1.Explain why is it more important to have a clear idea of learner’s needs in Business TESOL than in General English? 2.Describe the difference between an organization’s need and the cognitive needs of an individual? 3.Why is it important to consider the learners’ cultural background and interest when planning a class? 4.How can online sources and other electronic tools play important roles when designing and delivering a business class? 5.How can the lexical method be used to teach grammar points
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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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International Journal of Language and Linguistics 2014; 2(4): 32-38 Published online September 10‚ 2014 (http://www.sciencepublishinggroup.com/j/ijll) doi: 10.11648/j.ijll.s.20140204.15 ISSN: 2330-0205 (Print); ISSN: 2330-0221 (Online) Review of computer-assisted language learning: History‚ merits & barriers Dara Tafazoli*‚ Niloofar Golshan Science & Research Branch‚ Islamic Azad University‚ Iran Email address: Dara.tafazoli@yahoo.com (D. Tafazoli)‚ golshanniloofar@yahoo.com (N. Golshan) To cite
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in Teaching English to Speakers of Other Languages (LTCL Diploma TESOL) Course Summary and Bibliography A summary of course content‚ key information and bibliography for course members from April 2005 This qualification is accredited by the Qualifications and Curriculum Authority at Level 7 of the UK National Qualifications Framework Trinity College London 89 Albert Embankment London SE1 7TP UK T +44 (0)20 7820 6100 F +44 (0)20 7820 6161 E tesol@trinitycollege.co.uk www.trinitycollege.co
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Chapter 1 Question 1 Why is English a ‘Global Language’? English is a ‘Global Language’ because it is one of the most widely spoken and written languages‚ carrying influence due to music‚ cinema‚ general broadcasting‚ science and the internet. Also‚ due to the requirement in many fields and occupations‚ English is become more important on a global scale. Question 2 How has the ‘Communicative Approach’ made learning English less artificial and more like the real world? The ‘Communicative Approach’
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TESOL Thesis Statement TESOL ESL THESIS TOPIC China has arisen in all perspectives of the twenty-first century. Parents in China play crucial roles of children learning and they are now more concern about the English ability their children have enhanced which means teacher must pay greater attention to the communication between parents and teacher and the challenge it brings. Thesis Closed policy The closed policy has created difficulties‚ for Chinese students in methods of learning
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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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Service - Our Responsibility Water and Sewerage Authority (WASA) was established by an Act of Parliament in 1965 to manage the water and sewerage sector of Trinidad and Tobago. An essential component of this mandate is the delivery of a safe‚ reliable and efficient water supply to satisfy the demand of all sectors of the economy. Whilst over the ensuing years there has been a steady increase in demand‚ there has not been the commensurate investment in infrastructure and the identification of alternative
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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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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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