If you want to teach English pronunciation, you have to first come up with a plan about how you want your lessons to progress. Will you be breaking the students into groups? Also know that students tend to learn well from educators who remain consistent. Make a schedule and try to keep up with it.
Fun ways to Teach English for Very Young LearnersHertiki Marsaid
Games play a central role in English lesson. They can be used to give practice in all language skills and be used to practice many types of communication. Games also encourage, entertain, teach and promote fluency. However, as teachers, we have to be aware in choosing the games for our students. Well-chosen games are helpful as they give children a break and at the same time allow them to practice language skills. To make games work in class, the teachers must have the rules, instructions, time management, praises and rewards. These are the following games that can be used to teach English for very young learners: Passing Activity, Shooting Letters, Do What I Say and Not What I Do, Find Someone Who, Miming, Memory, Snowball, Running Dictation, Blindfold, BINGO, Whispering, Guess Who, Find the Difference, Fishing, Hopscotch, Paper Airplanes, Listen-Color, Chopstick, Role-Play, and Musical Chair. All in all, games make the young learners become more active and they are willing to participate during the English lesson.
If you want to teach English pronunciation, you have to first come up with a plan about how you want your lessons to progress. Will you be breaking the students into groups? Also know that students tend to learn well from educators who remain consistent. Make a schedule and try to keep up with it.
Fun ways to Teach English for Very Young LearnersHertiki Marsaid
Games play a central role in English lesson. They can be used to give practice in all language skills and be used to practice many types of communication. Games also encourage, entertain, teach and promote fluency. However, as teachers, we have to be aware in choosing the games for our students. Well-chosen games are helpful as they give children a break and at the same time allow them to practice language skills. To make games work in class, the teachers must have the rules, instructions, time management, praises and rewards. These are the following games that can be used to teach English for very young learners: Passing Activity, Shooting Letters, Do What I Say and Not What I Do, Find Someone Who, Miming, Memory, Snowball, Running Dictation, Blindfold, BINGO, Whispering, Guess Who, Find the Difference, Fishing, Hopscotch, Paper Airplanes, Listen-Color, Chopstick, Role-Play, and Musical Chair. All in all, games make the young learners become more active and they are willing to participate during the English lesson.
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This slide briefly sums up the Second Language learning/teaching methodology as proposed by Charles Arthur Curran. Community Langugae Learning advocates the Counseling method of psychology to aid Target Language acquisition.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. Who makes no mistakes
makes nothing.
Making a different mistake every day is not
only acceptable, it is the definition of
progress. ~Robert Brault
3. Types of mistakes:
Slips – are the result of ...
Errors – are the result of ...
tiredness lack of knowledge
insufficient focus on form
emotions circumstances
4. Slips are easily corrected by the
students themselves...
...unlike the errors, as learners do
not understand what is wrong.
5. 2 main reasons why students make
errors:
Inerference – influence from L1 on L2.
Students may use sound patterns, lexis or
grammatical structures from their mother
tongue.
Developmental errors – being in the learning
process, students unconsciously work out and
organize L2. Overgeneralization – I worked
– I goed.
6. Interlanguage
Once students start learning
language, they see the second
language through their life experince
and learning skills. They analise it
and reorganize, so it is not fixed.
8. Correction
Learners must be ready for
correction;
Learning process is individual,
teachers should feel the right time for
active correction;
Teacher should think of the stage
(pre-, task, post - ) when choosing
the way of correction.
9. Correction is considered to be helpful
if it is done on the thorough analysis.
There are 3 main ways of organizing
correction.
10. Firstly:
Support you learners’ process with
sufficient exposure to lots of
interesting language at the right
level.
A teacher speaks English, books are in
English, listening, video etc.
11. Secondly:
Give you students enough space to
practice their L2. Do not concentrate
only on Teacher – Student
interaction.
Pair work, group work, chain work –
sometimes a teacher needs to step
back.
12. Thirdly:
Draw your stidents attention to the
language forms.
Drills, controlled practice, pier
correction, etc.
13. If student lacks language
exposure this may result in
“fossilised errors”.
14. Tips.
Before starting correction think of the aim – fluency of
accuracy.
Don’t be a strict police officer – errors may occur from time to
time.
If it is a slip, make your students correct it on their own, just
give them a signal.
When it’s work on fluency, ignore all the mistakes. Students’
confidence is the mission.
Mistakes may have different level of importance, correct the
most crucial which bother communication.
Different learners may need to be corrected in different ways.
Errors are useful for both learners and teachers.
15. Unit 12
Differences between L1 and L2 learning.
A great deal of what is called 'Communicative
Language Teaching' is based on what is
essentially a 'nativist' view of second language
(L2) acquisition. A 'nativist' view assumes –
consciously or unconsciously – that somehow
L2 learning can and should be like learning our
native language (L1).
16. Main differences:
L1 L2
Starts since the very childhood; At primary/ secondary school or
Learnt by expposure and picking even adulthood;
up, without analysing; Learnt by exposure but with taught
With strong motivation - L1 specific language;
acquisition is an essential, With different motivation (strong/
biologically–driven process, little/ no);
essencial life skill; Doesn’t surround and limited by
Surrounds an individual every day – classes;
family, kindergarden, etc; Use in unnatural environtment –
With long silence period (a baby controlled practice, in pairs;
listens to for many months before Not so much time to experiment –
starts speaking; needed to be produced as soon as
Enough space to play and taught;
experiment with new language; Teacher simplifies the language.
A lot of communicative practice.
17. L1 learning is nearly always
successful, while the L2 learning
varies a lot in how successful it is.
18. Tips:
Make circumstances close to L1 learning – exposure to a rich
language variety + opportunities to focus on form;
Motivation;
Personalize teaching to individual student’s needs and
preferences – vary teaching style, approaches, materials
Mind silence period;
Show students other ways of language practice out of class –
radio, skype, films, books;
Simplify you language, avoid overcorrection, scaffold their
fluency, motivation, confidence, leave space to experiment;
Give as much praise and encouragement in class as possible.
20. Learning styles
Wholistic approach is based on natural
preferences how to take in
information of each individual learner.
The idea is to use in teaching
dominating physical senses and the
way of interacting with others.
21. Commonly mentioned styles:
Visual – learning through seeing;
Auditory – through hearing;
Kinaesthetic – through using the
body;
Group –through working with others;
Individual – through working alone
22. Learning strategies:
L.strategies are convenient ways to
learn, process new information
chosen by our learners.
The right learning strategy helps
develop learners’ autonomy.
23. Examples of learning strategies:
Repeating new word until you learn them;
Experimenting with new language in conversations;
Guessing the meaning of unknown words;
Asking for informal assessment;
Recording yourself speaking;
Writing all new words on separate card to remember
them;
Paraphrasing.
24. It is believed that learners choose
their learning strategies according to
their learning style and personality
type.
This leads to a conclusion that there
are no best learning strategies.
25. Strategies make learning successful.
Teachers should show the learners
the variety of strategies.
26. Age influences the learners’
characteristics and therefore students
learn in different ways.
27. Influence of maturity on
characteristics:
Need for moving around the class;
Attention span;
Abstract thnking;
Discipline problems;
Taking risks at experimenting;
Confidence;
Focus on form;
Life experience.
29. Tips:
Adopt teaching to individual needs and characterisics;
Learning strategies and past experience are more
relevant to teaching teenagers or adults;
Observe, ask the learners through questionnaires;
Learners characteristics are not fixed;
Learning to learn strategy – show how, but do not
spoonfeed;