TEACHING ENGLISH AS A FOREIGN LANGUAGE LESSON PLANS PDF

Tìm thấy 10,000 tài liệu liên quan tới từ khóa "TEACHING ENGLISH AS A FOREIGN LANGUAGE LESSON PLANS PDF":

Euro English A Debate and its Implications for Teaching English as a Foreign Language

EURO ENGLISH A DEBATE AND ITS IMPLICATIONS FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE

Euro English A Debate and its Implications for Teaching English as a Foreign LanguageEuro English A Debate and its Implications for Teaching English as a Foreign LanguageEuro English A Debate and its Implications for Teaching English as a Foreign Language

6 Đọc thêm

Các biến thể của tiếng anh part 4 pdf

CÁC BIẾN THỂ CỦA TIẾNG ANH PART 4 PDF

second language. The same is true in Scotland, although there we havethe extra complication of Scots, which will be discussed in section 2.3.We might, therefore, see all these varieties as belonging to the outercircle. At the same time, English has been established in these countriesfor so long, and has been so clearly influenced by the language ofEngland, that these countries have varieties of English which behavemore like inner circle varieties than like outer circle varieties.There is an extra point to be considered with the Englishes spoken inIreland and Scotland: They have provided so much of the input to NewWorld and southern hemisphere varieties of English, it is perhaps moreuseful from the point of view of this book to view them as part of thecolonising drift from the British Isles than as among the first of thecolonised.South Africa presents a difficult case in terms of Figure 2.5 (as isadmitted by Kachru 1985: 14). Although English was carried to the Capeby speakers from England in the early nineteenth century, the majorityof users of English in South Africa today are speakers of English as asecond language. Because there is a continuous history of English beingused by some people across all domains, we can view South Africa asbelonging peripherally to the inner circle, although there are manyfeatures of the outer circle.This book is concerned with the Englishes used in the inner circle.More specifically, it is concerned with the relationship between thevarieties of English used in the British Isles and those varieties used informer British colonies which now belong to Kachru’s inner circle. Some24 INTERNATIONAL VARIETIES OF ENGLISH02 pages 001-136 6/8/02 1:26 pm Page 24of the problems that are raised by these inner circle varieties – questionsof borrowing and substrate (a less dominant language or variety whichinfluences the dominant one), for instance – are also problems shared
Xem thêm

10 Đọc thêm

Báo cáo toán học: " Code choice in the Chinese as a foreign language classroom" pot

BÁO CÁO TOÁN HỌC: " CODE CHOICE IN THE CHINESE AS A FOREIGN LANGUAGE CLASSROOM" POT

example as a second language to minority groups in the People’s Republic of China (Hu and Alsagoff 2010; Zhou and Sun 2004) and Taiwan (Chen and Hsin 2011); in post-colonial contexts such as Singapore (Tse and Tan 2011) and Hong Kong (Shum, Tsung and Gao 2011 “Teaching and learning (through) Putonghua: From the perspective of Hong Kong teachers”; Shum, Gao, Tsung and Ki 2011 “South Asian students’ Chinese language learning in Hong Kong: motivations and strategies”); and as a heritage and community language in the 2 diasporas across the world, such as the United States (Xiao Yun 2011; Xing 2009; Chen, Wang and Cai 2010) and Britain (Li and Zhu 2011; Li 2011 “Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain”). However, few empirical studies (Yu 2010; Wang 2010 “A study of English as a lingua franca in teaching Chinese to speakers of other languages”) have been conducted on the teaching of Chinese to multilingual international students within China. In the context of teaching Chinese as a foreign language in China (henceforth CFL), McDonald (2011) has commented that, “although it has currently constituted aims to give students access to Chinese language and culture, too often its practical outcome is to prevent foreigners from learning to use the language properly” (p.1). Indeed, the intrinsic linguistic features of the Chinese language, such as the unique tonal phonetic system and the logographical script system, make it difficult for learners to master (Walton 1989). This makes it useful to develop a specific Chinese pedagogy to supplement generic methods and shared approaches. Chinese government-funded research and modern communications technology are both playing their part in reducing this problem, but almost nothing is known of Chinese language teaching methods using activities grounded in the most advanced theories of pedagogy (Orton 2011: 159). At the same time, little research on learning from largely traditional teaching methods of teacher model-students repeat, and constant revision and repetition has been conducted. In addition to the linguistic challenge, CFL teaching has to deal with the varied quality of the language teaching profession in China, which is regarded as the key obstacle in building capacity (Wang 2009 “Preparing and
Xem thêm

