HOW TO IMPROVE YOUR LISTENING AND SPEAKING SKILLS TIPS AND HINTS FOR LEARNING A LANGUAGE MORE EFFECTIVELY

Size: px
Start display at page:

Download "HOW TO IMPROVE YOUR LISTENING AND SPEAKING SKILLS TIPS AND HINTS FOR LEARNING A LANGUAGE MORE EFFECTIVELY"

Transcription

1 HOW TO IMPROVE YOUR LISTENING AND SPEAKING SKILLS TIPS AND HINTS FOR LEARNING A LANGUAGE MORE EFFECTIVELY

2 SIX TOPICS SIX PRESENTATIONS How to make the most of your language class How to increase your vocabulary How to make grammar work How to read in a foreign language How to write in a foreign language How to improve you listening and speaking skills

3 LISTENING AND SPEAKING SKILLS Listening and speaking are vital elements of our communication with the world. We have learned and practiced these skills from earliest childhood. Good listening and speaking skills can be transferred into the language we are learning.

4 What we hear when we listen In our native language, we rarely pay close attention to what we hear. We use a filter to extract the information necessary to us. We employ a range of markers to assist us in our understanding, ranging from context information to best guess.

5 How we listen... We may listen for a global understanding, for the gist of what s been said. We may listen for selective information. Most times, our listening involves a combination of the two strategies.

6 Hurdles Speed Range of vocabulary Complexity of the grammar used Sound quality of the text (background noise, intonation, rhythm, volume, etc.) Content quality of the text (dialect, slang, etc.) Lack of supportive information, like context, visual information, etc.

7 Strategies for effective listening Analyse your listening habits in class and outside. Activate your existing listening skills. Be prepared to work with different text types and different types of exercises. Plan your listening activities and prepare your listening exercises.

8 Working with different text types and different types of exercises Use a variety of listening exercises according to the level of your learning and similar to those you are doing in class. Use authentic listening sources of the language you are learning, like radio. Use audio-visual sources for both purposes as we rarely only depend on aural input.

9 Plan your listening activities and prepare your listening exercises Plan for the listening task. Decide in advance what to listen for. Activate your linguistic or background knowledge. Set up your context, including room for predictions and guesses. Modify your strategies if necessary. PLAN

10 Get organized! Discuss your listening skills with your teacher and get advice on exercises and strategies. Use a variety of sources, from other course books to the LRC resources, from internet sites to the telephone. Keep a log of your activities and re-visit exercises to monitor your progress.

11 SPEAKING Speaking is daunting: We may feel exposed We may feel insecure We may feel less intelligent We may not be able to show our personality as we may wish.

12 How do we learn to speak? Is your teddy tired? - TE - Teddy - Teddy tired - Teddy is tired - My teddy is tired

13 Some basics Communication is an essential need to motivate us. Find like-minded people in the classroom or outside who tolerate your mistakes. Make the target language the true medium of information. Practice speaking as often as you can.

14 In the classroom Use the target language for all organisational communication with your teacher and your fellow learners. Ask the teacher for a list of typical phrases. Repeat (quietly) as much as possible what comes from a native speaker, i.e. your teacher, a listening text, a video clip. You learn by example!

15 Say it aloud! Speak aloud whenever possible. Create opportunities to say as much aloud in your new language. Train your vocal apparatus as you would train any muscle for better performance.

16 Phonetics How are you? Wie geht es dir? Ça va? Qué tal estás?

17 Outside of the classroom Use all available sources outside of the classroom. Think of the French bakery around the corner, the assistant in the travel agency, your fellow students, your friends and your family. Look out for a language pal on the internet. Use your Language Resources Centre!

18 Thank You! ígracias! Grazie! Merci!

How to become a successful language learner

How to become a successful language learner How to become a successful language learner By Alison Fenner English and German Co-ordinator, Institution Wide Language Programme Introduction Your success in learning a language depends on you! You may

More information

Modern foreign languages

Modern foreign languages Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007

More information

Section 8 Foreign Languages. Article 1 OVERALL OBJECTIVE

Section 8 Foreign Languages. Article 1 OVERALL OBJECTIVE Section 8 Foreign Languages Article 1 OVERALL OBJECTIVE To develop students communication abilities such as accurately understanding and appropriately conveying information, ideas,, deepening their understanding

More information

Enhancing Technology College Students English Listening Comprehension by Listening Journals

