What is ESP and how does it differ from teaching general English course What is ESP? ESP is English for Specific Purpose and can also be referred to as Business English. A great deal about the origins of ESP could be written. Notably‚ there are three reasons common to the emergence of all ESP: the demands of a Brave New World‚ a revolution in linguistics‚ and focus on the learner (Hutchinson & Waters‚ 1987). ESP arose as a term in the 1960’s as it became increasingly aware that general English
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Teaching speaking to ethnic minority students of English at Hoa Binh Teachers’ Training College: Problems and solutions Author: Ngo Thi Thuy Huong Deputy Dean of Foreign Language Study Department Hoa Binh Teachers’ Training College Telephone number: 0218.3600.438 Email: nghuonghb@gmail.com Nguyen Thi Le Thuy Lecturer at Hanoi University of Industry Bio Data: Ngo Thi Thuy Huong has a BA in English. She has been a teacher of English at Hoa Binh Teachers’ Training College (HTTC)
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My reflection is on a teaching session of nasogastric feeding to a second year student. One of the patient I looked after was fed via a nasogastric tube. My student had told me she had never set up a feed via a nasogastric tube. I saw this as a learning opportunity for her. In order for me to teach my student effectively‚ it was important to establish her preferred learning style. Honey & Mumford (1992) identify four distinct learning styles e:g 1. Activist‚ are those people that learn by doing
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theories (I) have about the teaching of science” 2. “consider … the possible learning outcomes of an ‘enquiry’ approach to teaching science compared to ‘direct’ teaching” 3. include reference to underlying theory 4. refer to specific teaching situations 5. engage in critical reflective thinking My theory In order to challenge my theory of teaching I first need very briefly to define it. When I was taught science it was mostly through direct teaching. Any experiments performed
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APPROACH BY: Tavane Brooks-Barrett WHAT IS THE ECLECTC APPROACH? The eclectic approach is the label given to a teacher’s use of techniques and activities from a range of teaching approaches and methodologies. HISTORY OF THE ECLECTIC APPROACH The eclectic approach was proposed as a reaction to the profusion of teaching methods in the 1970’s and 1980’s. Eclecticism was first recorded to have been practiced by a group of ancient Greek and Roman philosophers who attached themselves to no
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Theories of teaching and learning and how they impact on the classroom environment Education plays a significant role in supporting and influencing the healthy development of children. However‚ teaching is more than just knowing what to teach. Professional teachers must also understand how to teach their students. Therefore‚ in order to create an effective classroom environment which caters for the diversity of students and their various developmental levels and abilities‚ teachers are urged to
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Teaching Preschool Children Early Childhood Education Capstone – ECE 430 Prof. Pilar Carroll January 21‚ 2013 Teaching Preschool Children First of all‚ I would like to say thank you for this interview that is allowing me to discuss my qualifications and philosophy of education. Teaching children brings me great satisfactions because I am contributing to their education. Children are very special and unique as they are still going through their cognitive development. Every child is
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right way to conduct my internship program. She has passed a lot of time in this respect. She was cordial to solve my problem. I want to specially thank my Supervisor in IUH‚ Mr. Nguyễn Trường Sa‚ who taught me many useful techniques in English teaching methods and the one who always follows me in each typical step during my probation. I am grateful to
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Teaching strengths in different situations: Planning stage: * Improving lesson planning. Lesson plans are detailed‚ reflect comprehension of aims‚ anticipated problems and possible solutions‚ and where I need to improve. * Use of materials: prepared supplementary worksheets when necessary. In the classroom: * Evidence of applying what I am learning from input sessions and feedback sessions. * Manner‚ rapport‚ response to students. * Eliciting from students during all
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(1991). Correction: a positive approach to language mistakes. England: Language Teaching. Brown‚ H. D. (2000). Principles of language learning and teaching (4th ed.). New York: Addison Wesley Longman. Hanzeli‚ V. E. (1975). Learner’s language: Implications of recent research for foreign language instruction. The modern language journal‚ 59‚ 426-432. Hendrickson‚ J. M. (1978). Error correction in foreign language teaching: Recent theory‚ research‚ and practice. The modern language journal‚ 62‚ 387-398
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