical. Each type has a different focus, such as tasks, culture, situations, skills, or lexical items. The document notes that no single syllabus is appropriate for every learner and that syllabuses are often combined to meet different needs. It poses questions about which types may be most beneficial for language learners and whether a more flexible or pre-outlined approach is preferable.
This document discusses various language teaching approaches including:
- Grammar Translation focuses on grammar rules and translation between languages.
- Audio-Lingual Method teaches grammar through repetition and drills to reinforce correct forms.
- Natural Approach immerses learners in the target language and emphasizes comprehension over speaking.
- Total Physical Response uses physical actions to reinforce comprehension before speaking.
- Suggestopedia creates a relaxed environment using music and role-playing to make students more suggestible.
- Pleasure reading allows learning vocabulary through context and connecting word meanings in sentences.
- Content-Based Instruction uses content as a vehicle for language teaching and develops cognitive skills in two languages.
This document discusses various approaches to developing reading skills and materials for second language learners. It covers:
1) Characteristics of fluent vs less fluent L2 readers in terms of language knowledge, cognitive ability, and strategies.
2) Four components of L2 reading fluency: automaticity, accuracy, reading rate, and prosodic structuring.
3) Different approaches to teaching reading including comprehension-based, language-based, skill/strategy-based, and schema-based.
4) Criticisms of some traditional approaches and recommendations for developing engaging materials that decrease linguistic demands and help learners experience the text through multidimensional representation.
Materials development in language teachingFadi Sukkari
For Tomlinson, language learning materials need to be improved in several ways:
1. They should cater to different learning styles and not just favor analytic learners.
2. Self-access materials specifically should encourage experiential learning and help learners make conscious decisions.
3. Both student and teacher materials need to provide more options and activities to accommodate different preferences.
Similar to Tips for teaching with CALL-Chapter 3:"Reading" (20)
This lesson plan is for a 4th form bilingual class about animals. It includes 4 speaking activities where students talk about animals' characteristics and habitats. In the first activity, students describe animals using "can/can't" and "have/haven't got". The second has students complete a crossword by guessing animals. The third is an animal guessing game. In the fourth, the teacher asks questions for students to guess the animal and its habitat. The lesson ends with a reflection activity identifying correct statements about animals.
The lesson plan describes an English class focusing on describing animals using the phrase "have got". Students will learn about elephants' body parts like short legs and big ears. They will then practice writing sentences describing other animals using "have got". To conclude, students will determine whether sentences written on the board are describing animals or not. The lesson combines learning grammar, vocabulary, and practicing descriptive writing about animals.
This lesson plan is for a 4th form bilingual class about animal abilities. It will take 40 minutes and includes activities to activate prior knowledge about animals, clarify vocabulary about what animals can and cannot do using examples, and apply the lesson through exercises matching animals with abilities and identifying animals in pictures based on descriptions of abilities. Students will work individually, in groups, and as a class to reinforce that animals have different abilities and understand how to use "can" and "cannot" to describe them. The lesson will end with a reflection activity to review what was learned.
This lesson plan is for a 4th form bilingual class about animal abilities. It will take 40 minutes and includes activities to practice animals and what they can and can't do using the grammar focus of "can" and "can't". Students will complete sentences with can/can't about animal abilities and play matching games to practice reading and speaking about which animals can perform certain actions based on pictures and texts.
This lesson plan is for a 4th form bilingual class about animal abilities. It will take 40 minutes and includes activities to activate prior knowledge about animals, clarify vocabulary about what animals can and cannot do using examples, and apply the lesson through exercises matching animals with abilities and identifying animals in pictures based on descriptions of abilities. Students will work individually, in groups, and as a class to reinforce that animals have different abilities like whether they can run, hide, swim or fly and use "can" and "can't" to describe abilities. The lesson will end with students evaluating true/false sentences about animal abilities.
This lesson plan is for a 4th form bilingual class about animal abilities. It will take 40 minutes and includes activities to practice animals and what they can and can't do using the grammar focus of "can" and "can't". Students will complete sentences with can/can't about animal abilities and play matching games to practice reading and speaking about which animals can perform certain actions based on pictures and texts.
The document appears to be a quiz about educational technology. It contains true/false questions about the role of museums, radio, audiovisual education and television in classrooms. It also has multiple choice and fill-in-the-blank questions about the functions of computers in schools and the goals of using technology in education. The quiz seems aimed at testing knowledge of how different technologies have been adopted and utilized in educational settings over time.
