teaching english in the classroom video
An Integrated Approach to Teaching Literature in the EFL Classroom
... Model for Teaching LiteratureAccording to Duff and Maley (1990), the main reasons for integrating these elements are linguistic, methodological and motivational. Linguistically, by using a wide ... experience of the main themes and context of text. Stage 2: FocusingLearners experience the text by listening and or reading and focusing on specific content in the text.Stage 3: Preliminary ResponseLearners ... Personal Response The focus of this final step is on increasing understanding, enhancing enjoyment of the text and enabling learners to come to their own personal interpretation of the text. This...
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Tips for Teaching Conversation in the Multilingual ESL Classroom
... speakers, remind them that in today's global society, the chances are that they will find themselves conversing, doing business, or otherwise interacting in English with other non-native ... Funã One of the best aspects of multi-lingual classrooms is that the widely varying cultural, linguistic and personal backgrounds of the students provide a constant source of interesting conversational ... Let the Students do the Workã At the beginning or end of class or after a comprehension exercise, have students ask each other questions about the material covered. That will get them used...
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WATER POLLUTION Educator Guide A resource for using QUEST video, audio, blogs and maps in the classroom pot
... mining rush. It happened here, in the hills on San Jose’s southern edges. SANISLO: Our mines were bigger than the biggest gold mines. Terri Sanislo is an interpreter at the New Almaden Mining ... are taking big steps toward cleaning up the mercury pollution in San Francisco Bay. On a Sunday morning, in late April at the Berkeley Marina dozens of anglers are casting their fishing rods ... one of the sources of mercury in the Bay, but it’s also one of the simplest to clean up. DRURY: So, the way to reduce methyl mercury in fish is to prevent it from getting in the water in the...
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The Importance of Eye Contact in the Classroom
... both the teacher and the learner, yet much classroom time is spent with eyes firmly fixed on the book, the board, the floor, the window, or roaming randomly around the teaching and learning ... largely in the context of providing clues to the nature of the learner rather than in terms of a teaching tool. We have recently had the pleasure of observing English language classes at the Izmir ... Establishing a management role in the classroom involves eye contact from the outset. Be in your classroom before your learners, and welcome them individually with a combination of eye contact and their...
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Tài liệu Coaching Emotional Intelligence in the Classroom pptx
... of instruments, coupled with insightfulness in deciding which instrument(s) to pick for the job in hand.Feeling comfortable in the presence of uncertainty and ambiguity (perhaps bearing in ... 1.3 Through the window Coaching emotional intelligence in the classroom 40If all people were rich then there would be no need for them to work. If the rich did not work then only the poor could ... something rather than noth-ing? Putting that into Google by the way pulls up 21 million references!Happy questioning. Coaching emotional intelligence in the classroom 2This book is underpinned...
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d. Hadn''''t it been b 41. The talks in the classroom, in the corridor and in the schoolyard do not pdf
... a 15. They …………. all kinds of sackcloth. a. produce b. do c. audit d. deposit > a 16. They used to go skiing in the mountain every winter, but for the past five years. a. they don’t ... d. unique > d 2. a. school b. sing c. island d. bus > c d. Hadn't it been b 41. The talks in the classroom, in the corridor and in the schoolyard do not …… … a. matter ... find / to buy / trying / to travel b. see / wasn’t / to find / to buy / trying / to travel c. to see / wasn’t / to find / buy / trying / to travel d. seeing / am not / to find / buy / trying...
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Using shared writing in the classroom
... note the effect of the features used by the writer;ã investigating and discussing the effect of using these grammatical features in her/his own writing.Timing:ã during the whole-class teaching ... offering waiting time for individual thinking;- building in brief paired discussion;- encouraging non-verbal responses (e.g. ‘show-me’ activities).ã principles of shared writing in KS1ã principles ... writing in KS2 The National Literacy Strategy The National Literacy StrategyPRINCIPLES OF SHARED WRITING – BY THE END OF KS2General:ã use the first 30 minutes of the Literacy Hour as a continuos...
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English in the Southern United States phần 10 doc
... effect in lexical diffusion: the development of -s in the third person singular present indicative in English, in Britton (ed.), 119–42.Orr, Elinor 1987.Twiceas Less: Black English and the ... a singular pronoun in Southern dialect?”American Speech 59: 51–9.Rickford, John R. 1974. The insights of the mesolect,” in DeCamp and Hancock (eds.),92–117.1975. “Carrying the new wave into ... 123–46.2001. “Investigating variation and change in written documents,” in Chambers,Trudgill, and Schilling-Estes (eds.), 67–96.forthcoming. The English dialect heritage of the Southern United...
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English in the Southern United States phần 9 docx
... [her] $70,000 a year,” in her words. In selling mailing listsover the telephone, she finds the strategy of switching into a southern-sounding wayof talking and interacting to be particularly ... commitment in linguistic science: the case of the black English trial in Ann Arbor,” Language in Society 11: 165–202.1986. “Sources of inherent variation in the speech process,” in Perkell and ... draw out the rangeof variation in talk and writing in the South, both within and among speakers, andto highlight the contexts in which sounding southern is neutral or detrimentalto the task...
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English in the Southern United States phần 8 ppt
... discourseaboutSoutherners,whetherthe Southerners in questionare from the coastalorthemountain South and whether they are men or women. Travelers from the North in the mid nineteenth century noted that Southerners ... observed in the speech of some Southerners (and in literary and other representations ofsouthern speech). Then I talk about some of the things people may accomplishby adoptingfeatures of southern ... glossary of Cajun English, A–OThese terms appear in one or both of the popular glossaries of Cajun English (Sothern 1977; Martin and Martin 1993) and in either DARE (A–O) or LAGS(General Index, vol....
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English in the Southern United States phần 7 docx
... up in the pronunciation of the state name, with northern Louisiana favor-ing four syllables beginning [luz-] and southern Louisiana favoring five syllablesbeginning [luiz-]. The people of southern ... three Southern American English features(LAGS, vol. 6)recessive features include (1) a-prefixing as in They were a-laughing and a-singing;(2) plural verbal -s as in The children knows they have ... tormenting,” as in The parents were mommucking their children. Meanwhile, on the island communitiesof the Chesapeake and in southern Appalachia it refers to “making a mess,” as in He was mommucking...
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English in the Southern United States phần 6 pdf
... vowelshifting in the South, both the ordering of the changes and whether chain shiftingis the mechanism taking place at all here.What she found was that while the back movements were in place, the ... there, so they may no longer Vowel shifting in the southern states 131Looking at the social dimension of vowel shifting in Memphis, Fridland (2001)found that for the Southern Shift (i.e. the ... whether the greaterurban areas will dominate the development of phonology in the South, or whether the more rural and small towns will in uence the metropolitan areas. If the South resembles other...
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English in the Southern United States phần 5 potx
... shifting in the southern states 1 Introduction In 1972 it was first realized that there was a general shift in the vowels of notonly the southern states, but all the southern ... apostropheafter the y. Others put the apostrophe after the a and think of it either as a con-traction of ya+all (with ya being you in fast or informal speech) or as a grammat-icalized form not involving the ... This leads to the type of variation exhibited in the speech of the 1900–20 generation. In stage II, in response to the weakening of these constraints, the overall frequency of -s increases and...
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