The document outlines developmental reading plans from Kindergarten through 3rd grade. It describes the skills students should attain by the end of each grade level, including understanding basic print concepts in K5, using decoding strategies and retelling stories in 1st grade, employing word recognition strategies and reading with fluency in 2nd grade, and making inferences and using multiple reading strategies in 3rd grade. The goal is for students to advance in their reading ability each year through practicing an increasing set of reading comprehension and fluency skills.
The document discusses characteristics and goals of beginning readers in kindergarten and early first grade. Beginning readers know less than half the alphabet, have little phonemic awareness, and can recognize a few sight words. They are working on using pictures and context clues to predict words, discussing story elements, and establishing reading habits like predicting words while maintaining meaning. Goals include following directionality, matching voice to print, recognizing 10 sight words, and distinguishing beginning and ending sounds. The document provides tips for parents and teachers to support beginning readers.
Crowned by Harper Collins as "Britain's most multilingual student" for speaking 11 languages by age 21, polyglot Alex Rawlings walks you through 10 stages of learning a language. He provides tips and tricks for vocabulary acquisition and full immersion on this journey through the ups and downs of language learning! Got a question for Alex? Connect with us on Facebook or Twitter using #JustAskAlex. Alex will be answering your questions at the Transparent Language blog on the last Monday of each month!
This document provides strategies for teaching early literacy skills to pre-K through 3rd grade students. It discusses assessing students' backgrounds, learning styles, and literacy skills. Strategies are presented for developing oral language, concepts of print, alphabetic principles, phonics, fluency, vocabulary, comprehension, and writing. Similarities and differences between strategies for emergent and beginning readers are also outlined. The document emphasizes the importance of providing students with specific, clear, and timely feedback.
1. The document discusses the importance of reading fluency and its relationship to comprehension. It explains that reading is a complex skill involving many components including decoding, vocabulary, background knowledge, and working memory.
2. It notes that English is a deep orthography language making it more difficult to develop reading fluency compared to languages like Spanish. Several factors can contribute to reading difficulties including vision problems, working memory limitations, and the complexity of the English writing system.
3. Automatic word recognition through repeated practice is important for freeing up working memory resources for comprehension. Listening to texts can also help weaker readers understand as long as they are not struggling to decode words. Developing fluency is important for independent reading to be
This lesson plan template outlines a 40-minute reading lesson for first grade students focused on practicing making words and recognizing high frequency words. The lesson involves reading the story "The Alphabet Tree" aloud, playing a sight word memory game, completing worksheets to spell and write words, and listening to an excerpt from the story to create an alphabet tree sentence. Formative assessments during the lesson check students' accuracy identifying sight words and reading, writing, and spelling practice words. The lesson aims to make connections between letters and sounds, recognize high frequency words, and identify beginning, middle and ending sounds in words.
The basal reading approach is a core reading program used to teach children to read through grade-level textbooks. It focuses on either code-emphasis, stressing phonics, or meaning-emphasis, stressing comprehension. Basal reading programs are dependent on structured lessons and materials. They aim to systematically introduce reading skills in a logical order but have limitations in pacing, assessment of students, and overreliance on the basal textbook alone.
The K-W-L approach is a three-column reading strategy used to help students actively engage with a text. It consists of columns labeled K (Know), W (Want to know), and L (Learned). In the K column, students brainstorm what they already know about a topic. In the W column, they generate questions about what they want to learn. As they read, students record what new information they learned in the L column. This helps improve comprehension and metacognition by tapping prior knowledge and setting learning goals.
The document outlines developmental reading plans from Kindergarten through 3rd grade. It describes the skills students should attain by the end of each grade level, including understanding basic print concepts in K5, using decoding strategies and retelling stories in 1st grade, employing word recognition strategies and reading with fluency in 2nd grade, and making inferences and using multiple reading strategies in 3rd grade. The goal is for students to advance in their reading ability each year through practicing an increasing set of reading comprehension and fluency skills.
The document discusses characteristics and goals of beginning readers in kindergarten and early first grade. Beginning readers know less than half the alphabet, have little phonemic awareness, and can recognize a few sight words. They are working on using pictures and context clues to predict words, discussing story elements, and establishing reading habits like predicting words while maintaining meaning. Goals include following directionality, matching voice to print, recognizing 10 sight words, and distinguishing beginning and ending sounds. The document provides tips for parents and teachers to support beginning readers.
