the researchers do this game to practice the brain of the student‚ to refresh their minds and at the same time they are enjoying it because they play and learn at the same time. INTRODUCTION Games have always been a means to leisurely spend one time. They provide fun and enjoyment to every player who play the game and to the people who are watching and know how to play the game. Although some of the game are done for the sake of enjoyment and fun‚ but there are some games that requires more physical
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Teaching Listening Listening is a critical element in the competent language performance of adult second language learners‚ whether they are communicating at school‚ at work‚ or in the community. Through the normal course of a day‚ listening is used nearly twice as much as speaking and four to five times as much as reading and writing . In a recent study of Fortune 500 Corporations‚ Wolvin and Coakley (1991) found that listening was perceived to be crucial for communication at work with regards
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Teaching Pragmatics explores the teaching of pragmatics through lessons and activities created by teachers of English as a second and foreign language. This book is written for teachers by teachers. Our teacher-contributors teach in seven different countries and are both native-speakers and nonnative speakers of English. Activities reflect ESL and EFL classroom settings. The chapters included here allow teachers to see how other teachers approach the teaching of pragmatics and to appreciate the diversity
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USING PANTUN IN TEACHING ENGLISH ENGLISH LANGUAGE TEACHING Abstract I. INTRODUCTION The traditional view of pantun as one of the most sophisticated forms of literary and linguistic expression‚ makes it by definition inaccessible to all but the most advanced language learners. Even then‚ the wealth of literary allusions‚ historical references and cultural assumptions typically found in the works of great‚ it can limit comprehension greatly for the native speaker (NS) and non-native speaker
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Some misconceptions about communicative language teaching Geoff Thompson ELT Journal Volume 50/1 January 1996‚ pp. 9 - 15 Although communicative language teaching is accepted by many applied linguists and teachers as the most effective approach among those in general use‚ there are still a number of misconceptions about what it involves. This article sets out four of the main misconceptions‚ discusses why they have arisen‚ and why they can be so described. In doing this‚ the article attempts to
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¡πÿ…¬»“ µ√åª√‘∑√√»πå Teaching English in Thailand: An Uphill Battle Tipa Thep-Ackrapong The main purpose of this article is to give an overview of English language teaching in Thailand. Firstly‚ some problems involved in the teaching of English to Thais are discussed‚ and this is followed by an examination of some of the approaches used here for the teaching of English. Finally‚ attempts to tackle problems are presented. Problems In the first regard‚ it will be shown that English and Thai are
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Grammar is very important for everyone who wants to learn English language because it is a central to the teaching and learning languages. It is a requirement for them to write or speaking correctly and fluently. By learning grammar‚ students can easily adapt of learning target language from native language. Other than that‚ grammar learning would help students grow intellectually. Student would probably never use the target language‚ but the mental exercise of learning it would be beneficial anyway
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My Teaching Philosophy Philosophy of teaching is a self-reflective statement of your beliefs about teaching and learning. It discuss how you put your beliefs in practice by including concrete examples of what you do or anticipate doing in class. My teaching philosophy is ‘participatory learning’. It a type of learning process whereby learners are put in the centre of every learning situation‚ in other words pupils take active part of the lesson presentation. . I hold this belief in the sense that
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Course: Foundation Degree in Children’s Learning and Development Module: Teaching Assistants The beginning of the Victorian age education had no relevance‚ with children forced into employment. The 1870 Education Act came into force establishing free education for all children‚ regardless of wealth‚ religion or status. The 1944 Education Act instigated the school leaving age to rise to fifteen years‚ providing mass secondary education in addition to primary. Development in the
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Principled Eclecticism Method Fitting the method to the learner‚ not vice versa Today the professional language teacher has a good grounding in the various techniques and new approaches‚ and they know and understand the history and evolution of teaching methodologies. The modern teacher will in fact use a variety of methodologies and approaches‚ choosing techniques from each method that they consider effective and applying them according to the learning context and objectives. They prepare their
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