Atomic Integrated English Course- Curriculum Philosophy Overview 1. The Atomic English class activities should develop basic communication skills. These basic skills include: listening, speaking, reading, writing, pronunciation, vocabulary, 2. The Atomic English student(s) will individually demonstrate their English speaking abilities in the classroom every week. 3. The Atomic English teacher(s) will clearly teach vocabulary and specific grammar targets every class. 4. The Atomic English teacher(s) will use review topics to create opportunities to discuss more difficult/new vocabulary and grammar. 5. The older Atomic English student(s) will engage in writing activities that focus on developing (a) specific skill(s) such as the use of new
Having the insight as a former student and a present educator, Linda Christensen wrote about her views on the way English is taught to students in her essay“Teaching Standard English: Whose Standard?” Christensen
be English Language Learners, (ELL) for them to benefit from this lesson or to meet state
| Writing for new students. Course COM/155About UsWelcome students. I am going to give you tips on the writing process to prepare you for this course. Good luck to you all.
2.1 - Teachers will understand the systems that are present in the english language and how to help students understand and competently use each of the systems.
1.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above).
There are many different strategies that an instructor can use in ELL classrooms or in classrooms in which ELL students have been mainstreamed. As always, instructors are called upon to constantly modify their curriculum and instruction in order to meet the needs of each individual learner. This is made more possible if the instructor has more knowledge of different teaching methods and strategies. There are many possible research sources that offer ideas, methods and strategies for everyday use in an ELL classroom. Several of the more common or functional strategies will be discussed here.
Instructional Setting: Whole classroom usage, sometimes at desks working independently or with a partner, and also working as a class.
Students are enrolled in the course with the intention of advancing to the next level of English and eventually into regular classes.
Within English 219, we have already learned a vital set of writing skills, that will allow for the improvement of essays, and summaries that must be written for future assessments. Some of these skills that would be relevant for achieving general writing improvement could be ideas such as thesis development, structuring and planning, or more specific examples when actually fleshing out the essay such as elements of grammar and style. Thesis development which is crucial so that ideas can be fully explained and related back to a point which can be interpreted as an overarching theme for the entire paper, and allows the reader to interpret the topic of not only the essay but of each paragraph. Taking a step back we looked in class at the subject
Rationale: this activity will help students practice spelling, vocabulary, grammar and text formation which differ quite a lot from speaking.
Throughout the semester, I have gained skills necessary for understanding and utilizing logic while writing. I am now aware that for any writing to be scholarly, it must possess an introductory section, a body and a conclusion section. Further, I am now able to understand as well as utilize most of the basic techniques useful in pre-writing, revision and editing. Through writing the “downloading from torrents” paper, I acquired skills in word processing, sentence elements, and punctuation. Further, I developed some special skills in writing a website analysis which is a critical aspect in contemporary learning as argued by Flateby (p 182). As the semester folds, I believe that I have gained the prerequisite skills in writing and critical thinking. However, I need to improve much on some of the common problems in writing that seems to disturb me especially grammar.
During this semester in English 107, I have progressed more as a writer. Before I went to University of Arizona, my writing was rigid. I wrote five-paragraph TOEFL style essay all the time in my high school life. After I attended in English 107, I was not confident about my writing skill. Throughout these three projects we have done, I become more and more confident about my writing skill than before. The Student Learning Outcomes also helped me to grow as a writer a lot. In these goals, I did well on several of them, but I still need to work on the other goals.
Over the course of this past semester, my ability to write has improved tremendously. Prior to undertaking this course, my expertise in writing was not as fine-tuned as it should have been. I had never previously been enrolled in a class specifically tailored to writing-- which was quite clear. Upon reading my past works, it becomes apparent that my writing style consisted of fluff, small words, and inconsistently structured sentences. These problems have, for the most part, been remedied with the coursework I have tackled in College Writing. Rather than long, drawn out papers that take an eternity to reach the primary point, my recent work is much nicer in terms of composition and grammar. I credit these improvements to the three primary
This course has expanded my knowledge and view of reading and writing vastly. Following each paper, reading, and class discussion I learned more about myself as a student, and the world as a whole. I have found the books Rules for Writers and Ways of Reading thoroughly helpful throughout the course. This class entails a variety of aspects of the problem-posing concept of education; it truly involves the students and teaches them to think, read, and write individualistically, analytically, and clearly.
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.