Crowned by Harper Collins as "Britain's most multilingual student" for speaking 11 languages by age 21, polyglot Alex Rawlings walks you through 10 stages of learning a language. He provides tips and tricks for vocabulary acquisition and full immersion on this journey through the ups and downs of language learning! Got a question for Alex? Connect with us on Facebook or Twitter using #JustAskAlex. Alex will be answering your questions at the Transparent Language blog on the last Monday of each month!
This document provides strategies for teaching early literacy skills to pre-K through 3rd grade students. It discusses assessing students' backgrounds, learning styles, and literacy skills. Strategies are presented for developing oral language, concepts of print, alphabetic principles, phonics, fluency, vocabulary, comprehension, and writing. Similarities and differences between strategies for emergent and beginning readers are also outlined. The document emphasizes the importance of providing students with specific, clear, and timely feedback.
1. The document discusses the importance of reading fluency and its relationship to comprehension. It explains that reading is a complex skill involving many components including decoding, vocabulary, background knowledge, and working memory.
2. It notes that English is a deep orthography language making it more difficult to develop reading fluency compared to languages like Spanish. Several factors can contribute to reading difficulties including vision problems, working memory limitations, and the complexity of the English writing system.
3. Automatic word recognition through repeated practice is important for freeing up working memory resources for comprehension. Listening to texts can also help weaker readers understand as long as they are not struggling to decode words. Developing fluency is important for independent reading to be
This lesson plan template outlines a 40-minute reading lesson for first grade students focused on practicing making words and recognizing high frequency words. The lesson involves reading the story "The Alphabet Tree" aloud, playing a sight word memory game, completing worksheets to spell and write words, and listening to an excerpt from the story to create an alphabet tree sentence. Formative assessments during the lesson check students' accuracy identifying sight words and reading, writing, and spelling practice words. The lesson aims to make connections between letters and sounds, recognize high frequency words, and identify beginning, middle and ending sounds in words.
The basal reading approach is a core reading program used to teach children to read through grade-level textbooks. It focuses on either code-emphasis, stressing phonics, or meaning-emphasis, stressing comprehension. Basal reading programs are dependent on structured lessons and materials. They aim to systematically introduce reading skills in a logical order but have limitations in pacing, assessment of students, and overreliance on the basal textbook alone.
The K-W-L approach is a three-column reading strategy used to help students actively engage with a text. It consists of columns labeled K (Know), W (Want to know), and L (Learned). In the K column, students brainstorm what they already know about a topic. In the W column, they generate questions about what they want to learn. As they read, students record what new information they learned in the L column. This helps improve comprehension and metacognition by tapping prior knowledge and setting learning goals.
The document discusses different approaches to teaching grammar through communication skills. It argues that learning a language is like learning a practical skill like riding a bike, which is best done through practice rather than just explanation. Various techniques are presented, like dictogloss, where students reconstruct a short text to implicitly learn grammar through a communicative activity.
I used this handout as part of a presentation looking at strategies for tutors looking to develop long-term relationships with ESL students in writing centers.
The document outlines the various stages of reading and writing development from emergent to advanced. It describes the key characteristics of each stage, including how children's understanding of letters, sounds, and spelling patterns develops. The emergent stage involves environmental print recognition and awareness of letter-sound relationships. The beginning stage involves matching letters to sounds and using phonics. The transitional stage involves decoding patterns and spelling conventions. The intermediate stage builds on phonics with syllables and affixes. The advanced stage involves automatic word recognition, accuracy, and understanding of word roots and affixes.
This document outlines four approaches to beginning reading instruction:
1) Genuine Love for Reading which includes pre-reading activities to engage students
2) Critical Thinking which involves post-reading discussion of elements of the story
3) Grammar and Oral Language Development which teaches grammar concepts
4) Transfer Stage where decoding and encoding skills are developed
It then provides details on implementing each approach, including techniques for vocabulary development, comprehension questions, and sequencing of reading skills.
This document discusses different methods for learning English, including theoretical and practical approaches. The theoretical side involves activities like reading, writing, and using worksheets, while the practical side focuses on speaking and listening skills. It also recommends finding the right learning source, practicing regularly, and getting feedback from others. The key is to make a plan, learn gradually through repetition, and persist in practicing English skills despite challenges.
This document discusses the differences between accuracy and fluency in language learning. Accuracy refers to correct use of grammar, pronunciation, vocabulary and discourse. It focuses on error-free production of language. Fluency refers to ease, flow and comprehensibility of language. It focuses on expressing oneself without undue pauses or hesitation. Activities and materials for accuracy practice discrete items out of context, while fluency activities use authentic whole texts and simulate real-life communication, assessing information transfer over correctness. Both accuracy and fluency present issues, like discouraging speaking through constant correction or fossilization of errors.