26 Đọc thêm

LE HUU TRAC 2

LE HUU TRAC 2

4. It provides familiarity with common phrases. 5. Students can use the language in real situations. 6. Students gain confidence and motivation through successful communication. 7. Students learn the language by using the language. 8. It allows learners to control and evaluate their own successes. 9. It allows learners to respect the learning styles of other learners. 10. It encourages learners to learn from their peers. 11. It helps learners control the learning environment. 12. It encourages pair- and group-work. 13. It helps learners access information and resources. What Classroom English can we use?• There are at least ten common areas of classroom communication: There will be many things to do in this course, and many things to talk about. However, please remember that education is aimed at students, and the students are the most importantpeople in this course and in every course. There will therefore be a continuous focus on learner-training, self-assessment, goal-setting, reflection and evaluation.This course is for you, and you will therefore be helping to make it and evaluate it!MethodsThe course consists of three 50-minute periods each week for 16 weeks. Each period will look at Classroom English from a specific perspective:• Period 1 This period will will focus on a theoretical concept for the week • Period 2 This period will focus on active use of classroom English in activities and role plays.• Period 3 This period will focus on lesson presentations given by students.
Xem thêm

2 Đọc thêm

lesson plan unit 11 english 11

LESSON PLAN UNIT 11 ENGLISH 11

Student teacher’s name: Vo Thi Ngoc Thuyen Page 1Luong The Vinh High School The majority of students may not be familiar with the topic “Sources of Energy” Most of the students are not good at listening. Solutions: Teacher gives students a short warm-up activity on the topic in order to familiarize them with the topic.Teaching procedureA. Classroom procedure (1’)* Greeting* Checking attendanceB. New Lesson: (42’)Teacher’s activities + Timing Students’ activitiesContentPre – Listening:Warm-up: (5’) Divide the class into 2 groups and tell the instructions of the crossword. “Each group will choose a number, and then answer the question of this number. 10 marks for the correct answer. If that group can’t answer the question, the chance is for the other, 5 marks for the correct one. After 2 groups find out all words here, you’ll have 10 seconds to guess the key word today by arranging letters in each answer. Raise your hand if you have the answer first and 20 marks for the key word.” Check students whether they understand the rule. Set the game in motion After all the words are made known, introduce the topic of the today’s lesson: “The key word here is
Xem thêm

8 Đọc thêm

Anh 9 - lesson 6

ANH 9 - LESSON 6

B. Víi c©u hái Yes/ No vµ Wh :* Wh ? : S + asked + (sb) “ Wh ” + clause Unit 4Unit 4 : : learning a foreign languagelearning a foreign languageLesson 6Lesson 6 : : Language FocusLanguage FocusII/ Activity 2II/ Activity 2 : : Revision of conditional sentences ( 1 )Revision of conditional sentences ( 1 )Form :If clause : present simple Main clause : Will + V Modal verb + Vwant to speak English wellmust practice it ought to listen ; read and write English every dayhave to work hardcan use English in the futureshould learn English from now onmight pass any English exams
Xem thêm

9 Đọc thêm

BÌA GA 6

BÌA GA 6

NUI THANH EDUCATION &TRAININGDEPARTMENTCHU VAN AN SECONDARY SCHOOLFOREIGN LANGUAGE GROUP TIENG ANH 6LESSON PLANS Teacher in charge:Nguyễn Thị Thủy INCLUDEPICTURE "http://t0.gstatic.com/images?q=tbn:8kUQ5x1H3gYg4M:http://phusaonline.free.fr/images/HoaSen.jpg" \* MERGEFORMATINET School year: 2009 - 2010