Enhancing Technology College Students English Listening Comprehension by Listening Journals Enhancing Technology College Students English Listening Comprehension by Listening Journals Jung-chuan Chen* Department of Applied Foreign Languages, Nanya Institute of Technology Chung-Li, Taiwan, 32034

More information

How to teach listening 2012

How to teach listening 2012 How to teach listening skills "Great speakers are not born, they re trained." - Dale Carnegie (1921) Intended Learning Outcomes (ILOs) To enhance deeper understanding of the process of listening as a communicative

More information

GUESSING BY LOOKING AT CLUES >> see it

GUESSING BY LOOKING AT CLUES >> see it Activity 1: Until now, you ve been asked to check the box beside the statements that represent main ideas found in the video. Now that you re an expert at identifying main ideas (thanks to the Spotlight

More information

How Can Teachers Teach Listening?

How Can Teachers Teach Listening? 3 How Can Teachers Teach Listening? The research findings discussed in the previous chapter have several important implications for teachers. Although many aspects of the traditional listening classroom

More information

Ribby with Wrea Endowed C.E. Primary School. Modern Foreign Languages Policy

Ribby with Wrea Endowed C.E. Primary School. Modern Foreign Languages Policy Ribby with Wrea Endowed C.E. Primary School Modern Foreign Languages Policy Gill Metherell Updated: January 2011 Review Date: January 2012 Introduction Our teaching of a Modern Foreign Language (MFL) is

More information

Reading Listening and speaking Writing. Reading Listening and speaking Writing. Grammar in context: present Identifying the relevance of

Reading Listening and speaking Writing. Reading Listening and speaking Writing. Grammar in context: present Identifying the relevance of Acknowledgements Page 3 Introduction Page 8 Academic orientation Page 10 Setting study goals in academic English Focusing on academic study Reading and writing in academic English Attending lectures Studying

More information

Unit/Lesson Planning Guide: Key Questions to Consider While Planning

Unit/Lesson Planning Guide: Key Questions to Consider While Planning Unit/Lesson Planning Guide: Key Questions to Consider While Planning Following is a guide to unit and lesson planning; it is based on approaches to unit and lesson planning introduced in TE 401 and used

More information

How To Teach Your Students To Be Respectful

How To Teach Your Students To Be Respectful E-RATE TOOLKIT Show Respect Online LESSON PLAN Essential Question: How can I make sure my emails are clear and respectful? Learning Overview and Objectives Overview: Students explore the similarities and

More information

CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION. Sue O Connell with Louise Hashemi

CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION. Sue O Connell with Louise Hashemi CAMBRIDGE FIRST CERTIFICATE SKILLS Series Editor: Sue O Connell CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION Sue O Connell with Louise Hashemi PUBLISHED BY THE PRESS SYNDICATE OF THE

More information

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century Language and communication are at the heart of the human experience. The

More information

Working people requiring a practical knowledge of English for communicative purposes

Working people requiring a practical knowledge of English for communicative purposes Course Description This course is designed for learners at the pre-intermediate level of English proficiency. Learners will build upon all four language skills: listening, speaking, reading, and writing

More information

Speaking skills for Cambridge English: First for Schools (2015)

Speaking skills for Cambridge English: First for Schools (2015) Speaking skills for Cambridge English: First for Schools (2015) Cambridge English A not-for-profit department of the University of Cambridge 100 years of expertise in English language assessment Over 4

More information

To download the script for the listening go to: http://www.teachingenglish.org.uk/sites/teacheng/files/learning-stylesaudioscript.

To download the script for the listening go to: http://www.teachingenglish.org.uk/sites/teacheng/files/learning-stylesaudioscript. Learning styles Topic: Idioms Aims: - To apply listening skills to an audio extract of non-native speakers - To raise awareness of personal learning styles - To provide concrete learning aids to enable

More information

ESL RUBRICS. As we learned in the workshop entitled Incorporating Rubrics into Instruction which is part of

ESL RUBRICS. As we learned in the workshop entitled Incorporating Rubrics into Instruction which is part of ESL RUBRICS As we learned in the workshop entitled Incorporating Rubrics into Instruction which is part of the Student Success ASSESSMENT certificate, rubrics can be used for formative assessment. Formative

More information

MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics).

MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics). listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of

More information

French Language and Culture. Curriculum Framework 2011 2012

French Language and Culture. Curriculum Framework 2011 2012 AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement

More information

Topic 5 Locations of Spanish towns

Topic 5 Locations of Spanish towns Topic 5 Locations of Spanish towns The purpose of this topic is for children to describe the geographical location of towns. Section 6 Towns and countries Topic 5 Learning objective Children learn: to

More information

Course Syllabus My TOEFL ibt Preparation Course Online sessions: M, W, F 15:00-16:30 PST

Course Syllabus My TOEFL ibt Preparation Course Online sessions: M, W, F 15:00-16:30 PST Course Syllabus My TOEFL ibt Preparation Course Online sessions: M, W, F Instructor Contact Information Office Location Virtual Office Hours Course Announcements Email Technical support Anastasiia V. Mixcoatl-Martinez

More information

Strategies for Developing Listening Skills

Strategies for Developing Listening Skills Strategies for Developing Listening Skills Dr. Neena Sharma Asst. Professor of English (AS & H) Raj Kumar Goel Institute of Technology Ghaziabad (UP), India Email - neena15sharma@gmail.com dr_neenasharma@rediffmail.com

More information

Teaching Methodology Modules. Teaching Skills Modules

Teaching Methodology Modules. Teaching Skills Modules 3.3 Clarendon Park, Clumber Avenue, Nottingham, NG5 1DW, United Kingdom Tel: +44 115 969 2424. Fax: +44 115 962 1452. www.ilsenglish.com. Email: frances@ilsenglish.com Teacher Development Modules for Teachers

More information

Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs)

Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs) Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: Preliminary exams? Yes. There is a Cambridge English: Preliminary (PET) vocabulary list

More information

COMPUTER TECHNOLOGY IN TEACHING READING

COMPUTER TECHNOLOGY IN TEACHING READING Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn

More information

Mother Tongue Influence on Spoken English

Mother Tongue Influence on Spoken English Mother Tongue Influence on Spoken English Shruti Pal Central Institute of Education (India) palshruti27@gmail.com Abstract Pronunciation is not a major problem in a language classroom until it hinders

More information

Improving ESL Learners Listening Skills: At the Workplace and Beyond

Improving ESL Learners Listening Skills: At the Workplace and Beyond Improving ESL Learners Listening Skills: At the Workplace and Beyond Carol Van Dozer Center for Applied Linguistics February 1997 Listening is a critical element in the competent language performance of

More information

Using songs with young language learners

Using songs with young language learners Using songs with young language learners Sophie Ioannou-Georgiou, sophiecy@yahoo.com There are many reasons to use songs with young learners but primarily perhaps is the fact that singing is a natural

More information

COSMETIC SURGERY UNIT OVERVIEW. Authors Introduction Go to impactseries.com/issues to listen to Joseph s unit introduction.

COSMETIC SURGERY UNIT OVERVIEW. Authors Introduction Go to impactseries.com/issues to listen to Joseph s unit introduction. UNIT 1 COSMETIC SURGERY UNIT OVERVIEW In this unit, students will: T Read and listen to the conversation between Ayu and her mother. Answer open-ended comprehension questions to show understanding of the

More information

Spanish course for Primary teachers in Scotland

Spanish course for Primary teachers in Scotland Spanish course for Primary teachers in Scotland Looking The ahead foreign new 1+2 Languages Policy implemented by the Scottish Government offers a unique opportunity to contribute to the promotion and

More information

Using OK in English. Speaking activities for discourse markers part 1 by Lindsay Clandfield

Using OK in English. Speaking activities for discourse markers part 1 by Lindsay Clandfield Using OK in English Speaking activities for discourse markers part 1 by Lindsay Clandfield OK (pronounced and sometimes written as okay) is one of the most important and useful discourse markers in English.

More information

ACRONYMS & TERMS RELATED TO ENGLISH LANGUAGE LEARNERS

ACRONYMS & TERMS RELATED TO ENGLISH LANGUAGE LEARNERS ACRONYMS & TERMS RELATED TO ENGLISH LANGUAGE LEARNERS Academic Language ACCESS for ELLs Accommodations Additive Bilingualism Language used in the learning of academic subject matter in formal schooling

More information

Intensive Language Study: Beginning Vietnamese VIET 1000-1500 (3 credits / 45 class hours)

Intensive Language Study: Beginning Vietnamese VIET 1000-1500 (3 credits / 45 class hours) Intensive Language Study: Beginning Vietnamese VIET 1000-1500 (3 credits / 45 class hours) SIT Study Abroad Program: Vietnam: Culture, Social Change and Development PLEASE NOTE: This syllabus represents