The document discusses three main approaches to teaching reading:
1. The Language Experience Approach (LEA) uses students' own words and experiences to create reading material. It helps develop language skills.
2. The Phonics Approach teaches the relationship between letters and sounds. It helps students recognize familiar words and decode new words.
3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
Each approach has different activities to practice skills like matching pictures, word/letter hunts, blending sounds, and integrating language skills through poems. Videos and songs can also be used in phonics instruction.
This document discusses strategies for balancing fluency and accuracy in language teaching. It emphasizes that fluency activities should allow students to use what they know without introducing new grammar or vocabulary, in order to build confidence and practice. Accuracy activities should focus on language, and can include controlled activities and error correction. The document provides examples of fluency activities like discussions, problem-solving tasks, and role-plays, as well as accuracy activities like dictation and peer correction. It stresses the importance of being clear about the objective of each activity and allowing students to work at their own level.
Teaching Reading: Transforming English For You Into HeadwayDominik Lukes
This document provides a lesson plan for teaching reading to multilevel classes with limited resources. The plan summarizes a text using exercises completed in class without photocopies or supplemental materials. The pre-reading, while-reading, and post-reading activities engage students at different levels and develop language and reading skills through discussion, vocabulary work, summarization and making personal connections to the text. Modifications allow the lesson to be adapted for different student needs.
The document discusses developing good writing skills in English. It outlines several stages of the writing process: prewriting, drafting, revising, editing, and publishing. Some tips for improving writing include reading books, keeping a journal, getting feedback, and not giving up. The document also describes different types of classroom writing instruction: shared writing where the teacher writes for students, interactive writing where students help write, guided writing where the teacher provides lessons, and independent writing.
The Grammar Translation Method focuses on learning grammar rules and their application to translation exercises between the target and native languages. Vocabulary is taught through direct translation of word lists. Little active use is made of the target language in class. Reading and writing skills are emphasized over speaking and listening. Accuracy is prioritized over fluency.
Strategies and skills during shared reading for eslmreiss50
Shared Reading is an effective way to teach ESL students reading strategies. This presentation describes ways to make shared reading a valuable tool in teaching reading to ESL students.
Lesson 1 English for Academic and Professional PurposesErli Galano
This document discusses the nature of academic writing. It begins by defining academic writing and distinguishing it from other types of writing. Next, it identifies the key elements of academic writing, including purpose, audience, language, and style. Finally, it provides exercises for students to analyze samples of academic texts and develop their understanding of academic writing. The overall document serves to introduce students to the concept and requirements of academic writing.
This document provides guidance on teaching vocabulary. It recommends that students recognize unfamiliar words by listing and grouping them according to type, such as nouns, verbs, adjectives. Students analyze words by looking up definitions in dictionaries and learn that words can have multiple meanings depending on context. Students are encouraged to find synonyms to expand their vocabularies and use online thesauruses. Grouping and analyzing words helps students understand, remember, and use new vocabulary correctly in sentences.
The document provides information about the English subject competencies for grades 1-6 in the Philippine elementary curriculum. It describes the key areas of listening, speaking, reading and writing. For grade 1, learners are expected to develop basic communication skills like responding to greetings, following simple directions, and identifying letters and sounds. They also begin to demonstrate writing readiness, tracing and copying letters. The curriculum aims to develop literacy and language skills in a progressive manner through the primary grades.
This document discusses how to develop the four language skills of listening, speaking, reading, and writing. It begins by defining language as a system of communication using letters, words, and sentences. Language is then described as a skill acquired through practice rather than just knowledge. Each of the four skills are then defined: listening is receiving language through ears, speaking is delivering language through the mouth, reading is getting meaning from written symbols, and writing is communicating thoughts through written symbols. Specific techniques for developing each skill are provided, such as audio lectures for listening, role plays for speaking, flipped learning for reading, and story writing for developing writing abilities. The document concludes that these four skills are important for language teaching and communication.
This document discusses teaching early literacy through the mother tongue. It recommends using the students' first language as the medium of instruction for grades 1-3 to help children learn to read with understanding. Using their mother tongue allows children to learn in a language they understand best. Literacy skills are first developed in the mother tongue, then Filipino is introduced, followed by English. This approach aims to develop children's cognitive and reasoning abilities through literacy in multiple languages starting with their strongest language.
This document discusses four language skills - listening, speaking, reading, and writing. It provides information on how to teach each skill. For listening, it recommends giving listening tasks as homework and using videos. For speaking, it suggests role playing and giving opportunities for oral communication. For reading, it advises using simple texts and reading strategies. For writing, it notes copying, filling in blanks, and summarizing. The document concludes that writing and speaking are more complex skills as they require producing new language.
