PPLYING TASK BASED LANGUAGE TEACHING IN TEACHING SPEAKING SKILL AT NGHI LỘC 5 HIGH SCHOOL

3interaction in the target language while their attention is principally focused onmeaning rather than form. The task should also have a sense of completeness,being able to stand alone as a communicative act in its own right”. Prabhu(1987), one of the first methodologists[r]

III. Reading comprehension(2.5point)Questions 1) Yes , she does. She has two close friends. They are Hanh and Mai2) Hanh is a beautiful girl with big black eyes and an oval rosy face.3) She likes reading.4) She often go to the library in her free time.5) No, she isn’t. Mai isn’t as bea[r]

meanings of the present continuous tense. Widdowson’s point is that whathe refers to as structural-oral-situational teaching (and what I mean by‘traditional’ teaching) employs such sentences as the means for teaching thesemantic meanings of the linguistic code and, as a conseque[r]

Adjustments :……………………………………………………………………… Date : /11 / 2010 Period 40 : Speak and Language focus 3 Unit 7 : my neihborhoodI. Objectives: By the end of the lesson, students will be able to:- ask for information and assistance- know how to send a letter or a parcel- make comparisionII.Languag[r]

A. INTRODUCTIONI.THE REASONS OF CHOOSING THE THEMEAccording to my teaching experience, four language skills –listening, speaking, reading, and writing should be fully stimulated during thecourse of study to help the students communicate in the target language since[r]

Effect of pedagogical environment on learning English in universities in HanoiAbstract ( research question ? / method ? )The aim of this study is to investigate the impact that the learning environment has in learning Englishlistening and speaking skills including: Instru[r]

2.6. Results of the researchAfter applying activities mentioned above, we have tested the level ofmotivation to speaking in English in the same grades in order to see the changes.We noticed that the interest of students in the English language grewsignifican[r]

interest; therefore, they complete the tasks in their English text book in apassive way.4. Methods of the studyMy study is conducted by qualitative methods in order to collect anumber of information, compare, and then, analyse data. By using thecombination of these methods, my t[r]

high school, I always accumulate, find out experience, innovate teachingmethods to suit each student object and generate excitement in learning so thatthey have more passion, more enthusiasm in studying. And the goal of thisproject is to draw on experience in te[r]

Lessonplan E8 Friday, March 13th 2009.Period 78: Unit 13: Festivals Lesson 1: Getting started. Listen and read.   *) Objectives: By the end of the lesson, students will be able to ask for explanations ofevents.*) Language focus: - Vocabulary: rice-cooking, water-fetching, fire-making, urg[r]

3. I think you do not have to ………………….about your weight.4. It was two weeks before Christmas and the mall was ………………….. with shoppers.5. If two people speak the same ……………………., they usually have similar attitudes and opinion.learnbikenarrowcrowdedenjoysubjectstrafficworryridelanguage Task<[r]

they do not know how to use it with different shapes of meanings in real lifecommunication.Unlike traditional way of teaching and learning vocabulary, in a communicativelanguage teaching approach (CLT), learners are required to participate in differentactivitives <[r]

Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng AnhLesson planUnit 10 Endangered SpeciesDate of planning:Date of teaching:12 C1:…………………………………………………………… 12 C2:…………………………………………………………… 12 C4:…………………………………………………………… 12 C6:…………………………………………………………..Lesson:60ReadingI. Oblectives: 1. Educa[r]

AIMS OF THE STUDY The purpose of this study is to examine the areas of difficulties in language teaching that junior high school teachers deal with in Quang Ngai province so that techniq[r]

- In English 12, I applied this skill in an activity. The topic of the lesson isask and answer the questions about the application process to tertiary studyin Vietnam. This is an activity whose content is formal so it is suitable forapplying this skill. After teaching som[r]

2. MAIN CONTENT2.1. THEORETICAL BACKGROUND2.1.1. The definitions of genreAs this lesson focuses on the genre-based approach, it’s necessary tounderstand the concept of “genre” What is genre? For Callaghan and Rothery,“genre is the way people make meaning with one another in stages to a[r]

language, since the success of using a language especially second and foreign language in real life situation can be measured through speaking. For example, someone can be told that he or she is capable of speaking English if he or she is able to show his or[r]

AN INVESTIGATION INTO USING AUTHENTIC MATERIALS TO SUPPLEMENT THE COURSEBOOK ON TEACHING SPEAKING SKILL FOR GRADE – 12 STUDENTS IN GIA BINH II HIGH SCHOOL, BAC NINH PROVINCE
Nghiên cứu việc sử dụng tài liệu thực tiễn để bổ trợ sách giáo khoa trong dạy kỹ năng nói cho học sinh lớp 12 Trương THPT Gia[r]

LEARNING OBJECTIVES&amp;TEACHING ACTIVITIESPRE-EMERGENT LITERACY LEVEL NOVICE LITERACY LEVELLISTENING/SPEAKING LISTENING/SPEAKINGElementary ElementaryMiddle School/Junior High Middle School/Junior HighHigh School High SchoolREADING/PRINT AWARENESS[r]

[6] M.A.K. Halliday, R. Hasan, Language, context and text: Aspects of language in a Social Semiotic Perspective, OUP, Oxford, 1989. [7] Biber, Johansson, Leech, Conrad, Finegan, Longman grammar of spoken and written English, Longman, London, 1999. [8] K. Peet, Academic Writing,[r]