Development of Task-Based Activities for Culture-Related English Lessons to Enhance Students’ Communicative Skills การพัฒนากิจกรรมการเรียนรู้สำหรับการสอนบทเรียนวิชาภาษาอังกฤษ ที่มีเนื้อหาเกี่ยวข้องกับวัฒนธรรมโดยใช้วิธีการสอนแบบเน้นงานปฏิบัติเพื่อพัฒนาทักษะการใช้ภาษาอังกฤษเพื่อการสื่อสาร Background of the study The idea that foreign language teaching has a cultural dimension is not a new one (Saluveer‚ 2004). It is widely accepted that one of the main aims of foreign language teaching today
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1. The plane leaves at 10.00 tomorrow. (a) the present simple + time marker subject + verb ‘to leave’ in the present simple tense + time marker (b) Talking about a future event with an externally scheduled timeframe. (c) Students may have some difficulty understanding the concept that the event being referred to is taking place in the future but the sentence is using the present tense. (F) Students may confuse the verb form ‘leaves’ with ‘leaves’‚ the noun form meaning plural of ‘leaf’. (M)
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Slovenia for a year and a half. XXX’s first language is Tigre‚ however he is also proficient in Arabic‚ Tigrinya‚ Bilen and Amara. Tigre is a south Semitic language spoken by about 800.000 people in Eritrea. Muslim Tigre is written in the Arabic script‚ whereas Christian Tigre is written in roman script. XXX is a Muslim Tigre speaker and a lot of characteristics of the language are very similar to Arabic. The differences between Arabic and English language vary from the range of sounds used to the
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interact more effectively with the Lausanne immigrant community‚ which uses English as the primary language for communication. Juan Carlos studied English at school‚ but found it unsatisfying because he only did text book tasks and dialogue memorization. At University‚ he studied technical English required for the IT industry. After some time‚ during a 6 month work hiatus‚ he took classes in a private language school where he received instruction targeting receptive and productive skills. He found this
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include personal development‚ relocating to an English speaking country‚ obtaining a better job‚ travelling‚ teaching English at a higher level‚ and communicating with native speakers or family members living abroad. Most of them have learnt the language at school and/or university for at least 4 years (often with long breaks) and were taught by teachers who used both Czech and English in the classroom. The lessons were teacher-centred and focused on grammar‚ dictation and homework‚ leaving few opportunities
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context‚ the lexis that students will need in order to talk about the situation and to practise the target language. Getting students to brainstorm more ideas in pairs after initial elicitation will help to make the context setting less teacher centred. T needs to exploit the context fully in order to make students think about the concept of the target language and to avoid using the target language during context setting. Clarification stage: once the T has set the situation and made students think
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Educational Background The learner I have chosen has a general level of education from her native country‚ having attended nursery‚ primary and secondary schools. In her period of education in secondary school‚ she managed studied the English language for approximately 5 years. Her Learning Style and Use of the English Based upon my general observations of her in class and an interview I conducted with her‚ I discovered that the best style of teaching her is visually. I have noticed that during
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1. She needn’t have got up so early. Meaning: Needn’t is short for need not. This action happened in the past. She got up early but it wasn’t necessary. Context Mary has a job interview tomorrow and she was feeling very nervous. The next day Mary woke up early to catch the 9am bus to her interview location. However she had forgotten that the interview was at 3pm. It was not necessary for Mary to get up so early. As a result she waited for several hours in a café. CCQs:
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CELTA Assignment 2: Language analysis sheet Name: Michael Humeniuk Date:__October 13‚ 2012____________ |Context and analysis of meaning/use |Anticipated problems |CCQs | | | |If
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have to write reports on students for various reasons‚ e.g. passing on information to a colleague‚ providing information for a student’s employer‚ etc. The report should be based on the following: 1. Refer to the observation tasks which have helped you focus on various concrete aspects of the student’s performance 2. Refer to brief interviews you conducted with your student‚ done in your own time 3. Any written work you have collected and marked from the student.
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