English language textbooks play a very important role in most educational settings. However, there have always been contradictory views among professionals in the fields of teaching and learning English language regarding their limitations and potentials. Whether or not one accepts the value of textbooks, the quality of the materials which are being used in an educational program should be of an acceptable standard to benefit learners. Therefore, there is an absolute need that a set of appropriate criteria be considered and applied through a systematic textbook evaluation procedure in each language program to indicate the merits and probable drawbacks of the books. The purpose of the present study is therefore to develop a reliable set of criteria for evaluating reading comprehension textbooks. Additionally, it aims to undertake a …show more content…
Finally, instructors or heads of EFL departments in target universities were asked for details of the textbooks they used. Based on the obtained data, the textbooks for each of the three courses (reading comprehension 1-3) were ranked by their frequency of use and the books with the highest frequency were chosen as the materials of the present research; overall, three reading comprehension textbooks were selected to be evaluated using the developed checklist. The next stage of the research is applying the developed checklist to the selected materials. Data were collected by matching each of the considered items for evaluation and its features, in each section of the checklist, to the related features of the three target textbooks and the extent of conformation was revealed by
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In “Why University Students Don’t Read: What Professors Can Do To Increase Compliance” Mary E. Hoeft questions whether why students don’t like to read the assigned textbooks. Hoeft found that it is essential to know that there is a multiple of things we can do to boost the completion of reading assignments, for the professors who consider reading completion to be the main component to schooling (qtd. in Hoft 15). Some of these things could include could giving out quizzes, supplementary assignments, and to give reminders and making it interesting at the same time. While Hoeft suggest that reading completion is a team effort between the students and faculty, the emphasis of her argument is on whether students care about what they are reading.
Xinyi Yu ENG 150-104 Fall, 2015 Annotated Bibliography on How to Write a Summary Smart English. 2012, November 15. How to Write a summary. Retrieved from https://www.youtube.com/watch?v=eGWO1ldEhtQ This short video introduces how to write an affective summary in academic English.
My experience in English 1010 was great. My writing skills were very poor at the beginning of the semester. I did not know how to write correct sentence structure. I had great difficulties making my sentences flow smoothly and clearly. I was not able to edit a paragraph for mistakes in grammar, punctuation, and spelling.
There are a rising number of students living in the United States that are classified as English Language Learners or ELLs. These students are not only learning grade-level content but also learning how to communicate in English. The majority (77.2 percent) come from Spanish speaking countries in Latin America. Latino ELL students are typically enrolled in schools that do not have experience serving this special population.
The pain and agony due to the fact that I might not be prepared for college class was on my shoulders. Since day one of highschool, my biggest desire throughout school was to be engaged in learning while being well prepared for the next step in life: college. What class was the answer to this class desired? It was in a meeting with my guidance counselor in eighth grade that struck me and sparked the interest in my heart to do well. All of my highschool career I have never known what it actually meant to do well and be ¨successful.¨
The goals created for the organization have to be aligned with the strategic goals and overall mission of the entire organization.
To the person who unfortunately has to read this: After about 6 hours of sleep, I woke up at 6:40 AM to get ready for probably the most difficult English exam I’ve ever taken. Since I’d already taken 2 other exams in the the previous days, I felt prepared to take this one. It was my last exam, so I expected it to be straightforward and easy ...right?
The timer ticks on the corner of the screen. The room is silent. It’s the last question, and I’m so close to breaking the leaderboard. A cry breaks out.
I chose to read Chapter 14 “English Language Learners in the Secondary Classroom” from Adolescent Literacy, Field Tested: Effective Solutions for Every Classroom. I chose to discuss ELLs in the Secondary Classroom because it seems that these students struggle the most in my school district. Additionally, it seems that this student demographic has the least amount of instructional support in my school district. Parris, Fisher, and Headley (2009) note that “among the best practices in teaching ELLs that the National Council of Teachers of English identified (2006), there is one overarching approach – teaching language through content” (p. 170). Parris, Fisher, and Headley add “there are three key practices that contribute to accelerating language
1. Student’s skill strengths and weaknesses: (Refer to the 5 areas of reading provided earlier in the lesson and provide specific descriptions using the assessment data.) 1. After analyzing the student’s reading assessments, list one reading skill strength and explain why you selected this as a strength using information from the reading assessments. Be sure to include assessment data in your justification. Skill Strength: Phonetic awareness.
This ambition has futher been developed from various experiences gained working in different