This document outlines the major stages of reading skills development: reading readiness, beginning reading, and independent reading. It describes the foundational skills developed at each stage, including print awareness, phonemic awareness, phonics, vocabulary, fluency, and comprehension. Print awareness involves understanding how books work and that words are made up of letters. Phonemic awareness is recognizing that words are made of sounds. Phonics teaches the relationship between sounds and letters. Vocabulary and fluency are important for accurate and quick reading. Comprehension is the goal and involves understanding what is read.
The document discusses the purpose and use of texts in the classroom. It provides examples of lessons and activities teachers can do before, during, and after reading texts with students. It also reflects on past teaching practices and emphasizes using authentic texts and tasks to help students learn useful language in meaningful contexts rather than focusing solely on skills.
The document discusses teaching lexical items (vocabulary) to language learners. It addresses common fears teachers have about teaching lexis, including that some lexical items are culturally specific, teachers' English ability is not equal to a native speaker, and monolingual classrooms are different than multilingual ones. It promotes teaching vocabulary through exposure to language, using the teacher's book to explain vocabulary, modeling conversations, and allowing translation to help learners understand new words.
The document discusses different approaches to teaching grammar through communication skills. It argues that learning a language is like learning a practical skill like riding a bike, which is best done through practice rather than just explanation. Various techniques are presented, like dictogloss, where students reconstruct a short text to implicitly learn grammar through a communicative activity.
I used this handout as part of a presentation looking at strategies for tutors looking to develop long-term relationships with ESL students in writing centers.
The document outlines the various stages of reading and writing development from emergent to advanced. It describes the key characteristics of each stage, including how children's understanding of letters, sounds, and spelling patterns develops. The emergent stage involves environmental print recognition and awareness of letter-sound relationships. The beginning stage involves matching letters to sounds and using phonics. The transitional stage involves decoding patterns and spelling conventions. The intermediate stage builds on phonics with syllables and affixes. The advanced stage involves automatic word recognition, accuracy, and understanding of word roots and affixes.
This document outlines four approaches to beginning reading instruction:
1) Genuine Love for Reading which includes pre-reading activities to engage students
2) Critical Thinking which involves post-reading discussion of elements of the story
3) Grammar and Oral Language Development which teaches grammar concepts
4) Transfer Stage where decoding and encoding skills are developed
It then provides details on implementing each approach, including techniques for vocabulary development, comprehension questions, and sequencing of reading skills.
This document discusses different methods for learning English, including theoretical and practical approaches. The theoretical side involves activities like reading, writing, and using worksheets, while the practical side focuses on speaking and listening skills. It also recommends finding the right learning source, practicing regularly, and getting feedback from others. The key is to make a plan, learn gradually through repetition, and persist in practicing English skills despite challenges.
This document discusses the differences between accuracy and fluency in language learning. Accuracy refers to correct use of grammar, pronunciation, vocabulary and discourse. It focuses on error-free production of language. Fluency refers to ease, flow and comprehensibility of language. It focuses on expressing oneself without undue pauses or hesitation. Activities and materials for accuracy practice discrete items out of context, while fluency activities use authentic whole texts and simulate real-life communication, assessing information transfer over correctness. Both accuracy and fluency present issues, like discouraging speaking through constant correction or fossilization of errors.
The document discusses three main approaches to teaching reading:
1. The Language Experience Approach (LEA) uses students' own words and experiences to create reading material. It helps develop language skills.
2. The Phonics Approach teaches the relationship between letters and sounds. It helps students recognize familiar words and decode new words.
3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
Each approach has different activities to practice skills like matching pictures, word/letter hunts, blending sounds, and integrating language skills through poems. Videos and songs can also be used in phonics instruction.
This document discusses strategies for balancing fluency and accuracy in language teaching. It emphasizes that fluency activities should allow students to use what they know without introducing new grammar or vocabulary, in order to build confidence and practice. Accuracy activities should focus on language, and can include controlled activities and error correction. The document provides examples of fluency activities like discussions, problem-solving tasks, and role-plays, as well as accuracy activities like dictation and peer correction. It stresses the importance of being clear about the objective of each activity and allowing students to work at their own level.
Teaching Reading: Transforming English For You Into HeadwayDominik Lukes
This document provides a lesson plan for teaching reading to multilevel classes with limited resources. The plan summarizes a text using exercises completed in class without photocopies or supplemental materials. The pre-reading, while-reading, and post-reading activities engage students at different levels and develop language and reading skills through discussion, vocabulary work, summarization and making personal connections to the text. Modifications allow the lesson to be adapted for different student needs.
