1/5/2013 Pd 102 Ms. Williams Week 1 As I did the Learning Style Graph it came about that when I’m in school I’m more of an observer. That would be very true‚ I feel as if I observe I learn faster and I understand more of what was said inside the classroom. Therefore‚ it will help me understand the assignments that are given to me. The reason I observe first is because once i get done observing ‚ I plan things out and then I take the time to make sure I fully understand the topic. When I observe
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goals of the reading lesson and steer the learners towards achieving these goals. Even if the reading programme has a prescribed textbook‚ it is highly recommended that teachers use additional reading as supplementary materials.. Since the focus of the ESL reading class should be on a specific aspect of reading‚ the selection of an appropriate reading text is critical. If the text chosen is inappropriate for whatever reason‚ the chances of success for that particular lesson are substantially lessened
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had a profound affect on our understanding of child development. His main contributions have resulted in extensive application to teaching practice and curriculum design in elementary education. Some examples of Piaget’s recommendations in the classroom are‚ “with children in the sensorimotor stage‚ teachers should try to provide a rich and stimulating environment with ample objects to play with. On the other hand‚ with children in the concrete operational stage‚ learning activities should involve
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Using Comics with ESL/EFL Students Justine Derrick derrick_justine (at) yahoo.com Salisbury‚ Maryland‚ USA Introduction Comic strips‚ comic books‚ and graphic novels can be used in ESL and EFL classrooms to encourage students to read. They can also form the basis of several classroom activities that will engage students and generate discussion. Second Language Acquisition‚ Reading‚ and Comics In all theories of second language acquisition‚ input plays a role (though the role varies
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Lesson One: Differentiating between /r/ and /l/ Target group: This lesson targets students learning English who speak Chinese‚ Japanese‚ and Korean as a native language. Additionally‚ this lesson probably works best as a remedial response to observed difficulties in perception or production of these sounds. Time: 50 minutes 1. Introduction: This section involves introducing the sounds to the students using learner friendly explanations. In this section‚ I will also model the sounds
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Essay Advanced Level Motivational Factors In ESL Language Training Submitted in Partial Fulfillment of the Degree of PhD in International Business Table of Contents Section | Title | Page | 1 | Abstract and Introduction | 1 | 2 | Andragogy and Self-Motivation | 3 | 3 | Foreign Language Learners vs Second Language Learners | 6 | 4 | The Attitude Motivation Test Battery | 7 | 5 | Excerpts from Long Beach Community College Study | 9 | 6 | Summary and Conclusions | 15 | 7 | References
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ESL Level 2 Cincinnati State Technical and Community College Course number: ESL 052 Instructor: Andrea Cheng Office: 227 Office Hours: TBA Contact Information: 569-4848 Andrea.cheng@cincinnatistate.edu Course information: ESL level 2 is a high intermediate/advanced English as a Second Language class which prepares Limited English Proficient students for college level courses. The course integrates reading‚ writing‚ speaking‚ listening comprehension‚ and grammar
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according to the given contexts and the requirements. Learning English in the ESL/EFL contexts demands a paradigm shift from the conventional and teacher centered classrooms to the out of the box and learner centered classrooms where the emphasis is on learner autonomy and strategies like need/task based learning which foster the critical thinking skills to make it emerge as a life skill. Our conventional classrooms teach readymade knowledge. Teachers who are filled with knowledge concentrate on
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ESL 500/501 DIAGNOSTIC EXAM SUMMER 2014 Purpose: Your performance on this exam will not contribute to your course grade. Yet this exam is to help your instructor determine your strengths and weaknesses in order to better meet your needs in this class. Procedure: 1. First read the article. You may take notes and plan your own essay on the colored paper provided or on the article. 2. Write an essay based on the article‚ answering the essay question below. Your essay should include an introduction
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Task 1: Language Analysis of Tamil Speaker Tamil Language The Tamil vowel system consists of: — Five pairs of short vowels: /ʌ/‚ /ɑ/; /ɪ/‚ /ɪː/; /e/‚ /eː/; /o/‚ /oː/; /u/‚ /uː/. — Two diphthongs: /aɪ/ (like the vowel in buy) and /aʊ/ (like the vowel in cow). — All vowels are undiphthongised. — For the vowels /o/ (rounded‚ short) and /oː/ (long equivalent)‚ there is no equivalent in
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