Evaluation a Course Book

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

Students are usually required to prepare some class with some recommended reading books, journals or articles, (depending on the particular aims of the course), occasions where they are able to practice their literacy and language skills.

Presently there is a rising number of English Language Learners (ELLs) entering into classrooms all over the country. According to the three research studies that I utilized, there are several varied assessment approaches for teaching ELLs in reading (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). English Language Learners (ELLs) consistently struggle with some aspects of reading because, they lack background knowledge in terms of the generalized text selections, which they are often given (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). The data across all three journal documents agrees that there is an achievement gap where ELLs

The English Curriculum (2014) values the position speaking, listening, reading and writing have as independent lessons. However, all four sectors combined are recognised as a positive developmental factor in the intellectual growth of students. It is expressed within the English curriculum how significant spoken language is; in relation to child development and also in terms of student’s progression throughout the wider curriculum. Researchers such as Owen and Burnett (2014) state that spoken language reinforces other key expertise such as reading and writing. Therefore, teachers must encourage continual development of student’s capabilities and confidence in relation to verbal language. This section of the assignment shall focus significantly

As a teacher, I should look at the books very carefully. I should ask myself what is the purpose of this book? How can I use a particular book in music, art and other activates. The book should have a message or idea to teach it to the children. I should expand children’s imagination by predicting

In real-life communication, people use a variety of language skills, listening, speaking, reading, and writing. When people learn a foreign language, they usually want to make use of that language to communicate with people who speak the same language. They can find themselves in the need of understanding them and talking to them. As Raimes (1983) states, listening and speaking are, regardless of whom the people using the language are, at least as important as the other skills to communicate.

I think first of all, it is better to make clear of what population I want to teach. Adult EFL learners who urge to learn English for everyday communication is my target population (for example, a Chinese designer want to go to Hong Kong to introduce his product, he may need some basic English to “survive”.). The program should be at least a-year long, at least 2 hours a day, 4 times a week, and it should be longer or

Oral language skills are the foundation of a student’s learning that is acquired naturally and if these skills are not strong there can be complications further down the track with their reading and writing. Although oral language is not the only means for communication it does help with the ability to produce meaningful speech. Initially language originated as a

I believe that there should not be specific texts that all students of High School English must read. The purpose of this essay is to give the reader a thoughtful analysis of my position of why there should not be specific texts. As a student, I have many teachers and have observed how each one of them teachers differently. I feel like if we make each school read the same books, we are limiting both what the students learn and how or what the teachers teach.

Students, in English class, should be given the opportunity to be able to choose what books they want to read. First, if students enjoy their book more they will be more likely to read it. Next, giving them a chance to choose their book could also improve their grade. Lastly, students could relate to their choice, instead of just reading it and not understanding what they are reading.

Integrating, Language Skills, Listening, Speaking, Reading, and Writing: As a teacher we want to make sure that whatever we teach our students we are covering different language skills, we have to make sure they are listening, so if there is any question they can feel free to ask them, we have to make sure they are speaking we can read aloud and let them talk among them selves

For this reason, it is necessary to look for good resources and materials to support the language teaching-learning process. It necessary to notice the role that each skill plays in the language acquisition. For instance, Listening is considered as the basis of developing the other skills, it is because, through listening, learners learn vocabulary, pronunciation, and grammar. Then, reading, permit learners to expand their vocabulary and learn grammatical structure. After that, writing, which allows students to produce the language. Finally, speaking recognizes as one of the main skill that allows students to produce the language and use the knowledge that acquired with the other skills.

In teaching and learning English, there are two aspects that should be concerned. The first one is the language skills such as speaking, listening, reading, and writing. The second one is the language components such as vocabulary, and grammar. These two aspects are taught in order to make the students achieve the ability in communicating both in spoken and written forms.

Approachable skills for EFL are indeed concerning receiving information and can be describe as writing and speaking. Students must process a text either in written or listening scheme and the way in which they are approached and the usefulness of the process depends of course upon the teaching methodology selected or being used during the lesson plan among the activities.

Language teaching material plays an important role in EFL classroom. With the rapid development and competitiveness of materials publishers, ‘the wealth of published material for English Language Teaching (ELT) available on the market makes selecting the right coursebook a challenging task’(Cunningsworth, 1995, p5). However, there is no coursebook can be absolutely ideal for a particular group of learners (Cunningsworth, 1995); evaluation and selection of suitable material would be essential and important issues for language teachers. Each group of learners has its own needs and language teachers