How to teach LANGUAGE pdf

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... USE****************************** iv Introduction How to Teach This Module This section contains information that will help you to teach this module. Welcome students to the course and introduce yourself. ... will be able to configure a DataAdapter to retrieve information, populate a DataSet by using a DataAdapter, configure a DataAdapter to modify information, persist data changes to a server, ... able to generate an XML Schema Definition Language (XSD) schema from a DataSet by using graphical tools, identify the purpose and uses of the XmlDataDocument object, save a DataSet structure to...

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... reading contents FINAL NOTESCareful pre-teaching  better understandingUnderstand the text first, answer questions laterBeing able to relate to the reading contents  students more interestedAnswering ... WHILE-YOU-READHelp students to understand the text before get them to answer the questionsTimelineTable/ChartMapVisuals WHILE-YOU-READReduce the loadBreak the passage into smaller partsUnit ... the questionsCheck to make sure students understand the questions WHILE-YOU-READDevelop skillsSkimming: Which sentence = most importantVocab-in-context: How you arrive at the...

... How to teach vocabulary to children at primary school effectivelymake a decision” but to come to a conclusion” In order to master the collocations of words, both teachers and pupils need to ... Mai – K119 How to teach vocabulary to children at primary school effectively to talk. It makes pupils communicate more easily. If pupil knows how to arrange vocabulary together to make sentences, ... vocabulary?Trần Phương Mai – K1142 How to teach vocabulary to children at primary school effectivelyMy study concentrates on the way to improve learning vocabulary and how to teach vocabulary most effectively...

... approaches to teach learners to speak in second language. All the mentioned reasons explain why I have decided to choose CLT not any other method to teach speaking. I.2. Using CLT and teaching ... subject. To change students’ attitude to learning speaking, they want to apply modern teaching aids to teaching speaking so that their speaking lessons will become more interesting and effective. However ... communicators in the class. They can take part in class activities, be free to express their own ideas, put questions to the teachers, and show their disagreements with the teachers. Teachers,...

... transmuted into Faith. Jesus-Christ said, “Why are yefearful, O ye of little faith? All things are possible to himthat believed.” How to get rid of fearI am asked, so often by my students, How can ... Owing to the vibratory power of words, whatever man voices,he begins to attract. People who continually speak of disease,invariably attract it.After man knows the truth, he cannot be too careful ... a man wishessomeone “bad luck,” he is sure to attract bad luck himself. If hewishes to aid someone to success, he is wishing and aidinghimself to SUCCESS.The body may be renewed and transformedThe...

... are based on, and in some cases how they were discovered.Along the way, this book also shows how to uncover new software vulnerabilities and how to use them to break machines.Chapter 1 describes ... ofsoftware. This book shows you how software breaks and teaches you how to exploit softwareweakness in order to control the machine.[1] Of course, most exploits are designed to break off-the-shelf ... is filled with the tools, concepts, and knowledge necessary to breaksoftware. How to Use This BookThis book is useful to many different kinds of people: network administrators, securityconsultants,...