1 Đọc thêm

Level C lesson 9 doc

LEVEL C LESSON 9 DOC

________ between unfamiliar sounds in that language. C(A) separate (B) differ (C) distinguish (D) solve 11. ________ my opinion, French cheese is better than English cheese. A(A) In (B) To (C) By (D) For 12. Father would not ________ us to go there for the weekend. B(A) let (B) permit (C) agree (D) consent 13. Every day the old man’s dog goes to the shop to ________ him a newspaper. B(A) carry (B) fetch (C) take (D) bring 14. - Rex: It’s already half-past six. - Hal: Good heavens, so it is! It’s time we ________. C

12 Đọc thêm

AN INVESTIGATION INTO THE EFFECT OF CONTENT AND LANGUAGE INTERGATED LEARNING ON EFL LEARNERS WRITING MOTIVATION AND WRITING PERFORMANCE AT YOLA A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF

AN INVESTIGATION INTO THE EFFECT OF CONTENT AND LANGUAGE INTERGATED LEARNING ON EFL LEARNERS WRITING MOTIVATION AND WRITING PERFORMANCE AT YOLA A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF

language skills which needs to master (Ho, Nguyen, Le & Chiem, 2011). Maier(2011) proved that be good at writing “make us better persuaders, better story andbetter thinkers” (as cited in (Ho, Nguyen, Le & Chiem, 2011). Writing will improveour thinking ability, and enhance language use in communication both in writtenand spoken. However, English learners often consider writing skill as “being thelast language skill to be acquired … for foreign/ second language learners” (Hamp-1Lyons & Heasly, 2006) since most of them seem not very interested in or eve afraidof writing (Pell, 2004) which affects leaner writing performance leading to lowmotivation to write (Lee, 2005).Meanwhile, “a sense of competency achieved through seeking out andovercoming challenges” is one of three psychological needs to help English learnersenhance their motivation (Noels, 2001, as cited in Lo & Hyland, 2007). As a result,low writing scores can lead to low learners’ motivation to write. Payne (2012)claimed “students’ motivation to write contributes to their success as writers incollege courses” which can be understood that academic writing performance canbe affected by writing motivation. Moreover, Pajares (1996) wrote that writingmotivation is a significant factor in writing competence (as cited in Payne, 2012). Inadditionally, Troia et al. (2012) showed “motivation plays a prominent role inwriting development and performance”. Thus, it seems that low writing motivationcan affect back to writing performance in a vicious cycle.This is also the problem of YOLA students since many writing teachers atYOLA have commented that most of their students are not motivated to write,which was showed in the result of an annual survey to guarantee the quality controlof writing teaching and learning at YOLA (Source: YOLA school, December 2014).The researchers asked randomly 5 students per each level from 5 levels of IELTS(International English Language Testing System) courses including IELTS Entry,
Xem thêm

Đọc thêm

Tài liệu Test of English as a Foreign Language doc

TÀI LIỆU TEST OF ENGLISH AS A FOREIGN LANGUAGE DOC

TOEFL test score data and essay responses that may be used atany time for informational, research, statistical, or training purposesare not individually identifiable.Information retained in TOEFL records is the same as the infor-mation printed on the examinee’s score record and on the officialscore reports. Official score reports will be sent only to those institu-tions or agencies designated by the examinee on the day of the test,on a Score Report Request Form submitted at a later date, or other-wise specifically authorized by the examinee.Scores are not to be released by institutional recipients withoutthe explicit permission of the examinee.Your score record and the documents you complete that are retainedat ETS (for example, your photo file record) may be released tothird parties, such as government agencies or parties to a lawsuit, ifrequested pursuant to a subpoena.TEST QUESTION INQUIRIESLanguage specialists prepare TOEFL test questions. These specialistsfollow careful, standardized procedures developed to ensure that alltest material is of consistently high quality. Each question is reviewedby several members of the ETS staff. The TOEFL Committee ofExaminers, an independent group of professionals in the fields of linguistics, language testing, and language teaching that reports tothe TOEFL Board, is responsible for the content of the tests.After test questions have been reviewed and revised as appropri-ate, they are selectively administered in trial situations and assem-bled into test pools. The test pools are then reviewed according toestablished ETS and TOEFL program procedures to ensure that allpossible versions of the test are free of cultural bias. Statistical analy-ses of individual questions, as well as simulated versions of the com-plete tests, ensure that all items provide appropriate measurement
Xem thêm

