history of TourismUTTARA UNIVERSITY UTTARA DHAKA SUBMITTED TO MD. RAJIB SENIOUR LECTURER OF UTTARA UNIVERSITY SUBMITTED BY UNITY 31ST C-UTTARA UNIVERSITY UNITY Members name | Id no | Aklima khatun koly | F21321111126 |
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INTRODUCTION CLIL - Content and Language Integrated Learning is a part of European Commission Multilingualism‚ Foreign Language teaching projects. During the CLIL program‚ teachers educate pupils’ with curricular subjects through communicative foreign language teaching. In CLIL teachers and learners‚ of content subjects‚ use a foreign or second language as the medium of communication and instruction. CLIL is widely seen as an excellent means of learning a language‚ and introducing international
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Running Head: Issues Regarding English as a Second Action Research Proposal 1 Issues Regarding English as a Second Language Student in the Classroom Clifford J. Thomas Grand Canyon University UNV 530 July 18‚ 2012 Running Head: Issues Regarding English as a Second Action Research Proposal 2 Table of Contents Abstract……………………………………………………Page Introduction……………………………………………… Page Problem Statement
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Learning vocabulary through authentic video and subtitles (English language) Content Introduction …………………………………………………………….……..3 Chapter I. Learning English vocabulary with the help of authentic video and subtitles …………….................................................................................................5 1.1 Classification of authentic video..................................................................5 1.2 The role of subtitles................
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Exploring the use of authentic materials with young adult learners focused to learn vocabulary. Dissertation submitted in part-fulfilment of the requirements for the University of Exeter B.Ed for Serving Teachers (Hons) English Language Teaching Beatriz Díaz de Contreras September 2003 BA/Bed Honours (Exon.) Abstract Although I have always liked to use authentic materials in class‚ I had never had the opportunity to make a survey and find out if there were real benefits in
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COURSE: THE LANGUAGE SKILLS-I COURSE CODE: 5659 LEVEL: DIP TEFL SEMESTER: AUTUMN‚ 2013 ASSIGNMENT NO. 2 4. Realia can be used in the language classroom to motivate the students. Select 10 subjects and use them in the classroom for developing language skills of the students through one lesson plan. Get feedback from the student on the effectiveness of the strategy. Write a report and attach lesson plan‚ feedback and photographs of the realia used. INTRODUCTION In education‚ realia (pronunciation
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Practice Activities in Communicative Language Teaching (CLT) Method to Improve The Grammar Ability of The First Year Student at SMU Negeri 3 Makassar (Ulfiati Arsyad) 2. The Influence of Peer Response in Writing Process to Improve Students Writing Ability : A Case Study at The Tenth Grade of United English Forum (UEF) Makassar (Marzuki) 3. Using Parallel Writing Technique Through Song to Improve The Writing Ability of The Second Semester Student of English Language and Literature Department
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Why CLIL? 1.1. Language policy From the onset of the European Union in 1992‚ language teaching has figured prominently in Community recommendations regarding education. The promotion of linguistic diversity in education and training has always been an important consideration in planning the successful construction of Europe. Back in 1995‚ the European Council Resolution for development and promotion of language learning (March 31‚ 1995) stated clearly that linguistic policy in Europe should
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of the test is of a comparable level of difficulty‚ so that candidates’ results are consistent wherever and whenever they take the test. These and the other benefits of IELTS today build on our history of English language testing over many decades. The beginning The English Language Testing Service (ELTS)‚ as it was then known‚ made its first appearance in 1980 when it replaced the English Proficiency Test Battery (EPTB)‚ a traditional largely multiple choice test battery that had been used by
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capable of. But don’t worry; we will always help you out if you need it. You will be assessed on three points: Teaching Practice You will be given a grade after your first lesson: At standard or Not to standard. These refer to how we see the success of the lesson‚ taking into account the stage of the course. For example‚ is it more than we can reasonably expect after the first five days’ teaching‚ about what we would normally expect‚ or are there some basic problems that we would expect you to have sorted
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