PROGRAM MODELS FOR ENGLISH LANGUAGE LEARNERS

organizers to promote an appreciation for other languages and cultures. ELL learners who areusually embarrassed to speak English out loud in classrooms, for example, can learn English byadding vocabulary words on the wall, in ways that help them feel connected to t[r]

STANDARD 2: English language learners will speak in English for a variety of basic interpersonal and academic purposes, with fluency, using appropriate vocabulary, grammar, pronunciation, and nonverbal communication strategies. Topic A: Speaking DRAFT 1 Indicator[r]

Learning Disabilities Research & Practice, 20(1), 39–49CopyrightC2005, The Division for Learning Disabilities of the Council for Exceptional ChildrenThe Literacy Skills of English Language Learners in CanadaOrly Lipka, Linda S. Siegel, and Rose VukovicUniv[r]

Supporting English Language Learners in Kindergarten 9 DEVELOPING ENGLISH LANGUAGE SKILLS Some children who come from homes where another language or variety of English is regularly used[r]

better. At the same time, if they were sur-rounded by English speakers, they wouldlearn English faster, too.Out of the mouths of babes!So why doesn’t Wisconsin, which likes tobrag so much about the high quality of itsschools—and where taxpayers like to com-plain so much about the high[r]

Guided Reading andSpanish-Speaking ChildrenbyEnrique Puigen español1INTRODUCTIONAs the demographics of our country continue to change, more and more studentsare coming into our classrooms from homes that speak a language other thanEnglish, primarily Spanish. According to Slavin & Cheu[r]

8. Oh the dress hat and gloves look beautiful on you Jane.9. It happened on April 5 1999.10. Yes I have a suitcase and flight bag with me.The colon signals that a list of things or special related information follows. For example:You’ll need certain tools for this project: a hammer, scr[r]

came)They can be used as adjectives: He is the man to trust. (modifiesman)Gerunds look like present participles: a verb plus an -ing ending(running, looking, buying, etc.). But gerunds are different from pres-ent participles. Present participles are used to form an action inprogress or incomplete: I[r]

“We have to return the books.” (Greatest obligation. It is our duty to do this.)When you add an auxiliary to a sentence, use the same tense for the auxiliary as that of the orig-inal verb. For example: “Celeste found (past tense) a recent biography.” When you add have to tothat sentenc[r]

14. Laura plays the violin well.15. That book is boring.Rewrite the words as a sentence. Form the adjective or adverb as a superlative and add any necessary words.EXAMPLE: Dennis/jump/highDennis jumps the highest.1. Melanie/funny/girl/in class2. what/distant/planet3. your/handwriting/bad4. men/at th[r]

“They do play soccer.”02 (017-043) Unit 5 11/3/04 1:41 PM Page 27When you use an adverb that shows that an action is done frequently (often, sometimes, always,usually, every day, etc.), you should use the habitual form of the present tense: I often listen to jazz.We sometimes talk on the phone. Trav[r]

➞without her a girl ➞after a girlit ➞on it my keys ➞over my keysChange the noun phrase in the prepositional phrase to the appropriate pronoun. Keep the same number and gender.1. The man next to Jordan is a senator.2. Did they leave after the play?3. Evan was dancing with his aunt.4. Why did you leav[r]

1. A. seat B. head C. meat D. heat2. A. three B. through C. month D. than3. A. respond B. cotton C. cross D. novel4, A. loved B. liked C. stopped D. laughed5. A. grandma B. disaster C. match D. damageIII/ Supply the correct form or tense of the verbs in brackets: (2 pts)1, The telephone rang while I[r]

v00 (i-viii) frontmatter 11/3/04 1:41 PM Page vFor more information about this title, click hereUnit 23 Negation 115Unit 24Numbers 120Unit 25Some Important Contrasts 125Appendix: Common Irregular Verbs 133Answer Key 135vi Contents00 (i-viii) frontmatter 11/3/04 1:41 PM Page viviiIntroductionMany peo[r]

English. With Sentence Stress, some *words* in a sentence are stressed (loud) and other words are weak (quiet). Look at the following sentence: (Trọng âm trong câu là chìa khóa vàng thứ 2 để nói và hiểu tiếng Anh. Với trọng âm trong câu, một số từ trong một câu đợc nhấn mạnh còn những từ khác[r]

those study skills and learning strategies they have acquired in their first language to their study of English. Unlike children and adolescents, adults are autonomous in some way. They have finished their studies or have undertaken at least some in their own language, so they m[r]

About these sample papersThese sample papers show you what the Cambridge English: Movers test looks like. When children know what to expect inthe test, they will feel more confident and prepared.To prepare for Cambridge English: Movers, children can practise parts of the test or[r]

nói: Đừng lắng nghe! ý tôi muốn nói gì đây?) Do you know the difference between the verbs TO LISTEN and TO HEAR? TO LISTEN is active. TO HEAR is passive. Sometimes you can LISTEN too hard. Sometimes you can TRY too hard. Sometimes it is better only to HEAR. Let the radio play. Let the cassette play.[r]

6. She’s very ill, but we still have little/a little hope.7. I believe this knife is sharper than/then that one.exercise 25-1Some Important Contrasts 12906 (099-132B) Units 20-25 11/3/04 1:42 PM Page 1298. Who/Whom will you invite to dinner?9. Her ankle is bad/badly swollen.10. The condition of the[r]

write We are writing some postcards.understand Do you understand me?Intransitive verbs are not followed by a direct object. They oftenshow a movement to a place and are sometimes followed by aprepositional phrase. Following is a list of some commonly usedintransitive verbs:Unit 502 (017-043) Unit 5[r]