The document discusses developing good writing skills in English. It outlines several stages of the writing process: prewriting, drafting, revising, editing, and publishing. Some tips for improving writing include reading books, keeping a journal, getting feedback, and not giving up. The document also describes different types of classroom writing instruction: shared writing where the teacher writes for students, interactive writing where students help write, guided writing where the teacher provides lessons, and independent writing.
The Grammar Translation Method focuses on learning grammar rules and their application to translation exercises between the target and native languages. Vocabulary is taught through direct translation of word lists. Little active use is made of the target language in class. Reading and writing skills are emphasized over speaking and listening. Accuracy is prioritized over fluency.
Strategies and skills during shared reading for eslmreiss50
Shared Reading is an effective way to teach ESL students reading strategies. This presentation describes ways to make shared reading a valuable tool in teaching reading to ESL students.
Lesson 1 English for Academic and Professional PurposesErli Galano
This document discusses the nature of academic writing. It begins by defining academic writing and distinguishing it from other types of writing. Next, it identifies the key elements of academic writing, including purpose, audience, language, and style. Finally, it provides exercises for students to analyze samples of academic texts and develop their understanding of academic writing. The overall document serves to introduce students to the concept and requirements of academic writing.
This document provides guidance on teaching vocabulary. It recommends that students recognize unfamiliar words by listing and grouping them according to type, such as nouns, verbs, adjectives. Students analyze words by looking up definitions in dictionaries and learn that words can have multiple meanings depending on context. Students are encouraged to find synonyms to expand their vocabularies and use online thesauruses. Grouping and analyzing words helps students understand, remember, and use new vocabulary correctly in sentences.
The document provides information about the English subject competencies for grades 1-6 in the Philippine elementary curriculum. It describes the key areas of listening, speaking, reading and writing. For grade 1, learners are expected to develop basic communication skills like responding to greetings, following simple directions, and identifying letters and sounds. They also begin to demonstrate writing readiness, tracing and copying letters. The curriculum aims to develop literacy and language skills in a progressive manner through the primary grades.
This document discusses how to develop the four language skills of listening, speaking, reading, and writing. It begins by defining language as a system of communication using letters, words, and sentences. Language is then described as a skill acquired through practice rather than just knowledge. Each of the four skills are then defined: listening is receiving language through ears, speaking is delivering language through the mouth, reading is getting meaning from written symbols, and writing is communicating thoughts through written symbols. Specific techniques for developing each skill are provided, such as audio lectures for listening, role plays for speaking, flipped learning for reading, and story writing for developing writing abilities. The document concludes that these four skills are important for language teaching and communication.
This document discusses teaching early literacy through the mother tongue. It recommends using the students' first language as the medium of instruction for grades 1-3 to help children learn to read with understanding. Using their mother tongue allows children to learn in a language they understand best. Literacy skills are first developed in the mother tongue, then Filipino is introduced, followed by English. This approach aims to develop children's cognitive and reasoning abilities through literacy in multiple languages starting with their strongest language.
This document discusses four language skills - listening, speaking, reading, and writing. It provides information on how to teach each skill. For listening, it recommends giving listening tasks as homework and using videos. For speaking, it suggests role playing and giving opportunities for oral communication. For reading, it advises using simple texts and reading strategies. For writing, it notes copying, filling in blanks, and summarizing. The document concludes that writing and speaking are more complex skills as they require producing new language.
This document outlines the major stages of reading skills development: reading readiness, beginning reading, and independent reading. It describes the foundational skills developed at each stage, including print awareness, phonemic awareness, phonics, vocabulary, fluency, and comprehension. Print awareness involves understanding how books work and that words are made up of letters. Phonemic awareness is recognizing that words are made of sounds. Phonics teaches the relationship between sounds and letters. Vocabulary and fluency are important for accurate and quick reading. Comprehension is the goal and involves understanding what is read.
The document discusses the purpose and use of texts in the classroom. It provides examples of lessons and activities teachers can do before, during, and after reading texts with students. It also reflects on past teaching practices and emphasizes using authentic texts and tasks to help students learn useful language in meaningful contexts rather than focusing solely on skills.
The document discusses teaching lexical items (vocabulary) to language learners. It addresses common fears teachers have about teaching lexis, including that some lexical items are culturally specific, teachers' English ability is not equal to a native speaker, and monolingual classrooms are different than multilingual ones. It promotes teaching vocabulary through exposure to language, using the teacher's book to explain vocabulary, modeling conversations, and allowing translation to help learners understand new words.