36 Đọc thêm

Tài liệu TOEFL Structure 3 pdf

TÀI LIỆU TOEFL STRUCTURE 3 PDF

Test of English as a Foreign Language (TOEFL) Structure (3) Directions: The questions here test your knowledge of the grammatical structure of English. Each question consists of a short written conversation, part of which has been omitted. Four words or phrases, labeled 1, 2, 3, and 4, are given below the conversation. You are to choose the word or phrase that will correctly complete the conversation. Click the answer button to see the correct answer. If you need a hint, press the arrow button next to the hint. Look at the example. "Why do you always want to use _____ pens?" 1) to one 2) of my 3) that my 4) one of my We would say: "Why do you always want to use one of my pens?" Therefore you should press "4." Click the answer button to see the correct answer. 1. I have heard your views on the tax reform. Let me _____. 1) express my opinion 2) express my viewing 3) make my views 4) make my opinion Answer hint 2. "When are these assignments due?"
Xem thêm

7 Đọc thêm

30 đề trắc nghiệm anh văn có đáp án

30 ĐỀ TRẮC NGHIỆM ANH VĂN CÓ ĐÁP ÁN

21. Who'll look the dogs while we are away holiday?A. for B. after C. forward to D. out22. He usually spends hours on the river without anything.A. to catch B. catch C. caught D. catching23. This exercise is than the one we did yesterday.A. easy B. more easy C. easily D. easier24. You'll surely have an accident if you don't stop driving so A. danger B. dangerously C. dangerous D. to endanger25. People in Spain speak A. Spain B. Spainese C. Spainish D. Spanish26. My brother Tam, graduated from the University of Foreign Languages, now works for an import- export.A. who B. whose C. whom D. which27. is one of my favorite activities.A. cook B. cooker C. cooking D. cooks28. One of the diseases that mankind has ever had is AIDS.A. bad B. baddest C. badder D. worst29. You won't get good marks if you write your answers A. care B. carefully C. carelessly D. careless1330. Doctors have tried to stop people from but they haven't been very A. smoke/ success B. smoker/ succeed C. smoking/success D. smoking/ successful31. Marie Curie was a great , who won the Nobel Prize two times.A. science B. scientist C. scientific D. scientists32. The advertisement says people must write their in English.A. applications B. application C. apply D. applicant33. Students normally visit their old teacher's houses Teachers' Day.A. in B. on C. at D. into34. you pay more attention to your work, you'll probably get poor marks in the final exam.A. If B. Unless C. Because D. However35. She has a lot of in teaching young children.
Xem thêm

78 Đọc thêm

SOME MOTIVATIONAL ACTIVITIES FOR STUDENTS ENGLISH SPEAKING AT HIGH SCHOOL

SOME MOTIVATIONAL ACTIVITIES FOR STUDENTS ENGLISH SPEAKING AT HIGH SCHOOL

Foreign language promotes the development of communicative abilities, aswell as the removal of psychological barriers. The child through learning thelanguage (through dialogue, skits, monologic statements) becomes moresociable, and therefore more successful in the future [3,5].I would like to note that learning a foreign language is not just a matter offashion or someone's whim, but a process of obtaining knowledge that is vitallyimportant in a modern society developing towards globalization.The reason for my choice of the topic is due to the fact that there is acontradiction between the need to acquire foreign language skills for studentsand the difficulties that arise during this.Consider speaking as a type of speech activity. Initially, speaking is basedon language as a means of communication. "Language, in turn, makescommunication possible between speakers, because it is understandable for theone who communicates information and for the one who receives thisinformation" [3].“The goal of teaching speaking in a foreign language lesson is theformation of such speech skills that would allow the student to use them in nonspeech speech practice at the level of common everyday communication” [1,7].The realization of this goal is connected with the formation of thefollowing communicative skills among students:A) To understand and produce foreign language statements in accordancewith a specific situation of communication, a speech task and a communicativeintention;B) to exercise their speech and non-verbal behavior, taking into account therules of communication and the national and cultural characteristics of thecountry of the language being studied;C) To use rational methods of mastering a foreign language, independentlyto improve in it.Because of the above reasons, I carried out my own experienced initiativein the academic year with the theme: Some motivational activities forstudents’ English speaking at high school
Xem thêm