More information

English Syllabus for Grades 1-4. Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2

English Syllabus for Grades 1-4. Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2 Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2 Table of Contents Rationale... Topic flow charts for Grades 1-4... Minimum Learning Competencies for

More information

Web 2.0 Tools for Language Learning. Sadykova G.V Kazan Federal University

Web 2.0 Tools for Language Learning. Sadykova G.V Kazan Federal University Web 2.0 Tools for Language Learning Sadykova G.V Kazan Federal University Web 1.0 vs Web 2.0 Web 1.0: HTML based, slow & expensive Internet connection, expensive software, limited interactivity, one-to-one/many

More information

MAP for Language & International Communication Spanish Language Learning Outcomes by Level

MAP for Language & International Communication Spanish Language Learning Outcomes by Level Novice Abroad I This course is designed for students with little or no prior knowledge of the language. By the end of the course, the successful student will develop a basic foundation in the five skills:

More information

Reflections on teaching in English-medium courses

Reflections on teaching in English-medium courses Reflections on teaching in English-medium courses Centre for Internationalisation and Parallel Language Use (CIP) Joyce Kling joyce@hum.ku.dk 16-09-09 CBI vs EMI What s the difference? Content-based Instruction

More information

The Impact of Using Technology in Teaching English as a Second Language

The Impact of Using Technology in Teaching English as a Second Language English Language and Literature Studies; Vol. 3, No. 1; 2013 ISSN 1925-4768 E-ISSN 1925-4776 Published by Canadian Center of Science and Education The Impact of Using Technology in Teaching English as

More information

HOW TO IMPROVE YOUR ACADEMIC ENGLISH

HOW TO IMPROVE YOUR ACADEMIC ENGLISH HOW TO IMPROVE YOUR ACADEMIC ENGLISH Getting the most out of an English speaking environment Stew Markel: Coordinator, English for Academic Purposes (EAP) Welcome The Center for the Study of Languages

More information

A Guide to Cambridge English: Preliminary

A Guide to Cambridge English: Preliminary Cambridge English: Preliminary, also known as the Preliminary English Test (PET), is part of a comprehensive range of exams developed by Cambridge English Language Assessment. Cambridge English exams have

More information

Highlights of the Program

Highlights of the Program Welcome to the first edition of Ponto de Encontro: Portuguese as a World Language! This program provides an ample, flexible, communication-oriented framework for use in the beginning and intermediate Portuguese

More information

How to pass the ECL exam? Teaching methods, supplementary materials

How to pass the ECL exam? Teaching methods, supplementary materials How to pass the ECL exam? Teaching methods, supplementary materials Szabó Szilvia PhD managing director- SZABÓ Nyelviskola/Language School és Fordítóiroda/Translation Agency Kft., Nyíregyháza ECL-elearning

More information

Fall 1 2015 August 24 October 16 (online classes begin August 21) Drop Deadline: September 4 Withdrawal Deadline: October 2

Fall 1 2015 August 24 October 16 (online classes begin August 21) Drop Deadline: September 4 Withdrawal Deadline: October 2 FALL 2015 COURSES WEBG WEBSTER TESL PROGRAM 1 FALL 2015 COURSES WEBSTER UNIVERSITY SCHOOL OF EDUCATION TEACHING ENGLISH AS A SECOND LANGUAGE ADVISERS: DR. DJ KAISER djkaiser@webster.edu 314-246-7153 DR.

More information

ELPS TELPAS. Proficiency Level Descriptors

ELPS TELPAS. Proficiency Level Descriptors ELPS TELPAS Proficiency Level Descriptors Permission to copy the ELPS TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining

More information

Teacher Training and Development Survey (EU-SPEAK 2 Project)

Teacher Training and Development Survey (EU-SPEAK 2 Project) Teacher Training and Development Survey (EU-SPEAK 2 Project) EU-Speak 2 This project is funded with support from the European Commission (Lifeling Learning Programme, ref EACEA 539478-LLP-1-UK-Grundtvig)