... Havestudentsdoacommunicativetaskonthetopic(communicativeoutput)Wheninstructorshavetheopportunity to developpartorallofthecoursecurriculum,theycandevelopaseriesofcontextsbasedontherealworldtasksthatstudentswillneed to performusingthe language, andthen teach grammarandvocabularyinrelation to thosecontexts.Forexample,studentswhoplan to travelwillneed to understandpublicaddressannouncementsinairportsandtrainstations.Instructorscanuseaudio‐tapedsimulations to provideinput; teach thegrammaticalformsthattypicallyoccurinsuchannouncements;andthenhavestudentspracticebyaskingandansweringquestionsaboutwhatwasannounced. How to Teach TOEFLTOEICIELTSandMore How to Teach TOEFLTOEICIELTSandMore50AssessingGrammarProficiencyAuthenticAssessmentJustasmechanicaldrillsdonot teach studentsthe language, mechanicaltestquestionsdonotassesstheirability to useitinauthenticways.Inorder to provideauthenticassessmentofstudents’grammarproficiency,anevaluationmustreflectreal‐lifeusesofgrammarincontext.Thismeansthattheactivitymusthaveapurposeotherthanassessmentandrequirestudents to demonstratetheirlevelofgrammarproficiencybycompletingsometask. To developauthenticassessmentactivities,beginwiththetypesoftasksthatstudentswillactuallyneed to dousingthe language. Assessmentcanthentaketheformofcommunicativedrillsandcommunicativeactivitieslikethoseusedintheteachingprocess.Forexample,theactivitybasedonaudiotapesofpublicaddressannouncementscanbeconvertedintoanassessmentbyhavingstudentsrespondorallyorinwriting to questionsaboutasimilartape.Inthistypeofassessment,theinstructorusesachecklistorrubric to evaluatethestudent’sunderstandingand/oruseofgrammarincontext.Mechanicaltestsdoserveonepurpose:Theymotivatestudents to memorize.Theycanthereforeserveasprompts to encouragememorizationofirregularformsandvocabularyitems.Becausetheytestonlymemorycapacity,not language ability,theyarebestusedasquizzesandgivenrelativelylittleweightinevaluatingstudentperformanceandprogress. How to Teach TOEFLTOEICIELTSandMore24C. How to useastudybookOnceyouhavechosenastudymanual,readthedirectionscarefully.Typically,thefirst10‐40pagesofamanualwillgiveverydetailedinstructionson how to beststudyforthetest,test‐takingtips,andbasicinformationaboutthetest.Asmartinstructor[you]willtakethetestatleastoncesotheyknowexactlywhatisentailed.Buildingagoodstudyplanisanessentialfirststepinhelpingyourstudents.But,first,youmustknowtheskilllevelofyourstudentsandwheretheirskillsarestrongandweak.Thiswillrequiregivingyourstudentsabaselinetest to determinetheircurrentskilllevels.Onceanestimatedbaselinescorehasbeenestablished,carefullyreviewyourstudents’skilllevelsanddevelopastudyplanthatwillhelpraiselowerscoresandstrengthenthehigherscores.Irregularityofskilllevels(strongverbalskillsandveryweakwritingscores,forexample)arenotuncommonandworkingonraisingthelowerlevelskillswill,mostlikely,yieldthequickestresults(ETSresearchsuggeststhisistrue).Studentswilloftenwant to studyintensivelyforshortperiodsoftime,buttheywillgenerallybemoresuccessfulwithdistributedpracticeoverlongerperiodsoftime.Baseline,practiceandprogresstestsshouldbetakenunderconditionsascloseaspossibleasthoseatatestingcenter. How to Teach TOEFLTOEICIELTSandMore35TheTOEICWritingTestFormat ... OvertGrammarInstructionAdultstudentsappreciateandbenefitfromdirectinstructionthatallowsthem to applycriticalthinkingskills to language learning.Instructorscantakeadvantageofthisbyprovidingexplanationsthatgivestudentsadescriptiveunderstanding(declarativeknowledge)ofeachpointofgrammar.Downloadthegrammarebookforthiscourseat:www.TEFLeBooks.com/grammar .pdf andworkallthewaythroughit. How to Teach TOEFLTOEICIELTSandMore2 How to Teach TOEFL®TOEIC®IELTS®andOtherStandardizedExaminationsSecondEditionCopyright©TEFLeBooksdotcomAllrightsreserved.Permissiongranted to reproducepartsofthispublicationaslongasattributionisnoted.ThisebookwasdevelopedincooperationwithTEFLBootCamp To helpusdoabetterjobofhelpingyou,wewouldappreciateyouropinionaboutthisebook.Pleasetakeourfast,easyandconfidentialsurveyhere:CLICKHERE How to Teach TOEFLTOEICIELTSandMore30C.SkillstestingStudentstakeeitherthe“Academic”or“GeneralTraining”sectionsinreadingandwriting—thelisteningandspeakingsectionsarethesameforbothformsofthetest.Thetotaltesttimeisabout2hoursand45minutesandconsistsofthefollowing: ...  How to Teach TOEFLTOEICIELTSandMore12B.Introduction to TestDevelopmentValidity How doweknowwhetheratestmeasurestheabilityinwhichweareinterested?Evenifatestisperfectlyreliableandvirtuallyerror‐free, how doweknowifitismeasuringtheabilitieswewantit to measureandnotsomethingelse?Thisistheideaandcentralconcernofvalidity,andultimatelyinvolvesthekindsofjudgmentsthatcanbedrawnfromtestscores.Let'sconsideramathtestconsistingonlyofwordproblems.Thetestscorecouldappropriatelybeused to indicatethestudent'sability to solvemathproblemsthatrequirereading;thatwouldbeavaliduseofthetestscore.However,usingthetestscoreasarepresentationofthestudent'smathabilityingeneralmightnotbevalid,especiallyifthestudentwasnotfluentinthe language inwhichthewordproblemswerewritten.Peoplewhodeveloptestsanalyzetheminseveralways to determinetheappropriate(i.e.,valid)useoftestscores.Let'sreviewsomeoftheissuesconsideredindeterminingthevaliduseoftestscores: How to Teach TOEFLTOEICIELTSandMore47Forcurriculathatfollowasequenceoftopics,instructorsneed to developactivitiesthatrelatethetopicaldiscourse(use) to meaningandform....

... following purposes:  To do research teachers‘ and students‘ attitude and expectations about teaching countable and uncountable nouns through some techniques.  To study how to teach countable and ... skill ,they suppose. They, however, seem to pay attention to English grammar. This is due to the fact that all of them have to learn in order to pass the examination. 4) Teaching and learning condition. ... have the budget to maintain small classes. Similarly , the teaching resources best suited to the students, such as the latest technology , may not be available to the teacher, teachers must find...