PLANNING TO MEET THE NEEDS OF LEARNERS Be able to agree individual learning goals with learners 1.1 Analyse the role of initial and diagnostic assessment in agreeing individual learning goal Gravells‚ (2012 p98)‚ Initial assessment is a check on learners’ prior skill‚ knowledge or understanding which is carried out at the beginning of a programme or topic. In agreement with it could be formal‚ and mainly internal task which is produced by the school (ILP) to identify learners existing skills & achievements
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Managing Time as an Adult Learner Time is an amazing concept. Time has been said to be worth more than gold‚ jewelry or even money. Many would trade valuable items in order to have more of it or even go back into it. We are given time and told to “spend” it wisely. From birth our time is filled with things to do‚ to learn and to accomplish. What if there was a secret to freezing time‚ what would it be worth? As a child earns money some choose to save or some spend quickly. Can you “spend” your time
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Book Review Rui Liang “Teachers are‚ above all‚ people.” This sentence condenses the essence of this book—Teacher Identity Discourse: Negotiating Personal and Profession Space‚ by Janet Alsup. Teachers we know in class are usually professional and respectable. However‚ teachers are humans who have their own feelings and thoughts as well. One’s personal identity may not always works well with his or her professional identity as a teacher. In the book‚ Alsup indicates that the path one takes to
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The Honorable Ronald Reagan and the IB Learner Profile “The International Baccalaureate® (IB) learner profile describes a broad range of human capacities and responsibilities that go beyond academic success.” – International Baccalaureate The IB Learner Profile is a compiled list of ten crucial attributes that exist to guide a student to become highly successful in school as well as external environments such as workplaces and homes. These traits include inquirers‚ knowledgeable‚ thinkers‚ communicators
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contents Introduction………………………………………………………………………...3 Literature review……………………………………………………………...........5 Second language acquisition theory………………………………………………..9 Self sufficiency and language learning……………………………………………11 Learner autonomy in practice……………………………………………………..14 Learner independence and learning management……………………………...…14 Factors involved in learning………………………………………………………17 English in rural colleges…………………………………………………………..17 Psychological perceptions and problems of rural students in
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LEARNERS DEVELOPMENT PROPILE PHYSICAL DEVELOPMENT The learner is physically fit/normal‚ she doesn’t have any deficiency. She is very active and alert in their home and school. And she is also participative in school. SOCIAL DEVELOPMENT The learner’s social development is well developed for she is friendly and easy to be with. She is allowed to play outside the house and go out with friends‚ but with limitations and rules to be followed. She is being loved by the people around her for she
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Learning a second language. To most people‚ second language acquisition is a lengthy and exhausting/strenuous process. A general approach taken by most learners is to learn vocabulary and memorize grammar rules. They contend that language speaks for itself and the meaning of language lies in the language itself. In my opinion‚ a language goes beyond its literal/unvarnished/plain/original meanings and delivers different messages as situations change. The cultural context and background of a language
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LEARNING ENGLISH MORPHOLOGY FOR EFL LEARNERS Generally‚ we can mention that EFL (English as a Foreign Language) learners are those who learn English tend to achieve the particular purpose. For example‚ they can use English when travelling or to communicate with other people from whatever country‚ who also speak English. We can classify the students of English department into EFL learners‚ too. So‚ they need to be able to speak English well. One of the foremost aspect in speaking English is we have
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ESSAY Helping English Language Learners in the Classroom Learners from different background and surroundings have different perceptions towards learning English. Their surroundings contribute to their more or less of understanding of towards English language learning. From urban to rural settings‚ most schools are in charge for educating English language to students. In relation to that matter‚ teachers of English language in schools are also facing several difficulties in teaching English
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system and thus stress-related vowel reduction phenomenon does not arise in Korean. Moreover‚ ’/ə/’ and ’/ɨ/’ that are similar to English unstressed vowels ([ə]‚ [ɨ]) exist as full vowels in Korean. This different prosodic system provides Korean learners of English with difficulty to accurately produce English unstressed vowels (McAllister‚ Fledge‚ & Piske 2002). The aim of this paper is three fold. The first is to see whether English unstressed reduced vowels spoken by Korean speakers are different
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