Trinity Cert TESOL Assignment details Contents Self-study 2 Reading list 3 Assignment overview 7 Teaching practice 8 Language Awareness test 1. 10 Language awareness test 2 10 Language awareness test 3 11 Unknown foreign language journal 12 Materials assignment 24 Observation journal 29 Teaching practice journal 49 Learner profile 51 Agreement to participate in learner profile 59 Self-study Self study follows the day’s input. Although there is flexibility in
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Teaching English to Speakers of Other Languages (TESOL) Case Study – Mustafa Kutlay Case Study Before completing the case study‚ I had a look at various theories for teaching English to the speakers of other languages. Casanave (2004) highlights that ‘writing is a social practice requiring deep engagement with readings and with other writers’. One of the reading techniques‚ ‘extensive reading’ is cited from Palmer by Day
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TESOL for Children Course E-Book Table of Contents Submission Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Assignments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Getting Creative in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 TESOL Age Categories . . . . . . . . . . . . . . . . . . . . . . . . . .
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2011 International Conference on Social Science and Humanity (ICSSH 2011) Language Learning Strategy Preferences of Iranian EFL Students Jahanbakhsh Nikoopour Mohammad Amini Farsani Jahangir Kashefi Neishabouri English Translation Studies Dept. IAU‚ North Tehran Branch Tehran‚ Iran e-mail: j_nikoopour@iau-tnb.ac.ir Foreign Languages Dept. University for Teacher Education Tehran‚ Iran e-mail: m_amini.farsani@yahoo.com Psychology Dept. University for Teacher Education Tehran
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printed on the CIE website. Dr. Cotton is a pioneer in the field of advanced TESOL methodology and language acquisition. The techniques taught in the CIE TESOL course are based on his research into language acquisition methodology and represents the methods that are proven and field tested during his 45 years of teaching experience. Why would an English teacher or a would-be English teacher be interested in the CIE TESOL methodology? “This is because the English language teaching tradition has been
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Analysis of Teaching Material- NEW HEADWAY ADVANCED The material chosen for analysis is the New Headway Advanced Student’s Course Book published and released in 2004 and written by Liz Soars‚ John Soars. The New Headway claims to the best-selling series that combines the best of traditional methods with current teaching techniques. It is renowned and valued for a reliable methodology that works at every level. Headway goes on to assert that no course offers more in terms of levels‚ components
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3. I don’t agree curriculum is different from syllabus because both are needed‚ both are related with the targets and goals of teachers and students. Moreover‚ curriculum offers the overall goal and the syllabus proposes how to get there and when that arrival will be anticipated. . Both complement each other. Both are concerned about what to teach and what to test. Furthermore‚ curriculum is a focus of study‚ consisting of various courses all designed to reach a particular proficiency or qualification
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importance of teachers‚ and teacher is the profession I expect to .It’s no denial that the development of society is inseparable from education‚ which emphsize the importance of education as well. Out of love and interest in teaching‚ I apply for TESOL in your school. Jiangxi Normal University is well known for the teacher training where I have been learning primary education for three years. During this period‚ I have deepened my understanding of education by studying Pavlov’s conditional reflex
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TESOL: Domain 2. Culture states that “Candidates know‚ understand‚ and use major concepts‚ principles‚ theories‚ and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs”( TESOL‚2010). When I was able to teach overseas‚ adapting and understanding the culture was an asset to my teaching experiences. I’d like to share a few experiences that required me to understand and adapt my life experiences and expectations to my teaching
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Observation Journal 1 Date: 13/09/2012 Duration: 1 hour Location: International House London Level: Upper Intermediate Teaching Aim: Past Subjunctive (structure lesson) Use of “I wish” for regrets and criticism Lesson Pace During the first half of the lesson the teacher moved at a particularly fast pace. Whilst understandably a swift pace is required in order to fit the breath of information into the lesson I feel this was to the detriment of student learning in some instances
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