More information

THE USE OF FILMS AS A STIMULUS FOR THIRD (FINAL) YEAR COLLEGE STUDENTS OF ENGLISH TO LEARN VOCABULARY

THE USE OF FILMS AS A STIMULUS FOR THIRD (FINAL) YEAR COLLEGE STUDENTS OF ENGLISH TO LEARN VOCABULARY Z E S Z Y T Y N A U K O W E UNIWERSYTETU RZESZOWSKIEGO SERIA FILOLOGICZNA ZESZYT 14/2003 STUDIA ANGLICA RESOVIENSIA 2 Tomasz KARPIŃSKI THE USE OF FILMS AS A STIMULUS FOR THIRD (FINAL) YEAR COLLEGE STUDENTS

More information

Malted SAFE AND HEALTHY SAFE AND HEALTHY

Malted SAFE AND HEALTHY SAFE AND HEALTHY SAFE AND HEALTHY GENERAL OBJECTIVES To understand oral and written texts that include vocabulary about healthy habits, behavioural rules and basic structures about the unit. To produce oral and written

More information

Days. Day 1. Reflection Teacher Responsibilities. Lesson Plans

Days. Day 1. Reflection Teacher Responsibilities. Lesson Plans Days Day 1 Lesson Plans Call the students to the carpet by the number of letters in their names. If your name has less than 5 letters, come to the carpet. If your name has more than 5 letters, come to

More information

Why major in linguistics (and what does a linguist do)?

Why major in linguistics (and what does a linguist do)? Why major in linguistics (and what does a linguist do)? Written by Monica Macaulay and Kristen Syrett What is linguistics? If you are considering a linguistics major, you probably already know at least

More information

Local Government and Leaders Grade Three

Local Government and Leaders Grade Three Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments

More information

DIFFERENT TECHNIQUES FOR DEVELOPING COMMUNICATION SKILLS

DIFFERENT TECHNIQUES FOR DEVELOPING COMMUNICATION SKILLS DIFFERENT TECHNIQUES FOR DEVELOPING COMMUNICATION SKILLS MALA JAIN Department of Humanities Truba Institute of Engineering and Information Technology, Bhopal (M.P.), India Abstract Communication is an

More information

Main Idea in Informational Text Grade Three

Main Idea in Informational Text Grade Three Ohio Standards Connection Informational, Technical and Persuasive Text Benchmark C Identify the central ideas and supporting details of informational text. Indicator 3 Identify and list the important central

More information

Description of Use Rationale

Description of Use Rationale Skype Skype: A video conference call program that enables classrooms to connect with each other across the street, city and globe. Allows students to interact with new cultures, languages and experts from

More information

A Pilot Study of Some ROCMA Cadets Difficulties in English Speaking

A Pilot Study of Some ROCMA Cadets Difficulties in English Speaking WHAMPOA - An Interdisciplinary Journal 57(2009) 119-126 119 A Pilot Study of Some ROCMA Cadets Difficulties in English Speaking Wain-Chin Dana Chen 1 1 Department of Foreign Languages, ROC Military Academy

More information

DynEd International, Inc.

DynEd International, Inc. General Description: Proficiency Level: Course Description: Computer-based Tools: Teacher Tools: Assessment: Teacher Materials: is a multimedia course for beginning through advanced-level students of spoken

More information

..., (Data Driven Learning).

..., (Data Driven Learning). Guideline for Pre-Service Teachers.... look see, (Data Driven Learning). Both teachers and learners can use corpus linguistics in various ways within the classroom. A teacher might collect a set of student

More information

St. Nathy s College. Subject Department Plan for German

St. Nathy s College. Subject Department Plan for German St. Nathy s College Subject Department Plan for German 2012-2013 St. Nathy s College Mission Statement St. Nathy s College was established to act as a Centre of Learning. We strive to achieve this within

More information

A Guide for Educators of English Language Learners

A Guide for Educators of English Language Learners A Guide for Educators of English Language Learners "The struggle for justice does not end when the school bell rings" Table of Contents Section 1: A General Overview of ELL Education K-12 in New York City

More information

Integrated Skills in English (ISE) Guide for Students ISE I (B1) Reading & Writing Speaking & Listening

Integrated Skills in English (ISE) Guide for Students ISE I (B1) Reading & Writing Speaking & Listening Integrated Skills in English (ISE) Guide for Students ISE I (B1) Reading & Writing Speaking & Listening Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent

More information

Make a Plan of Your Classroom

Make a Plan of Your Classroom Level D/5 Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Identify Sequence of Events How-To Phonemic Awareness Count the number of sounds in words Phonics Initial, medial, and final

More information

Information for teachers about online TOEIC Listening and Reading practice tests from

Information for teachers about online TOEIC Listening and Reading practice tests from oxford english testing.com Information for teachers about online TOEIC Listening and Reading practice tests from www.oxford english testing.com oxford english testing.com What do the online TOEIC Listening

More information

BBC Learning English Talk about English Academic Listening Part 1 - English for Academic Purposes: Introduction

BBC Learning English Talk about English Academic Listening Part 1 - English for Academic Purposes: Introduction BBC Learning English Academic Listening Part 1 - English for Academic Purposes: Introduction This programme was first broadcast in 2001. This is not an accurate word-for-word transcript of the programme.

