text has a good length‚ around 1 A4. Too long a text will require too much from the students‚ too short a text and the students aren’t challenged enough. Section 2: Lead-in In order to raise students’ awareness‚ I would consider showing them some realia in the classroom‚ for example a frying pan and ask the students WHOSE name comes to mind when they see it. Perhaps they can come up with some names of famous cooks. Then show a book by Jamie Oliver and elicit his name. I would ask the students what
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Why is TTT (Teacher Talking Time) noted first among the potential problems to look out for in the list in section 1.2C? What are some ways you plan to avoid excessive TTT in your classroom when you are a ESL/EFL teacher? Provide specific strategies and examples. “Why is TTT noted first among the potential problems to look out for in the list in Section 1.2C?” Section 1.2 introduces the simple notion that‚ as Native English Speakers‚ we are accustomed to using the language—our students‚ on the other
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employs a number of foreign loans which give to the text the national connotation‚ i.e. Italian words like signore‚ signora‚ cafone‚ frissone‚ genitori‚ pasta‚ sala. The national connotation is enhanced as well by the application of proper nouns and realia: the author uses in the text the words Embassy‚ Rome‚ San Marcello‚ pasta etc. The name of the character – Clementina is giving as well the national connotation‚ because sounds typically Italian. On base of these things it is easy to assume that the
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Part 1: Grammar 1. Model sentence: Mum: When did Peter leave? You: not long ago‚ a few minutes‚ he’s just left. a) Analysis of Meaning: The present perfect simple is used to indicate an action or event of the past with a consequence in the present. In this example‚ this tense is used to describe an action that has recently occurred. The fact that it recently happened is reinforced by the adverb just which indicates immediate past. b) Conveying Meaning: I would create a scenario. ‘Imagine
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afore referenced book; ‘It is clear that both sentence length and the percentage of unknown words both play their part in a text’s comprehensibility.’ Lead-in To engage the students and allow them the time to process the context‚ I would make use of realia; oven gloves‚ chopping board‚ the recipe and a sign on the edge of the desk saying ‘Kitchen’. To accompany the
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Part A. 1. She’s meeting Fred at 3 o’clock. a) Present Continuous b) Subject + form of the verb TO BE + present participle c) We use I’m doing ( present continuous) when we say what we have arranged to do – for example arranged to meet somebody‚ arranged to go somewhere. d) Contractions: She is – She’s pronounced / / of the clock – o’clock pronounced / / weak forms: at – pronounced / / meeting - / / Sentence stress: syllable of
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kinaesthetic modes of receipt. His completion of the sensory styles quiz compounds these assumptions and show that Gaby is able to receive and process information more efficiently if it is visually presented to him either by flashcards‚ pictures or realia. During classroom observation it was evident that Gaby is highly interpersonal; during pair-work activities he discussed the task enthusiastically with his partner and also listened attentively to their views. When nominated to answer a question Gaby
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QUESTION 1: MANAGING LEARNER PARTICIPATION IN THE CLASSROOM TABLE OF CONTENTS A. INTRODUCTION 1. LEARNER MOTIVATION 2. GROUP WORK 3. CULTURAL DIVERSITY 4. MULTIPLE INTELLIGENCES 5. TEACHING AND LEARNING STYLES 6. CONCLUSION 7. BIBLIOGRAPHY A. INTRODUCTION Irrespective of the depth of knowledge of the subject matter and teaching techniques known by an educator‚ it is very paramount for educators to know how to get learners actively involved in learning. It is very crucial to understand
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EDU 454: PRIMARY SCHOOL CURRICULUM AND INSTRUCTION Unit 5 - Teaching across the Curriculum in Primary School Learning Outcomes At the end of this unit‚ students should be able to: 1. Discuss the three elements integrated in KSSR 2. Elaborate the purpose of integrating creativity‚ entrepreneurship‚ and ICT in KSSR [pic] Teaching across the curriculum is becoming‚ and increasingly a popular approach in teaching and learning. The emphasis is it involves several
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Skill Oral Band 1 Standard Statement Know basic skills in listening‚ speaking‚ reading and writing Descriptor B1 DL1 Say aloud rhymes or sing songs with guidance Evidence B1 DL1 E1 Able to follow any of the following: Repeat rhymes after the teacher Sing along with the teacher Sing in groups Activities Steps : a) Listen to ‘Head and shoulders’ song b) Sing along with the teacher c) Sing in groups Name : _______________________ Date :_______________
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