Essay on Presenting of a New Grammar: Indirect Questions

3. The author compares today’s school system to that of the past, which concerned itself with teaching students,

I arrived ten minutes before to the classroom because I wanted to have a time to introduce myself with my cooperating teacher, the classroom assistant and especially with the children. Maria who is the Lead Teacher explain me about their daily

Sonia is very confident when using both present simple (using the auxiliary verb DO in interrogative sentences and DON’T in negative sentences, placing adverbs and conjugating the verbs with He, she and It correctly) and past simple tenses (using the auxiliary verb DID in interrogative sentences and DIDN’t in negative sentences –and the verbs in the base form - and being aware of regular and irregular verbs).

Jennifer asked the exploratory questions as review from the previous session; they were asked to refresh the student’s memory about the story. As for the guided questions, they were asked in order for the student to be able to form clear and concise topic sentences.

My duties in this lab are to help the teachers to organize the classroom in the activities and support the children to learn from the activities. I helped the teacher to distribute the boxes and the red papers to the children. The aim of this activity is to prepare a gift box for Valentine day. I helped the students to cover their boxes by the red papers, and use the stamps to decorate their boxes. Moreover, I collaborated with the teachers to make conversions with the children while they work in puzzles. I tried to make a strong relationship

At the end of each part of the story, teacher must stop to ask a question that related to that part. For example, asking question after reading the “raising action

[Ide írhatja be a dokumentum kivonatát, amely rendszerint a dokumentum rövid összefoglalása. Ide írhatja be a dokumentum kivonatát, amely rendszerint a dokumentum rövid összefoglalása.]

Mrs. Gonzales and Mrs. Saenz are trying their best to help Jose to succeed academically this year. After two months of Jose attending to Mrs. Gonzalez class he has improved a lot in his vocabulary. Every time the words are coming out more clear that at the begging of the school. Mrs. Saenz believes that eventually Jose will acquire the second language but she says that it make take more time than usual. Mrs. Gonzalez is glad of the improvement of Jose and she is willing to help him the next school year. Maria is truly thankful to the school staff especially to both of Jose teachers. The most important part is that Jose feels more secure and happy every day in his new school. In a few years Jose will acquire a new language and will be as successful as the other

​In the morning, Mrs. Tantourri class works in small groups in areas the children struggle the most. The first hour is geared towards the students own independent goals that’s listed

Because the well organized classroom and lesson plan, children do not need to waist their time between the transition between activities. For example, Rossie use the timer to give a warning before the ending of the activities to ensure that students to finish their activity. In addition, Rossie gives well organized and age appropriate direction to children; therefore, her students know what to do the next. Moreover, Rossie has the clear and age appropriate rules in her classroom and follow through with consequences as needed. Importantly, Rossie understand that a challenging behaviors of child is the messages from the child to educators and family; therefore, she takes the message

There are plenty of teaching methods that are used to teach a language, they developed over the years and centuries, in this essay two well-known teaching methods will be discussed, their principles, their advantages, and their drawbacks, these methods are Grammar Translation Method and The Direct Method.

Some linguistic models try to explain the development of second language acquisition. The three most common models are (1) the Universal Grammar Model, (2) the Competition Model, and (3) the Monitor Model. The Universal Grammar Model refers to the system of principles, conditions, and rules that are properties or elements of all human languages. At the same time, each language has grammatical rules that vary from one language to another. Thus, Chomky states that different languages have a limited possibility of different grammatical structures (1975). Therefore, second language learners base their second language acquisition on universal principles common to all languages, and on the force of the particular rules of each language. All of those can be concluded that as a human, especially as children, we have vary form of rules in language, in this case is second language.

Larsen-Freeman (2001) as cited in Mart (2013), describes grammar as a system of meaningful structures and patterns that are governed by particular pragmatic constraints. This clearly indicates that grammar plays a crucial role in learning the target language. Grammar instruction is one of the most difficult issues that people have encountered in language learning and teaching. Therefore, the best way to overcome this issue is by

The goal of this method is to help the students to be able to communicate in the target language. In order to achieve this purpose, the Audio-Lingual Method contains the following characteristics. Firstly, contextualized dialogs are utilized to present new vocabulary and structures in class. Secondly, the conversations are learned through drills which are considered as an integral part of the Audio-Lingual Method. In my own teaching, backward build-up drill, repetition drill and substitution drill contribute importantly the success of students’ learning. Next, grammar rules are induced from examples. By this approach, students personalize and use the grammatical points naturally like the way they acquire the native language. Based on above features, it is believed that the Audio-Lingual Method has a part in the communicative development of students in the target language.

It has not been easy but challenging and interesting. Unfortunately in this present job I have no colleagues, institution authorities or supervisors, which means anything I do in the classroom hardly ever provides me any feedback of what I am doing. Except of course for the eventual commentaries I receive from my students and the annual performance evaluation. Therefore I had this urgent necessity of obtaining some refreshment and reviewing of what I am doing in my classroom. I need to make a stop to reflect about how effective my teaching is. If the things I am doing are adequate and suitable to take my pupils to achieve their goal to communicate in the target language. Teaching in this context was at the beginning of the journey a frightening and stressing episode, first of all because I did not know anything about mining, geology, finance and accounting, just to mention some and not to make myself look like a complete ignorant. Secondly the atmosphere in a corporate has nothing to do with the informal ambience in an elementary school and thirdly but not least important, the students expectations and perceptions are not the same. Thus, I had to remake myself.