More information

Days of the Week Grade Kindergarten

Days of the Week Grade Kindergarten History Ohio Standards Connection: Benchmark A Use a calendar to determine the day, week, month and year. Indicator 1 Recite the days of the week. Lesson Summary: The children will participate in a variety

More information

food intake. It can also increase the awareness of children to foods that may not be part of the family s usual diet.

food intake. It can also increase the awareness of children to foods that may not be part of the family s usual diet. I. To Establish and Maintain a Safe, Healthy Learning Environment Functional Area 1 Safety of all children in the preschool environment is the preeminent responsibility of all caregivers. Safety must be

More information

Speaking for IELTS. About Speaking for IELTS. Vocabulary. Grammar. Pronunciation. Exam technique. English for Exams.

Speaking for IELTS. About Speaking for IELTS. Vocabulary. Grammar. Pronunciation. Exam technique. English for Exams. About Collins series has been designed to be easy to use, whether by learners studying at home on their own or in a classroom with a teacher: Instructions are easy to follow Exercises are carefully arranged

More information

Buy The Complete Version of This Book at Booklocker.com:

Buy The Complete Version of This Book at Booklocker.com: Practical, comprehensible ESL workshops centered on the adult ELL learner. The ESL Teachers Workshop Modules Buy The Complete Version of This Book at Booklocker.com: http://www.booklocker.com/p/books/4783.html?s=pdf

More information

The sophomore Spanish class is team taught by two Spanish teachers during a one hour block. Each

The sophomore Spanish class is team taught by two Spanish teachers during a one hour block. Each Spanish Curriculum The Spanish curriculum is designed to create a knowledgeable traveler that is able to use the skills obtained in class both through language and culture. Students who complete the Spanish

More information

Integrated Skills in English (ISE) Guide for Students ISE I (B1) Reading & Writing Speaking & Listening

Integrated Skills in English (ISE) Guide for Students ISE I (B1) Reading & Writing Speaking & Listening Integrated Skills in English (ISE) Guide for Students ISE I (B1) Reading & Writing Speaking & Listening Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent

More information

Effective Sheltered Instruction Strategies

Effective Sheltered Instruction Strategies Effective Sheltered Instruction Strategies Presented by: Campos Language Education Network, LLC Adelita Campos Acosta Alicia Parra www.camposlanguageeducationnetwork.com info@camposlanguageeducationnetwork.com

More information

Study Plan for Master of Arts in Applied Linguistics

Study Plan for Master of Arts in Applied Linguistics Study Plan for Master of Arts in Applied Linguistics Master of Arts in Applied Linguistics is awarded by the Faculty of Graduate Studies at Jordan University of Science and Technology (JUST) upon the fulfillment

More information

Master of Arts Program in Teaching English as a Foreign Language

Master of Arts Program in Teaching English as a Foreign Language Master of Arts Program in Teaching English as a Foreign Language Academic Program Master of Arts Program in Teaching English as a Foreign Language Degree Offered Objectives Master of Arts (Teaching English

More information

The. Languages Ladder. Steps to Success. The

The. Languages Ladder. Steps to Success. The The Languages Ladder Steps to Success The What is it? The development of a national recognition scheme for languages the Languages Ladder is one of three overarching aims of the National Languages Strategy.

More information

You could say that. You could be right. You may be right. You might be right.

You could say that. You could be right. You may be right. You might be right. Strong and Weak Opinions Without looking at the list below, listen to your teacher and raise the Strong or Weak card that you have been given depending on which meaning you think each phrase you hear has.

