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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School of TESOL English for Specific Purposes (ESP) Spring 2006 Week 3 - ESP Chapters 2 and 3 & Ellis & Johnson (1994)‚ PART ONE‚ pp. 3-39 - Answers 1. What are the four stages of ESP? The development of ESP as a specific approach in English Language Teaching (ELT) is the result of four basic stages. The approach which we now call ESP developed as a direct result of developments in these different areas listed below. In the same vein‚ ESP is reliant on using the same types of analysis. When developing
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for Specific Purposes (ESP) is one of the significant features in the field of English Language Teaching; and‚ it is an important branch of the EFL/ESL (English as a Foreign/Second Language) arena. In the backdrop of the expansion of various fields and branches of knowledge‚ it assumes the status of a significant branch in English Language Teaching (ELT). ESP courses gain prominence and the concept of teaching of ESP has been accepted all over the world. Most of the countries are implementing it
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expansion of the present study English in India make it one of the colossal magnitude and power. So many teachers are engaged in the task of teaching English. In the same way‚ many students are also enrolled at various levels of schools‚ and almost all‚ or many of them‚ want to learn English. Some of these students try to learn English as a second language for many years‚ starting at the stage of UKG or 5th (from UKG in EM schools‚ from fifth onwards in TM schools) standards: 2.1 Is English education
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desire that man wants to the other people around establish commonness by sharing‚ information‚ exchanging message‚ signals‚ ideas‚ signs or behavior. Language is believed to the primary element of most human communication throughout human civilization the basic mode communication is by spoken means. For which different languages are generated. Language itself is a system of sounds and words used by ones to express one’s feelings‚ emotions‚ thoughts‚ feelings‚ etc. People love to spend more time in
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communicate effectively in institutions where English is the medium of instruction. Learners face the task of mastering content area in subjects such as mathematics‚ social studies‚ science‚ and business which are taught in the target language (English). In such cases‚ teaching and learning of English can help the students to deal successfully with their academic demands and to perform successfully in their disciplines and professional contexts (Adams & Keene‚ 2000). WRITING FOR ACADEMIC PURPOSES: PROBLEMS
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METAPHOR AND DIALECTICS AS LITERARY DEVICES AND COMMUNICATIVE TOOLS By Odum‚ ikechukwu A. B.a‚ m.a‚ PGD (sc/antr)‚ Mnipr Metaphor as a Literary Device The classical Greek philosopher‚ Aristotle declared metaphor one of the highest achievements of poetic style. According to him‚ “it is the mark of genius – for to make good metaphors implies an eye for resemblances …” (Dukore 50). Our literary world especially‚ the African literary world is pervaded with metaphors. Metaphor has become an indispensable
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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
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result of many methodological innovations in second/foreign language teaching over the last dec1ades‚ especially in communicative language teaching and learner-centered approaches. As the learner has become the center of the foreign language teaching‚ autonomy has been attributed to the learner as one of the essential capabilities that a learner should have. Learners are the ones who are in charge of learning. To motivate learners in language education can happen only if the learners can learn on their
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What would you do if….. I know teaching will have its hard times. I also know that that some students can be extremely rude and disrespectful. If the students knocked down my lesson plan I would let them know the hard work I put into it. I know this wouldn’t make them change how they felt about the lesson plan but I would also ask them if they had any brilliant plans‚ and how could they make this interesting. I would then make sure I give extra homework that night for being disrespectful; hopefully
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