16 Đọc thêm

A study on communicatve activities for non anglish majors in english grammar classes at vinh medical university

A STUDY ON COMMUNICATVE ACTIVITIES FOR NON ANGLISH MAJORS IN ENGLISH GRAMMAR CLASSES AT VINH MEDICAL UNIVERSITY

Traditional teachers often focus on grammatical rules rather than meaning when teaching a grammatical structure as they believe that learning a foreign language is about learning to mast[r]

39 Đọc thêm

Báo cáo hóa học: "Code choice in the Chinese as a foreign language classroom" potx

BÁO CÁO HÓA HỌC: "CODE CHOICE IN THE CHINESE AS A FOREIGN LANGUAGE CLASSROOM" POTX

They are not simply Chinese language learners. […] They come all the way from a foreign country without knowing a soul here. They are still young students and they need help. Although my English isn’t good enough, I’d still like to spend some time chatting with them on my class, to get to know where they are from, how’s their life, what is their favorite food in Beijing. They learn the best when it comes to food. T16 realized that CFL students studying abroad needed time to adapt to the local culture and life style. Language is not simply a means of expression or communication; rather, it is a practice that constructs, and is constructed by, the ways language learners understand their social surroundings and their possibilities for the future (Norton and Toohey 2004: 1). ELF was regarded as a useful way for CFL teachers and their students to get together, inside and outside class, for school study and for individual needs. 3. The interactive function Three teachers (T6, 12 and 16) argued that ELF was a good communicative tool to enhance interaction and collaboration among students in multilingual contexts. A typical CFL class in Beijing’s universities consists of approximately ten to twenty international students, whose countries of origins and linguistic backgrounds are highly diverse. ELF can play an important role for such CFL students, especially while their knowledge of Chinese is limited. For example T6 said, I encourage my students to negotiate meanings in any languages they like as long as they truly understand what I’m teaching about. Using English is a strategy for me in the class. […] Whenever I have some new Chinese words that I anticipate that most of my students do not know, I will ask those able students to translate into English in a louder voice. Then, the rest of class would understand the meaning of that Chinese word through English. T6’s perspective encourages student participation. She argued that codeswitching in English
Xem thêm

26 Đọc thêm

báo cáo hóa học:" Code choice in the Chinese as a foreign language classroom" pptx

BÁO CÁO HÓA HỌC:" CODE CHOICE IN THE CHINESE AS A FOREIGN LANGUAGE CLASSROOM" PPTX

example as a second language to minority groups in the People’s Republic of China (Hu and Alsagoff 2010; Zhou and Sun 2004) and Taiwan (Chen and Hsin 2011); in post-colonial contexts such as Singapore (Tse and Tan 2011) and Hong Kong (Shum, Tsung and Gao 2011 “Teaching and learning (through) Putonghua: From the perspective of Hong Kong teachers”; Shum, Gao, Tsung and Ki 2011 “South Asian students’ Chinese language learning in Hong Kong: motivations and strategies”); and as a heritage and community language in the 2 diasporas across the world, such as the United States (Xiao Yun 2011; Xing 2009; Chen, Wang and Cai 2010) and Britain (Li and Zhu 2011; Li 2011 “Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain”). However, few empirical studies (Yu 2010; Wang 2010 “A study of English as a lingua franca in teaching Chinese to speakers of other languages”) have been conducted on the teaching of Chinese to multilingual international students within China. In the context of teaching Chinese as a foreign language in China (henceforth CFL), McDonald (2011) has commented that, “although it has currently constituted aims to give students access to Chinese language and culture, too often its practical outcome is to prevent foreigners from learning to use the language properly” (p.1). Indeed, the intrinsic linguistic features of the Chinese language, such as the unique tonal phonetic system and the logographical script system, make it difficult for learners to master (Walton 1989). This makes it useful to develop a specific Chinese pedagogy to supplement generic methods and shared approaches. Chinese government-funded research and modern communications technology are both playing their part in reducing this problem, but almost nothing is known of Chinese language teaching methods using activities grounded in the most advanced theories of pedagogy (Orton 2011: 159). At the same time, little research on learning from largely traditional teaching methods of teacher model-students repeat, and constant revision and repetition has been conducted. In addition to the linguistic challenge, CFL teaching has to deal with the varied quality of the language teaching profession in China, which is regarded as the key obstacle in building capacity (Wang 2009 “Preparing and
Xem thêm