More information

APEC Online Consumer Checklist for English Language Programs

APEC Online Consumer Checklist for English Language Programs APEC Online Consumer Checklist for English Language Programs The APEC Online Consumer Checklist For English Language Programs will serve the training needs of government officials, businesspeople, students,

More information

Modern Foreign Languages (MFL)

Modern Foreign Languages (MFL) Modern Foreign Languages (MFL) Fordcombe C.E. Primary School Reviewed & Approved by the Full Governing Body: Jan 2013 Next Review due Jan 2016 Signed:. Name (print) Mrs Sarah Finch Position: Chair of Governors

More information

STEP 5: Giving Feedback

STEP 5: Giving Feedback STEP 5: Giving Feedback Introduction You are now aware of the responsibilities of workplace mentoring, the six step approach to teaching skills, the importance of identifying the point of the lesson, and

More information

What makes a language attractive its sound, national identity or familiarity?

What makes a language attractive its sound, national identity or familiarity? LÍNGUA INGLESA What makes a language attractive its sound, national identity or familiarity? The allure of a language may have more to do with perceptions of that country's status and social values than

More information

PREPARING SYLLABUS AT TEACHING TURKISH AS A FOREIGN LANGUAGE: SOME CONSIDERATIONS Nesrin SİS *

PREPARING SYLLABUS AT TEACHING TURKISH AS A FOREIGN LANGUAGE: SOME CONSIDERATIONS Nesrin SİS * PREPARING SYLLABUS AT TEACHING TURKISH AS A FOREIGN LANGUAGE: SOME CONSIDERATIONS Nesrin SİS * ABSTRACT Teaching languages to non-native speakers is very sophisticated and timeconsuming work. As well as

More information

PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to

PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to Animated Literacy 1 RUNNING HEAD: Years of Animated Literacy Letters PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS By STEPHANIE, BUCK Submitted to

More information

CHARTES D'ANGLAIS SOMMAIRE. CHARTE NIVEAU A1 Pages 2-4. CHARTE NIVEAU A2 Pages 5-7. CHARTE NIVEAU B1 Pages 8-10. CHARTE NIVEAU B2 Pages 11-14

CHARTES D'ANGLAIS SOMMAIRE. CHARTE NIVEAU A1 Pages 2-4. CHARTE NIVEAU A2 Pages 5-7. CHARTE NIVEAU B1 Pages 8-10. CHARTE NIVEAU B2 Pages 11-14 CHARTES D'ANGLAIS SOMMAIRE CHARTE NIVEAU A1 Pages 2-4 CHARTE NIVEAU A2 Pages 5-7 CHARTE NIVEAU B1 Pages 8-10 CHARTE NIVEAU B2 Pages 11-14 CHARTE NIVEAU C1 Pages 15-17 MAJ, le 11 juin 2014 A1 Skills-based

More information

Cambridge English: First (FCE) Frequently Asked Questions (FAQs)

Cambridge English: First (FCE) Frequently Asked Questions (FAQs) Cambridge English: First (FCE) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: First exams? No. Examinations that are at CEFR Level B2 (independent user), or above such as

More information

Course Description \ Bachelor of Primary Education Education Core

Course Description \ Bachelor of Primary Education Education Core Course Description \ Bachelor of Primary Education Education Core EDUC 310 :Foundations of Education in Qatar and School Reform : This course has been designed to acquaint the learners with the progress

More information

Version 1.0 Copyright 2009, DynEd International, Inc. August 2009 All rights reserved http://www.dyned.com

Version 1.0 Copyright 2009, DynEd International, Inc. August 2009 All rights reserved http://www.dyned.com Teaching English: A Brain-based Approach Instructor s Guide Version 1.0 Copyright 2009, DynEd International, Inc. August 2009 All rights reserved http://www.dyned.com 1 Teaching English A Brain-based Approach

More information

COURSE OBJECTIVES SPAN 100/101 ELEMENTARY SPANISH LISTENING. SPEAKING/FUNCTIONAl KNOWLEDGE

COURSE OBJECTIVES SPAN 100/101 ELEMENTARY SPANISH LISTENING. SPEAKING/FUNCTIONAl KNOWLEDGE SPAN 100/101 ELEMENTARY SPANISH COURSE OBJECTIVES This Spanish course pays equal attention to developing all four language skills (listening, speaking, reading, and writing), with a special emphasis on

More information

Using Films in the ESL Classroom to Improve Communication Skills of. Non-Native Learners

Using Films in the ESL Classroom to Improve Communication Skills of. Non-Native Learners ELT Voices- International Journal for Teachers of English Volume (5), Issue (4), 46-52 (2015) ISSN Number: 2230-9136 (http://www.eltvoices.in) Using Films in the ESL Classroom to Improve Communication

