One of the U.S. educational challenges of today is meeting the educational needs of the English language learners. This growing diverse population of English learners has to simultaneously learn to build their English language proficiency and the content area within their grade level standard. This makes it a double challenge for them and their teachers. After observing a lesson based on a video simulation of a classroom, I will discuss five components: comprehensible input, ongoing specific and immediate feedback, grouping structures and techniques, building background and vocabulary development and student engagement that were integrated into the lesson. I will then discuss what methods and techniques should be utilized when teaching English learners. I will close by sharing my thought about what I liked and felt could have been done difference. The delivery of a lessons and how the language objectives are deliver is significant in choosing strategies for the ELL. First I will reflex on at comprehensible input.…
The purpose of this paper is to explain my interest in ELL Education. ELL is English language Learner. These are students that are from different backgrounds that require some type of instruction that is modified in the English language. This is an interest that I personally have due to seeing the increased need for many students. In this paper, I will explain more in depth the reasons for choosing this topic.…
Bibliography: Learning Teaching, Third Edition, Jim Scrivener, Macmillan, 2011Harmer,J.The Practise of English Language Teaching, 3…
Conflict is a destructive force that makes victims of the innocent. Not only those causing the conflict are harmed but also those exposed to it through friendships, loyalties, relations, families and communities and can be made victims. William Shakespeare’s Romeo and Juliet (1595) successfully addresses the consequences conflict can have on innocent people, it is a main theme which builds tension and leads to the climax of the play. Clearly, the influence of conflict on the innocent and the impact it has on them is an important theme which is effectively discussed in Shakespeare’s Romeo and Juliet.…
On May 28th, 2011, some twelve teachers of English and more than forty students gathered in GOETHE HAUS MEKNES – Centre of languages – for the fourth conference held in the school year 2010/2011. The conference was organised by Mr Hicham Sadiki, a teacher of English at the above mentioned centre. It revolved around the theme: “Innovative Techniques to Teach English as a Foreign Language”. It was a gathering of teachers and students who took full advantage of this opportunity to discuss different techniques that EFL teachers can adapt to take their classroom performance to the highest level.…
Methodology deals with the methods, techniques, and procedures used to collect and analyse failures. It shows the vulnerable areas in which need to be addressed or guarded against.…
Characteristics of Problems in Problem-based Learning Nachamma Sockalingam CHARACTERISTICS OF PROBLEMS IN PROBLEM-BASED LEARNING NACHAMMA SOCKALINGAM Copyright © 2010 N. Sockalingam All rights reserved. No part of this thesis may be reproduced or transmitted in any form, by any means, electronic or mechanical, without the prior written permission of the author, or where appropriate, of the publisher of the articles.…
23- Rhetorical question, A question which does not require a response for it is implied.…
Teaching English involve the development of four basic skills: listening, speaking, reading and writing. The accomplishment of these skills will provide the learners with the tools to acquire a new language. But if one of them is not well develop, learners will face a difficulty on the understanding of the language. If we go back to the study of how we learn we are going to find the learning channels (Auditory, Tactile and Visual) which are the ways that learners receive and process information (Linse, 2005). Of course some learners focus on one style more than others but teachers should plan their class taking into account these three learning channels. However in practice there are some difficulties we need to cope and which are out of our hands like physical considerations such as the size and arrangement of the classroom, the number of students, the use of tape recorders, or other equipment ( Ur, 1997)…
The uses of teaching and learning materials are the best teaching aids which can help our pupils to understand what we are teaching. The lesson will be more effectives and interesting to the learners. In this topic, you will be exposed to the various types of English Language Teaching (ELT) materials and resources. Learning Outcomes By the end of this topic, you should be able to: 4.…
Secondary data refers to the information that already exists and has been collected for other purpose. Both types of research have a number of activities and methods of conducting associated with them. Secondary data is usually faster to obtain as it involves examining all the various types of research that may available to the public, collecting the data and forming some type of opinion about it. Gathering secondary data is also easier compared to primary data as the data can be obtained in a local library, business information centre or browsing the Internet. There is already a lot of statistics about different information that can be used for this research.…
methods, as well as techniques, styles and strategies associated with English Language Teaching (ELT), switching a…
Then the different subtopics are presented which deal about the difference between style and strategy, styles and strategies of language learning, the most used strategies in (EFL) English Foreign Language Learning, Teaching and learning performance and others that are very important for us like future teachers.…
Methods of teaching 1. Aims, objectives and content of teaching foreign languages at school. 2. Methodological classification of English sounds and its relevance for developing articulation skills. 3. Activities to develop pronunciation skills. 4. Approaches to teaching grammar. 5. Grammar practice activities. 6. Ways of presenting vocabulary. 7. Activities for developing vocabulary skills. 8. Stages in teaching listening. 9. Difficulties in teaching listening and the ways to overcome them. 10.Activities for developing listening skills. 11.Real-life reading strategies (skimming, scanning, intensive, extensive reading). 12.Stages in teaching reading at school (aims and procedures). 13.Activities for developing reading skills. 14.Different approaches to teaching dialogue speech. Types of activities. 15.Types of teaching monologue speech. 16.Teaching writing. Types of activities. 17.Ways of developing socio-cultural competence. 18. Extra-curricular activities. 19. Teaching a foreign language to young learners. 20. Visual aids in teaching a foreign language. 21. Approaches to error correction. Giving feedback. 22. Types of classroom interaction. 23. Lesson planning. Planning principles. 24. Types of lessons. 25. The roles of the teacher at a lesson. 26. Games in language learning. . 27. Test tasks for assessing receptive skills. 28. Test tasks for assessing language competence (grammar and vocabulary). 29. Ways of assessing productive skills. 30. Communicative approach and its characteristics.…
Before taking this course, my beliefs about teaching English were simple. I taught “traditional pedagogy, emphasizing the acquisition of grammar and vocabulary rather than communicative competence”. According to the standard of knowledge and skills instruction, there are five skills in each lesson (reading, speaking, listening, writing, language focus) in the text book. I tried how to convey the content of 5 units.…