Esl Essays

Assignment : Teaching Grammar to ESL Students 1. I used to drink a bottle of vodka a day. (a recovering alcoholic at an AA meeting) STRUCTURE: ‘used’ structure FORM: subject + used to + infinitive B. FUNCTION AND MEANING It talks about an action that happened regularly in the past but no longer happens in the present. . C. PROBLEMS WITH… Meaning: Students may think that he is talking about the present, rather than the past. Some learners may use ‘used to’ in place of the

1. Did the student meet the criterion for the objective? Explain. After taking the student through the instructional material, she was able to meet the criterion for the objective. During the initial assessment I was able to determine that the incorrect response for identifying the front and back of the book was due to a lack of knowledge of the vocabulary. Therefore, a brief lesson on the unfamiliar words was sufficient for the student to be able to master the concept. I ensured that the student

schools depending on their requirements. Where do you hope your ESL career will lead you? I’m hoping to become a private tutor locally which would make enough income for me to survive on one job alone instead of multiple careers. List 5 important delivery methods for ESL teachers. Direct instructions using actions Lecturing Class discussions Group work Individual instructions Assignment 2 1. In an average ESL classroom, 95 – 100% of students would be the same nationality

The place of literature in education Why read literature? To many of us, such a question seems as strange as asking “why breathe?” as literature has been part of our life, family, school, and community for as long as we can remember. Of course, there are those who argue that what today’s students need is preparation for the “real world,” but in the push for practical preparedness we sometimes overlook the importance of educating students’ imaginations. Literature offers windows to worlds outside

success. In this research, I will analyses a video clip of an ESL/EFL teacher and class in action for reflection on and evaluating the mythology to promote language learning. The video clip chosen for analysis is from lessons included in Harmer (2007) published by YouTube. It covers adult class (pre-intermediate) during the lesson titled Kit teaches students to ask for and give directions. The class are learning English as a second language (ESL) and there are around 15 students from variety countries

lower-middle socio-economic class, and tend to be majority Hispanic, Indian, and African American, with few Caucasians and Asians. This school provides a variety of special programs for their ESL students and special need students. Students may be offered speech language pathology, occupational therapy, physical therapy, ESL programs, reading recovery, and counseling. When focusing in on the specific classroom that I am working in, there is a 1-23 teacher to student ratio, with fourteen boys and nine girls

I am writing to apply for the position of ESL Program Director in the ESL Program at Marietta College. I hold a doctoral of philosophy in Foreign, Second, and Multilingual Language Education (within the TESOL program) with an interdisciplinary specialization in Educational Technology from the Ohio State University (OSU). Moreover, I have experience in teaching EFL and ESL learners English and in administration. I am confident that my academic and experiential exposure will enable me to contribute

courses that prepare the students for working with ESL/ELL students. Of the total population of teachers on campus, less than 26% of the teachers have received professional development related to instructional practices for these students. Furthermore, out of the 50 states in the United States only 20 of these states require that teacher have training with working with ESL and ELL students as a requirement of for employment. Moreover, these ESL/ELL students had higher dropout rates as among other

My first observation took place in a third grade classroom of twenty-two students. All students were of Mexican descent and labeled as intermediate/advanced English language learners. The classroom environment itself was very warm and welcoming. There was a bulletin board that displayed pictures of students and their families along with autobiographies. There was another bulletin board dedicated to celebrating Mexican culture and people. The teacher was a Caucasian women in her mid twenties

Introduction In this report, I will describe a teacher and her students in an observation I did in a 8th grade of Liceo de San Miguel in Desamparados which is known as a problematic high school due to constantly problems of drugs and alcohol in some of its students. The purpose of this report is to reflect on the teacher’s class organization strategies and class environment in relation with what I have learned in the class of Didactics 1 from the professor Jonnathan Elizondo in the U.I.A. Throughout