The document provides guidance for teaching phonics to English language learners, including considering students' first languages, explicitly teaching sound-letter relationships, using vocabulary instruction strategies like pre-teaching words and teaching word learning strategies, and incorporating songs, videos and hands-on activities to develop phonics skills in a meaningful way. Teachers should learn about students' linguistic backgrounds to tailor instruction and use multimodal methods to actively engage students in practicing phonics.
Problems And Possibilities When Teaching LexicallyHugh Dellar
1. Teaching language lexically focuses on chunks of language rather than discrete grammar points and vocabulary, which better reflects how language is learned and used.
2. A lexical approach poses challenges for traditional syllabus design and teaching methodology which are organized around grammar structures.
3. However, a lexical approach also provides opportunities to make language learning more meaningful and connected to real-world contexts through richer input materials and a focus on the language students will need.
This document discusses various aspects of reading, including:
- Extensive reading which encourages choosing books for pleasure, and intensive reading where teachers direct reading to develop skills.
- Approaches to reading like phonics, look-and-say, and whole sentence reading.
- Stages of reading development from ages 5-10.
- Models of literacy like bottom-up, top-down, and interactive models.
- Strategies for developing literacy like using scaffolds, conducting read alouds, and introducing new books.
This document provides tips for teaching English language learners (ELLs). It suggests limiting lectures, checking for understanding rather than assuming comprehension, simplifying language, increasing cultural awareness, reviewing material step-by-step, explaining expectations, allowing more wait time for responses, addressing writing challenges, and evaluating listening skills through brief interviews or stories. The goal is to help ELLs feel comfortable communicating in English by accounting for translation time and avoiding embarrassment when possible. Teachers should focus on clear communication and gradual mastery of concepts.
This document discusses the importance of English language teachers continuously developing their own English proficiency. It includes quotes from experts emphasizing that teachers need a deep understanding of grammar, vocabulary, pronunciation and other aspects of the language to be effective educators. The document also notes that while courses are sometimes available, many schools do not prioritize language development for teachers. It provides suggestions for independent study including extensive reading, media consumption, and exam preparation. Recommended resources for different areas of language study are also listed.
This document discusses the importance of English language teachers continuously developing their own English proficiency. It includes quotes from experts emphasizing that teachers need a deep understanding of grammar, vocabulary, pronunciation and other aspects of the language to be effective educators. The document also notes that while some schools offer courses for teachers, language development is often overlooked or not prioritized. It provides suggestions for independent study, including extensive reading, using reference materials, taking exams, and following language blogs.
The document outlines principles for effective teaching and learning of language. It discusses beginning with clear objectives, encouraging student-set goals, and the importance of motivation. It also emphasizes learning as a social and integrative process that incorporates listening, speaking, reading and writing. A conducive learning atmosphere that encourages active participation and handles errors tactfully is important. Learning should be an active, reflective process where students construct their own meaning and make real-world connections through performance-based assessment.
English teacher english learner forever - HIGOR CAVALCANTEBruna Caltabiano
This document discusses the need for English teachers to continue developing their language skills. It provides quotes emphasizing how teachers need a deep understanding of grammar, vocabulary, pronunciation and other linguistic areas to effectively teach the language. The document also notes that many teachers' English levels barely exceed an elementary level and their skills can decline over time without further study. It argues this issue of ongoing teacher language development is an "unproblematized" area that is often not addressed by schools or professional materials. The document concludes by offering suggestions for independent study methods and resources teachers can use to improve their English skills.
New headway beginner. teacher's book. 4th ed 2011 151pSRDOBKK
This document provides an overview and introduction to the New Headway Beginner Fourth edition course book. It summarizes the organization and components of each unit, which include a starter, presentation of new language, practice exercises, vocabulary, skills work covering speaking, reading, listening and writing, and an everyday English section. It describes the language points and verb tenses covered in the course. It also discusses the organization of the workbook and additional teacher resources available, including tests, worksheets and video clips to support teaching the course.
This document outlines the syllabus for a Pedagogical Grammar course in the Teaching Development Certificate program. The course covers an introduction to grammar concepts for English language learners, basic English grammar terminology and usage, common grammar errors made by ELLs, and approaches to teaching grammar. The syllabus includes exams, quizzes, written work, and participation for grading. It also provides an overview of the course structure and topics to be covered in the Moodle online component.
The document discusses intensive and extensive reading. It states that intensive reading focuses on close analysis, note-taking, and comprehension testing. It aims to understand grammar, syntax, and details. Extensive reading is done quickly for pleasure and overall comprehension rather than perfection. It involves reading large quantities with an emphasis on fluency over analyzing every word. The goal is increased exposure leading to stronger language skills through seeing structure, idioms, and vocabulary in context.