[1] The document discusses the history of educational technology from 1905 to the present, including the introduction of museums, radios, audiovisual equipment, television, and computers in schools.
[2] While each new technology was initially seen as transformative, they ultimately served to maintain traditional classroom practices with teachers in charge rather than challenging the standard model of instruction.
[3] Today, computers are used more widely in schools to support student research, inquiry, presentation skills, and access to resources, but technology alone does not guarantee learning - it must be properly designed and implemented to advance education.
[1] The document discusses the history of educational technology from 1905 to the present, including the introduction of museums, radios, audiovisual equipment, television, and computers in schools.
[2] While these technologies enriched classroom resources available to teachers, they generally maintained traditional classroom practices with teachers in control of instruction rather than transforming education.
[3] More recently, computers are being used to support student research, inquiry, presentation skills, and access to learning resources both within and beyond school, but technology alone does not guarantee learning - it must be well-designed and implemented to advance education.
1. Tips for teaching with CALL: CHAPTER 3: “Reading”
Reading is not only the goal of instruction. It is also the process by which learners can develop their language abilities and strategies for language use.
Two goals of teaching reading are:
* To help learners understand the meaning of a text.
* To help them use the text to develop their overall language ability.
TIPS FOR TEACHING READING WITH CALL (computer- assisted language learning)
WHAT RESEARCH SAYS: WHAT THE TEACHER CAN DO:
1. SELECT CALL MATERIALS WITH The language input that learners are exposed to should make When teachers select a CALLm program with texts for the
APPROPIATE READING TEXTS: The variety of them stretch their language knowledge just the right amount. whole class, they should read the texts, complete a sample of
electronic texts and CALL activities make it easy to find Texts must contain language that is sufficiently difficult for the activities, and prepare to discuss the texts with the
texts that are at the appropiate level of difficulty, that cover learners to learn something from, but they should contain students in class. The teacher can also look for CALL
topics of interest to learners, and that include tasks that elaborations to help learners comprehend the meaning. The materials that are adapted to the level and interests of the
engage learners. importance of learners engaging with learning materials: students.
such engagement can potentially develop if the teacher
selects interesting and appropiate challenging materials.
2. LOOK FOR IMPORTANT WORDS AND Schmidt (1992). Learners are more likely to learn vocabulary CALL reading materials clear linguistic objectives: attempt
PHRASES TO BE EMPHASIZED ON THE and grammar if they notice these forms in the teaxt they read. to draw learners’ attention to examples of relevant
A text becomes salient when learners have trouble vocabulary and grammar in reading. Use of colour, font size
SCREEN: CALL programs should help by emphasizing understanding it. Vocabulary and grammar becomes salient and animation.
particular aspects of the language on the computer screen. Te by highlighting the words in the text. Language can be
input must be salient (noticeable or relevant) so the learners’ salient by exposing learners to the words many times. This
attention will be directed toward it. has been called an input flood because learners are flooded
with the target vocabulary and grammar. Language can be
salient because of what the learner has been taught before
reading or what the learner is expected to do after the
reading. CALL reading materials: students learn vocabulary
in reading texts if they are given help in understanding the
salient forms: a combination of salience and help is good for
language learning.
3. PROVIDE LEARNERS WITH Interaction with electronic texts benefots for Second 1º Teachers should look for Call reading activities that
OPPORTUNITIES TO INETRACT WITH THE Language learners. When they interact with the electronic provide opportunities for interaction with texts and the
texts by clicking for help with vocabulary, the likelihood of program. The amount of opportunity for interaction in
COMPUTER FOR GETTING HELP WITH THE their remembering words increases. The more ways in which reading differs among programs. 2º Teachers should explain
LANGUAGE IN THE TEXT: Learners interact in Call learners access the vocabulary the more likely they are to to students how they can get help by clicking on the
reading materials when they click on the phrase for help remember it. The more interaction, the more likely the appropiate links. They should prompt learners to take
meaning, select help from a menu to obtain grammar or learner is to acquire the languagethat is the focus of the advantage of the help and interactive activities that the
culture explanations, or respond to a question and receive interaction. computer provides. 3º Teachers should assign interactive
feedback on the response. Interactions are potentially activities, such as comprehension questions, that accompany
valuable: they direct learners’ attention to language, they the text. They prompt additional interaction with texts.
raise awareness of what learners do not know, and they
provide learners with help in comprehending the language.
