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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Corporation‚ as part of their family’s transfer package. The students have a language background in Arabic‚ which is the primary language spoken in their home. They each attend a small‚ private‚ international school‚ where their teachers allow them certain “ESL modifications”. Information gathered from these students’ needs assessment evaluations (to be discussed in section three) showed them to be in the early production stage of English language development. They have limited listening and speaking proficiency
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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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Content and Formal Schemata in ESL Reading PATRICIA L. CARRELL Southern Illinois University Teachers of English to Speakers of Other Languages‚ Inc. (TESOL) Content and Formal Schemata in ESL Reading Author(s): Patricia L. Carrell Source: TESOL Quarterly‚ Vol. 21‚ No. 3 (Sep.‚ 1987)‚ pp. 461-481 Published by: Teachers of English to Speakers of Other Languages‚ Inc. (TESOL) Stable URL: http://www.jstor.org/stable/3586498 Accessed: 22/10/2008 11:25 Your use of the JSTOR archive indicates
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Q1.List sears strengths and weaknesses. Then asses how well each of the proposed changes in Sears strategy will build on the strengths and work to eliminate the weaknesses? Strengths of Sears - Broad category of product offerings‚ i.e: hard side(hardware) and soft side (women apparel‚ children toys etc) of Sears - Strong retail network system - Colossal numbers of stores with huge capacities are present all over the country‚ both in and off malls. - Owner of mix of brands i.e. : strong brands
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Sears‚ Roebuck and Co. vs Wal-Mart Stores Case Background Sears‚ Roebuck and Co. Wal-Mart Stores Started as a company dealing in catalogue sales Diversification into 3 types of business – Retail‚ Service and Credit Retail store types – Full line stores‚ Auto stores‚ Home and lifestyle stores Started as a franchisee type variety store Primarily Retail business – Discount stores‚ Supercenters‚ Sam’s club warehouses Focus on price conscious consumers Comparison of Retail Strategy
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-1913) Sears houses are rare finds in Chicago and its suburbs. Part of the reason is that Sears simply didn’t sell as many kit houses in that time period‚ as the Modern Homes business was still getting off the ground. I think another reason is that houses built from 1908-1913 in the older suburbs tended to be located in areas that were part of of suburban downtown redevelopment efforts and were consequently razed. I’ve found pre-1913 Sears houses in places like the Norwood Park neighborhood of
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synthesis paper addresses my knowledge‚ understandings‚ analysis‚ and assessment of my experiences in this course‚ Linguistics for ESL Teachers. I am glad that we were given this task as by writing this synthesis paper‚ I can share and write out what I have learned in this course. In other word‚ I get a chance to share my experiences taking this course. For me‚ Linguistics for ESL Teachers is a very fun course. I get to learn so many things about languages‚ such as the nature of language and phonology.
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era when Learning English as a second or foreign language has attained the status of a life skill‚ the modalities required for the acquisition of the stated status vary 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
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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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