Language and Language Learning by AYLİN AYDIN, Uludag UniversityUludag University
This document discusses key concepts in language teaching and language acquisition. It covers 12 topics:
1. Language teaching involves teaching vocabulary, structures, pronunciation, and function. However, languages differ in their rules and conventions.
2. Language acquisition in children is remarkable in that it happens efficiently and without formal instruction, through natural interaction and exposure to language from a young age.
3. Both accuracy and fluency are important goals in language learning, but they require distinguishing between practices that emphasize correct usage versus effective communication. Interesting communicative tasks can increase student motivation.
This document discusses receptive and productive language skills, specifically reading and speaking.
It provides information on reading skills such as skimming, scanning, intensive and extensive reading. It discusses factors that make reading texts easy or difficult and strategies to help students with reading.
For speaking skills, it discusses the differences between accuracy and fluency activities. It provides examples of controlled, guided and free speaking activities teachers can use. It also offers tips for encouraging students to speak in the classroom.
The document concludes by briefly touching on writing skills and noting similarities between teaching writing and speaking, such as the importance of planning, layout, punctuation and creative activities.
This document summarizes key differences between receptive skills like reading and listening, and productive skills like speaking and writing in language learning. It discusses factors that make reading texts easy or difficult and different reading approaches. It also outlines techniques for developing speaking skills, including controlled, guided and free activities. Key points for teaching productive skills are emphasized, such as the differences between accuracy and fluency activities, encouraging student interaction, and providing feedback. Guidelines are provided for planning and implementing free speaking activities and developing writing skills with attention to spelling, layout, punctuation and creative writing.
This document summarizes interviews with a teacher and student about their use of an English coursebook for business professionals. The teacher prefers coursebooks that integrate skills and are clear for both teachers and students. He frequently uses grammar, listening, and vocabulary exercises but less so pronunciation exercises. He supplements materials when students need extra help. The student uses the coursebook weekly for skills practice. He likes the reading but not speaking exercises. Both find the coursebook helpful for developing language skills.
2013/10/22
A talk I gave on how to prepare TOEFL, invited by NCTU Language Teaching and Research Center.
How I prepared my TOEFL (scored 112), and how you can prepare it.
Problems of Spoken English in Hindi Heartland and their SoluationsRajeev Ranjan
What are the obstacles of teaching English in Hindi heartland and how we can overcome it? It is an important document to help English Langauge Teachers.
This Research paper has been published in a National Seminar.
Rajeev Ranajn
1. The document discusses making the leap from teaching just grammar to incorporating more lexical items and concepts into language lessons. It argues that grammar is best taught within the context of vocabulary.
2. Some principles for teaching vocabulary over just explanations include using longer examples that provide real-world context, asking students questions about the language, and addressing questions students have about meaning.
3. The document provides examples of how to teach grammar as part of vocabulary, such as showing patterns in conversational phrases and having students practice using new lexical items.
This document discusses issues related to teaching English as a lingua franca (ELF) versus teaching English with a focus on native-like proficiency. It notes debates around whether ELF prioritizes simplicity over native-like forms, whether it stifles creativity, and whose version of ELF should serve as the model. It also examines arguments that many interactions are still with native English speakers and that some learners prefer native-like language. The document concludes by emphasizing that native-like does not mean native and that reuseability and comprehensibility are important goals.
This document discusses ways to localize global English language coursebooks to make them more relevant for students. It suggests that teachers can localize content by [1] rooting explanations in local culture through examples, [2] personalizing speaking tasks and questions to relate to students' lives, and [3] translating vocabulary and phrases to validate students' local languages. The document also emphasizes the importance of teachers modeling language use and tailoring texts with local-based discussion questions. Localizing coursebooks in these ways can help students see how English relates to their own realities and cultures.
This document discusses problems with the traditional PPP (Present, Practice, Produce) model of teaching grammar and proposes alternatives. It argues that PPP does not effectively teach students to use English and instead focuses on isolated grammar structures. It suggests teaching grammar through real-world conversations and repeated exposure to common patterns in different contexts. The document advocates exposing students to a variety of grammatical examples and functions based on their level of English proficiency.
The document discusses different attitudes towards the Common European Framework (CEF) and whether it requires different materials or teaching methods. It summarizes that the CEF is not prescriptive and does not mandate specific objectives or methods. Instead, it raises questions and focuses on learner needs, characteristics, and goals of being able to communicate in everyday situations. While some may view the CEF with ignorance, paranoia, or annoyance, the document concludes that meeting its goals does not necessarily require different materials or teaching, but teachers should consider learner-centered principles and focus on typical real-world conversations.
