Language Activity 3

If your students are English learners, learn a few key phrases in their native languages to model that it is acceptable to struggle with pronunciation and language learning.

together as a class will also reinforce what they have learned and will give the teacher an

It allows groups to use the situation in the learning environment to develop their social interaction skills e.g. meeting new people, and share ideas. This enhances the group’s experiences, promotes collaboration, can develop their social relationships skills and allows opportunity for peer

Last fall, I challenged my AP Language and Composition students to complete an original inquiry research project. I used the words “challenge” and “inquiry” because I wanted to inspire them to “own” this project about any topic or problem they chose. To me, “owning” one’s learning means that one makes choices about how to pursue it and complete it independently, and when necessary, revises based on one’s own judgments and data independently collected.

Advanced Top Notch textbook is an integrated four-skill textbook for adults who want to use English to communicate effectively in daily life. It is also Easy and enjoyable to teach and that it combines proven communicative methodology with a practical outcomes-based approach. That said, it includes a clear part for teaching vocabulary, a small section for grammatical point, and functional conversations centering around dialogues in every unit accompanied by systematic practice of all speaking skill. However, it places special emphasis on helping students become confident and competent speakers of English. Speaking activities at the end of every lesson, tied to clearly label measurable outcomes, enable students to see the results of their learning

NASA galvanized everybody into not using cars anymore because of statistics they released to the public on CO2 emissions, which are ruining our atmosphere. (cumulative)

If I had a class that contain twenty-five students of diverse background, I would try some classroom strategies to help them. I would simplify my directions, and I would use strategies to help with their vocab development. Through these strategies I will be able to further help my students understand their work weather they are English impaired or not.

This source addresses multiple questions regarding the writing center working with “language 2” students, such as if they should use the same methods with language 2 students that they use with English speaking students that have a lot of issues with writing. It explains that not all language 2 students have the same issues with writing and that each student has a unique situation that should be treated with care and attention. Their overall goal is to see what happens when language 2 writers and tutor work together when the proper training is involved. This source helps expand my research by providing more questions and solutions to the common issues between tutors and “language 2” writers. It gives both the tutor and writers perspective and

In this country good command on English is most important to communicate but most of the students from Saudi Arabia are not good in English. As a result it becomes difficult for them to communicate with non-Arabic speakers’ comfortably. This implies that learning also becomes difficult for these students as lessons in the institution are also offered in English. In that capacity, our organization embarks on giving English lessons to the members that helps them in getting better in English language. The classes for the same are held at the Islamic centre after the ordinary school classes every evening. Amid the initial couple of days or weeks after the landing of new students in the institution, providing this administration is ordinarily exceptionally troublesome as we are compelled to go about as translators to the students, particularly those with no information of English whatsoever. I learnt from my own experience at the organization as a Saudi student that the new students face issues in both communication as well as written English. They are neither capable of pronouncing English words nor writing these words in a correct way. It results in making communication extremely troublesome. Accordingly, I customize my lessons to focus on pronunciation and sentence development and on composition as well. Students are given a lot of reading material for pronunciation and

Anticipated learner problems o Students may be confused by verbs in their past tense form combined verbs in their continuous form (-ing) and mix verb use and tense. o Students may put the past plural form of the verb to be (were) into the past singular form (was). o Students may omit the past tense of the verb to be when constructing the past perfect. o Students may be confused by the use of the past participle rather than past tense form of a verb when constructing the past perfect. o Pronunciation of the word students (stjuːdənts) may cause problems, especially with the weak e. o A clear context and use of concept questions must be used in order to furnish students with a clear understanding of the differences between the three sentences in relation to time and tense (see context as given at beginning of question 2.). o Some pronunciation issues

English language teaching is really a big challenge for teachers as it is difficult for them to instruct each learner or student to use the target language. This has become a real problem for teachers and students. This study is about the effect of pair and group work of improving the students speaking performance. According to “Gabriela Bunga Pramudhita (2008); it is very difficult for the teacher to make an effective class”. In this regard, there must be motivation which can be from both teachers and students. The problems in performing this really exist from the using and applying certain approaches by teacher who must know well which approach he must use according to the need of his students. In Saudi Arabia, students tend to be passive; therefore, the teacher should have a skill of forming and creating fun and good atmosphere in the class, so that he can prevent the students from tiredness and boredom. It is actually being better for the teacher not to use the way of lecturing; instead he has to use the way of interacting and participating with

This material is designed for English as foreign language classes in China. The target learners are senior high school students, aged around 17. There are 20 students in the class and the gender is half female and half male in order to keep the gender balance. The most of students are going to enter the university and the majority aim of learning English is for the College Entrance Examination and improvement of communicative competence. And this material could be organised for three or four hours of teaching.

Some people prefer to the learning atmosphere where they can discuss the problem with some people. This type of learning is called cooperative learning. Cooperative learning not only avoids the learners’ unilateral acceptance of knowledge, but also promotes them positive thought on problem. It requires that the learner discuss with others at a humble and sincere attitude, or it isn’t so successful and effective that the learners will feel a waste of time. So it can build them good characters, such as respectful, helpful and receptive

English is compulsory second language taught in school beginning at Primary 1 and age seven. Malaysian students from different background in life have different levels of knowledge and proficiency in English. Every student has a different way of learning, and learns and progresses at different speeds. There are some students who find it difficult to do the task while others find it easy whenever teacher instructs on a task to be carried out by them. These mix abilities students are hard for teacher to approach one by one. Such situations become obstacles in the process of learning English as a second language. Teachers are unable to reach all of the students at one time. Teachers are also having problems in deciding the right activities and tasks to be carried out throughout the lesson to facilitate teaching and learning process.

Once there was a time in teaching English, when teachers had mainly followed the traditional approach of teaching in various universities, where the learner used to be dependent only on the lecture delivered by the teacher. The learners were not exposed sufficient practice on their own and the interaction among the learners in the classroom was almost absent. That time the main focus was on grammatical rules, memorization of vocabulary, translation of texts and doing writing exercises. Classes were also conducted in native language ‘Bangla’ with little or no use of English language.