More information

MFL Policy 2014. Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14

MFL Policy 2014. Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14 MFL Policy 2014 Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14 Signature: (Chair of Governors) To be reviewed on: Rationale for Teaching Languages

More information

Assessing Speaking Performance Level B2

Assessing Speaking Performance Level B2 Examiners and speaking assessment in the FCE exam Speaking tests are conducted by trained examiners. The quality assurance of Speaking Examiners (SEs) is managed by Team Leaders (TLs) who are in turn responsible

More information

The use of listening learning strategies by Lengua Inglesa students in five Mexican universities: preliminary results

The use of listening learning strategies by Lengua Inglesa students in five Mexican universities: preliminary results The use of listening learning strategies by Lengua Inglesa students in five Mexican universities: preliminary results [no abstract] Floricely Dzay Chulim Centro de Enseñanza de Idiomas Universidad de Quintana

More information

TRABAJO FIN DE ESTUDIOS

TRABAJO FIN DE ESTUDIOS TRABAJO FIN DE ESTUDIOS MÁSTER UNIVERSITARIO EN PROFESORADO DE ESO, BACHILLERATO, FP Y ENSEÑANZA DE IDIOMAS INGLÉS Master s degree final project: Theoretical framework, 3rd ESO syllabus and research project

More information

Syllabus for FRE 301 French Phonetics and Conversation 3 Credit hours Fall 1999

Syllabus for FRE 301 French Phonetics and Conversation 3 Credit hours Fall 1999 Syllabus for FRE 301 French Phonetics and Conversation 3 Credit hours Fall 1999 I. COURSE DESCRIPTION Instruction in advanced conversation for proficiency with drills for improvement of students' auraloral

More information

American Sign Language (ASL) Level II

American Sign Language (ASL) Level II American Sign Language (ASL) Level II Course Description This course continues the study and practice of basic skills initiated in ASL 1. It emphasizes comprehending, signing, developing receptive skills,

More information

SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012

SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012 SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012 ESOL/World Languages Department For additional resources and strategies, visit the ESOL/ World Languages Department website

More information

Integrating Reading and Writing for Effective Language Teaching

Integrating Reading and Writing for Effective Language Teaching Integrating Reading and Writing for Effective Language Teaching Ruwaida Abu Rass (Israel) Writing is a difficult skill for native speakers and nonnative speakers alike, because writers must balance multiple

More information

CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP)

CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) Research has shown that students acquire a second language in the same way that they acquire the first language. It is an exploratory

More information

Language Development and Deaf Children

Language Development and Deaf Children Language Development and Deaf Children What is the difference between speech and language? Language is the words, structures, thoughts and concepts we have in our minds. Speech is one way in which we communicate

More information

Prentice Hall Realidades, Level 2 2008

Prentice Hall Realidades, Level 2 2008 Grades 9-12 Prentice Hall Realidades, Level 2 2008 C O R R E L A T E D T O Colorado Model Content Standards for Foreign Language, Advanced Level Grades 9-12 Colorado Model Content Standards for Foreign

More information

TESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target

TESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target TESOL Standards for P-12 ESOL Teacher Education 2010 1 = Unacceptable 2 = Acceptable 3 = Target Standard 1. Language: Candidates know, understand, and use the major theories and research related to the

More information

Reading Street and English Language Learners

Reading Street and English Language Learners Reading Street and English Language Learners How do you identify English language proficiency levels on Reading Street? How do English language learners (ELLs) differ from other learners? ELLs have varying

More information

Learning through Humor: Using Humorous Resources in the Teaching of Foreign Languages by Javier Muñoz-Basols, Trinity School

Learning through Humor: Using Humorous Resources in the Teaching of Foreign Languages by Javier Muñoz-Basols, Trinity School Learning through Humor: Using Humorous Resources in the Teaching of Foreign Languages by Javier Muñoz-Basols, Trinity School Introduction Foreign language students sometimes get discouraged by the difficulties

More information

Dr. Wei Wei Royal Melbourne Institute of Technology, Vietnam Campus January 2013

Dr. Wei Wei Royal Melbourne Institute of Technology, Vietnam Campus January 2013 Research Summary: Can integrated skills tasks change students use of learning strategies and materials? A case study using PTE Academic integrated skills items Dr. Wei Wei Royal Melbourne Institute of

More information