Communicative Approach in English Teaching Outline I. Problems in the present English teaching and causes of these problems II. Introduce the communicative approach 1. The definition of communicative approach 2. Two principles of communicative approach (1) Create a realistic situation (2) The class should be students-centered III. Adopt communicative approach to improve students’ ability to listen and speak‚ and achieve the goal of English teaching 1. Three stages
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English Language Education in Rural Schools of India: The Situation‚ the Policy and the Curriculum Abstract This paper attempts to bring in the issues related to English language education situation in rural schools in India‚ the state policy on language education‚ quality questions in second / foreign language education through an analysis of language policy practices and the curriculum and syllabi of five states (provinces) in the country. The language policy in school education emerged
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My Experience Taking ESL 33A Everyone has a different experience in their life. My experience to take ESL 33A at Pasadena City College is unforgettable because I learned so many knowledge and grammar from this class. During taking ESL 33A‚ I will never forget this experience. I remember once when taking a in class essay‚ I felt I did well on it because I used my ways to write about this essay‚ and I did not use the skills I learned from this class. Therefore‚ I expected to get
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play chess‚ learning a language? Several learning theories attempted to answer these questions; behaviourist‚ cognitive‚ humanist and constructivist learning theories respectively. In the following lines we will try to outline principles of those theories and how constructivist learning theory can be applied to English Language Teaching domain. LEARNING; FROM DIFFERENT ASPECTS ‘The first coherent theory of learning was the behaviourist theory based mainly on the work on the work of Pavlov
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ENGLISH LANGUAGE TEACHING AND ICT BY BANDELE ADEBOYE SOGBESAN SENIOR LECTURER IN ENGLISH‚ DEPT OF LANGUAGES‚ TAI SOLARIN UNIVERSITY OF EDUCATION‚ IJEBU ODE. INTRODUCTION Language has been described by various scholars over the years according to the perceived roles it plays in different circumstances. Sapir (1921) sees it as a system of arbitrary vocal signs and symbols used for the purpose of communication. It can also be seen in the light of Christophersen’s (1981) view as a conventional
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techniques and methods to gain knowledge. Learning styles are categorized as auditory‚ visual‚ kinesthetic-tactile. Auditory learners learn from hearing and listening. These individuals have a better time understanding verbal directions than on paper. Visual learners learn by looking at drawings or reading. They have the ability to recognize and remember things by their eyesight. Visual learners are also attracted to colors. Kinesthetic-tactile learners have the chance to learn by being hands-on and
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people are known for how gritty they are and their determination while others may be the opposite. It is a part of who you are as a learner. People gain knowledge in different ways. Some people tend to learn more auditorily while others may be kinesthetic or visual. People also enjoy learning in different ways with their different intelligences. One person may be existential‚ rhythmic‚ or interpersonal and there is still six other intelligences they could grow in. Everyone has a unique way of learning
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TEACHING ENGLISH THROUGH TRANSLATION Principio del formulario The authors of this subject argue that translation is a valid tool for instruction. Present arguments for and against the use of translation in your own specific teaching situation or in an imagined teaching situation. (Before arguing‚ explain clearly what this situation is). STUDENT RESPONSE The authors of this subject argue that translation is a valid tool for instruction. Present arguments for and against the use of translation
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students taught in English‚ he states that immersing students on the English program just delay their attainment of English. Also immerse them into the English program can cause them to block their understanding‚ to refuse their participating‚ to make them feel frustration. This frustrations at the same time can cause school dropouts. This suggests that teachers should provide students relevant information that offers them the opportunities to communicate orally and physically in English‚ as they learn
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Running head: AUDITORY LEARNERS 1 Auditory Learners Daniel A. Gotschall Coll 100 American Military University Sheri Kendall-duPont AUDITORY LEARNERS 2 Auditory Learners and their piece to the puzzle on one style of learning. It’s about going hands
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