4. LET THE TEXT ON THE SCREEN SPARK The types of assistance learners receive in such reading- CALL programs and Web sites include guidance for such
INTERACTION AMONG LEARNERS: CALL based conversations are valuable for their language activities. Teachers can supplement the CALL reading with
programs provide texts that learners can read together, and development. CALL activities are interesting because the pair or small- group work, having students make predictions,
the teacher can provide an assignment that requires learners computer provides a dynamic contribution to the learners’ summarize, or relate the reading to their personal
conversations. experiences. Ensure that all members of the group participate
2. to discuss the text and work with the language of the text. assigning a role to each member of the group and having
Learners can work together to check predictions, seek students take turns performing each role. (Prereading and
additional information and help, cut and paste the text to Postreading activities)
produce a glossary, and outline a new text.
5. CHOOSE CALL MATERIALS THAT TEACH Explicit teaching is better than simply, letting students sink Many CALL reading have vocabulary exercises to preteach
ENGLISH THROUGH READING: To help learners or swim on theit own in reading. The use of explicit key words in the reading passage. A teacher can aldo choose
increase their knowledge of English teachers should choose instruction can draw learners’ attention to the language and CALL readings that focus on grammar. Follow- up activities
CALL reading materials that explicitly teach language to the help them understand new vocabulary and grammatical that the teacher might include can focus on the vocabulary,
students. constructions. syntactic structures, derivational suffixes, and cohesive
devices found in the texts. By increasing the odds the
students will remember the language they learned.
6. INCLUDE EVALUATION OF LEARNERS’ Feedback directs learners´attention to parts of the reading Learners immediate knowledge of the correctness of their
COMPREHENSION AND LANGUAGE that they don’t understand and helps to identify gaps in answers should highten their perceptions of their reading
learners Second- Language knowledge. CALL programs abilities. Evaluation in terms of successful completion of a
KNOWLEDGE: Evaluation in CALL programs helps would provide feedback on why responses are incorrect. This unit of instruction or a program is illistrated in 3 ways: 1 A
focus learners’ attention on what they should be learning help prompt learners to try to figure out where the problem progress report from an end- of- unit quiz; 2 Feedback on
while they are reading and points out what they do not know lies. reading comprehension questions; 3 A cummulative
after they have worked on reading activities. 2 types of progression through a reading program.
evaluation in CALL for reading: 1º the learner responds to
questions and other activities (feedback about correctness
and more information to understand learners’ errors); 2º at
the end: a summary score about performance on that unit.
Both types help learners and teachers make decisions about
subsequent choices of instruction, and they are expected to
help in the process of learning.
7. HELP LEARNERS DEVELOP THEIR Reading on the Web means searching and evaluating the One of the strategies that students can learn is self-
STRATEGIES FOR READING ONLINE: Many of results of seraches, quickly scanning lists of results to decide monitoring. To help students develop a sense of confidence
the strategies that learners develop through reading in CALL if a search was successful, clicking on several of the results in self- monitoring their reading skills, teachers can
activities will serve them well as they read from electronic to look at them quickly, and choosing one or more pieces that encourage them si estimate how many questions they
texts and paper texts in the future. Teachers should attempt to satisfy the search. answered correctly before having the computer check their
help learners develop not only good learning and reading results.
strategies, but also the range of strategies required for reading Strategies useful for paper and online reading include
and working with texts inline. (including using online tools understanding the main idea and important details, skimming
for help comprehending anline texts) and scanning, restatement and inference, and summarizing.
Teachers can help by making use of language learning
software that accompanies tehir textbooks.
Heightened awareness of how to go about skimming texts
effectively will serve well beyond the boundaries of the
classroom.
Using readily available monolingual and bilingual
dictionaries, using tsanslation services, and copying notes
from a passage and storing them in word processing files.
3. SUMMARY:
These techniques for instruction offered by CALL have the potential to add significantly to the quality of the time that learners spend reading in
English by enriching the language experience that is possible through paper materials while acculturating them to the world of electronic texts. Learners will
have the opportunity to expand their reading strategies through the foundations of electronic reading skills that they have learned in class.