The document outlines five golden rules for teaching language through a lexical approach:
1. Use lexical materials like texts that students want to discuss, and exploit texts through lexical exercises focusing on words, collocations, expressions, and grammar as lexis.
2. Foster linguistic awareness by encouraging students to notice word combinations and typical expressions, and warn about direct translation.
3. View errors as opportunities to reformulate language rather than punitive correction, allowing student interlanguage to guide the class.
4. Use the "triple X" approach of explain, exemplify, and expand when teaching vocabulary.
5. Have students regularly practice language through revision questionnaires and discussion questions.
This document discusses understanding how the world learns English. It provides an overview of topics covered in an English language course, including conversations, lectures, news stories, social and professional contexts. It outlines activities for business tasks, socializing, and learning about other cultures. The course aims to have clear links between input materials and learning outcomes. It also aims to be easy for teachers to use, with limited sections and a regular structure. Materials are meant to be quick to prepare and suitable for mixed-level classes, while also motivating students.
This document discusses strategies for improving English listening skills. It explains that learners often cannot hear words they don't know, distinguish sounds, or process meaning quickly enough. The document recommends activities to improve listening such as having students predict content from pictures or situations. It also suggests teaching language that learners are likely to hear in context using listening activities and recycling words, chunks, and conversations to help learners recognize and hear language automatically.
Vocabulary acquisition requires repeated exposure to words over an extended period of time, as well as active engagement with words' meanings and usage. According to the document:
- Learners need to encounter words 6-30 times through comprehensible input before fully acquiring them. A single exposure is not enough.
- Active participation, such as noticing words and using them in personal ways, leads to more effective learning than passive exposure.
- Full acquisition takes place over months or years, not just within a single lesson or unit.
- Teachers should draw attention to vocabulary usage through examples, questions, and exercises to move beyond just defining meanings.
Once is not enough is about the importance of recycling and revising language. It look at what we need to do to remember words and use them. It suggests that a starting point needs to be in the examples we give to students and the questions we ask to ensure that they see and record language so meaning is clear and they understand collocation and usage better. Giving fuller explanations will inevitable recycle other words. Then it is considering outcomes of lessons and working backwards in planning to ensure recycling of language and re-occurences of opportunities for students to use new language. And finally it looks at some specific revision tasks. The handouts summarise the activities and have a random selection of words to practice the activities.
1. What are texts in the
classroom for?
Hugh Dellar
Heinle Cengage / The University of Westminster
2. 1. What’s your favourite text for use in
the classroom? Why?
2. What do you normally get students to
do before, during and after they read?
3. What do you as a teacher do while they
are doing these things?
4. In real life, when do you talk about
texts - and what do you say?
8. Assessing Reading by J. Charles Alderson
Lesson 4
Even if there are separate skills in the reading process…
it appears extremely difficult, if not impossible to
isolate them for the sake of testing or research.
What appears to matter [for being a quick reader] is the
massive over-learning of words and much recognition
practice in transferable and interesting contexts, in order
to ensure quick access during reading.
11. Things I used to do and believe
• Use lots of authentic materials.
• Teach skimming and scanning skills.
• Tell students not to worry about the words they
didn’t know. Just get the gist - and that’s it!
• Get Int. students to guess meaning all the time.
• Cut up texts into pieces for students to re-
construct.
• Ask too many comprehension questions.
• Use texts primarily for skills rather than for
language.
12. •Skilled language users know more language and
more about how that language is used.
•EFL Ss. Are generally skilled language users in
L1 - they just don’t know English.
•Skills are not clearly separable - or teachable!
•Many of the ‘skills’ we teach are not authentic to
Ss.’ experience - they’re particular to classrooms.
•Authentic texts are not authentic to the classroom
•Ss’ reason for doing skills is to learn language.
A summary, of sorts:
13. What are texts in the classroom for?
• To help us teach useful language
• Alternative viewpoints
• Humour
• Generate discussion
• Peace and quiet!
14. Good texts…
• are about something - and ideally cover a number
of issues which students can respond to
• introduce an alternative viewpoint to the Ss and T.
(perhaps about Britain - advantages of this)
• have personal stories you can respond to.
• may be funny, but not only funny.
• are full of re-useable language and are graded.
• are authentic for the classroom - not for native
speakers!
15. Authentic tasks
• Did you read this thing about ….?
• Did you see …? What happened?
• What was he talking about?
• What do you think of it / him / her?
• What’s on?
• Is there anything worth going to?
• It reminded me of…
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Hugh Dellar & Andrew Walkley