26 Đọc thêm

ĐỀ KIỂM TRA TA HK II LẦN 2

ĐỀ KIỂM TRA TA HK II LẦN 2

16. Most people learn English by. . . . . . . . . . . . . . . .a) watching videos only.b) hearing the language in the office.c) talking with foreigners.d) working hard on their lessons.17Many boys and girls learn English because . . . . . . . .a) English can give them a job.b) it is included in their study courses.c) they are forced to learn it.d) they have to study their own language.18. In America or Australia many school children study . . . . . . . . .Bảo Lạc Junior High School Hoàng Chí Hướng_English_Teachera) English as a foreign language.b) English and mathematics only.c) such foreign languages as French, German and Spainish.d) their own language and no foreign language.19. Many adults learn English because . . . . . . . . . . a) English is spoken in their office.b) they want to go abroad.c) most of their books are in English.d) it helps them in their work.IV/- Phonetics: (1,5 ms)Hãy chọn những âm tiết có sự phát âm khác với các từ còn lại (mỗi câu đúng được 0,25 điểm)20) A. perform B. colour C. boring D. your21) A. bath B. watch C. want D. water22) A. thank B. think C. father D. them23) A. happen B. house C. hour D. horse24). A. filled B. destroyed C. wished D. prepared25) A. flow B. crowd C. cloud D. scoutThe end and good luck to you!
Xem thêm

3 Đọc thêm

U4-E7-Listen

U4-E7-LISTEN

I/ VocabularyII/ ListenExercise 2:Fill in the blanks.“ Nga is studying English in London. She works for an (1) bank in Ha noi. She wants to (2) her writing skill. Somtimes she has to write letters in English. Her (3) is not good. People talk very quickly so she can’t (4) them. She likes studying English and she hopes to talk to people from all over the world and understand her favorite (5) songs.”III/ PracticeUNIT4: LEARNING A foreign languagelesson 3: listeninternationalimprovelisteningunderstandEnglish - Use the internet- Watch English programs on TV.- Speak English with friends and foreigners.- Listen to the radio….- Learn by heart words and phrases I/ VocabularyII/ ListenIII/ PracticeExercise 3: Discuss in groups“How to improve your listening skill?”UNIT4: LEARNING A foreign language
Xem thêm

11 Đọc thêm

Báo cáo " Imperialism of communicative language teaching and possible resistance against it from teachers in Vietnam as an English foreign languages context " doc

BÁO CÁO IMPERIALISM OF COMMUNICATIVE LANGUAGE TEACHING AND POSSIBLE RESISTANCE AGAINST IT FROM TEACHERS IN VIETNAM AS AN ENGLISH FOREIGN LANGUAGES CONTEXT DOC

communicative needs. CLT (Savignon, 1997) is a communicative approach which aims at developing communicative competence (including grammatical competence, sociocultural competence, discourse competence, and strategic competence). My colleagues who are so in favour of CLT often complain that their students tend to treat communicative activities as games and from this point of view they do not seem to learn anything in order to pass the examinations. Under this pressure, many teachers resort to traditional methodology. They provide students with knowledge of grammar and grammar exercises dominate the classroom environment. CLT can also be described as a learner-centered approach and Weimer (2002) [14] argued that when applying this approach, teachers may face resistance from students. Take my case as an example. I have been teaching English at the College of Foreign Languages – Vietnam National University, Hanoi for nearly 6 years. The college’s main function is training teachers and interpreters. Once, I applied the technique “Let your students teach their class” proposed by Ogawa and Wilkinson (1997) [15] in the class of 24 first-year students to renew teaching and learning environment. Later on, I had both
Xem thêm

8 Đọc thêm

A study of idioms containing terms for plants in english and vietnamese

A STUDY OF IDIOMS CONTAINING TERMS FOR PLANTS IN ENGLISH AND VIETNAMESE

As a _result, this study focuses on idioms containing terms for plants _ _TsFPs in English and Vietnamese to help better teaching English _ _and Vietnamese as a foreign language.. SIGNIF[r]

13 Đọc thêm

Cùng chủ đề