Reflection While studying speeches under the title Power and Language in Part 1, I was amazed by how powerful they can get if the right techniques are used. In my Further Oral Activity, I explored the use of persuasive language in speeches. Specifically, I analyzed how authorities can use persuasive language in their speeches in order to inspire students. The reason why I chose this topic is because while we were studying Power and Language, the speeches we watched in class made me remember the speech of John Keating from the movie Dead Poets Society. I was extremely impressed by his speech, and I realized that he too used persuasive language in order to affect his students.
Abstract Writing is a very important skill that needs to be taught, developed and assessed for elementary graders. For each of the learning skills (listening, speaking, reading, and writing), there are many ways and strategies that educators can use to develop their students’ learning. In this study, I'm targeting to pay teachers' attention to learn more about (6+1 Traits Writing Strategies) which are: (Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation). Using traits in ESL elementary classrooms will encourage students to write better and will provide them with remarkable writing experiences. In this study, I’m going to open teachers’ eyes to our children's ability of writing and development process
As I could become more familiar with the topic, and turn more confident with a lot of time discussing with instructor, I will have an opportunity to improve skills and enable to get a good degree after finish the seminar class. Likewise, I will learn deeply academic way to explore topic, identify and sort out of many problems and misunderstanding while writing about thesis. Thirdly, one of the most important things while taking the class is group work with other classmates. When several foreigner students attend same seminar class together, it can be call team building experience. To begin with, after reading carefully the outline of all class, seminar class provides presentation and discussion with group work, so I can hear different information from different speaker, and when members are exposed to introduce new information, debates the specific issues related to the topic, the result will come up with the greatest resources to help for the thesis.
According to Faculty of Education at University of Cambridge, dialogic teaching is a way of teaching where talk is an effective way to carry out teaching and learning. It involves ongoing talk between two parties; the teacher and the students. In early 2000s, Robin Alexander developed this type of learning. Dialogical teaching helps teacher to discover students’ needs, assess their progress and so on. Dialogic teaching offers an interaction; which is between not only teacher and students; it could be between student and student.
I went to observe three EAP classes. As I observed three classes, I learned several techniques for teaching English. In this paper, I focus on teaching styles and strategies individual teachers were using in the classes. The first class I observed was speaking/ listening class under professor Budding. In this class, two student groups made presentations each, and the others discussed the topics came up in the presentations in the whole class.
In order for her message to gain their attention, it is important that it includes information and experiences that they can relate to. To build credibility, the author uses ethos effectively throughout the article. Specifically, in the opening paragraph of the article where she informs her readers that “Kyle Schwartz started teaching third grade at Doull Elementary School in Denver, [and] she wanted to get to know her students better.”. This description appears quite simple at first, however, after reading on it becomes apparent how necessary it is to not only understand the role of Ms. Schwartz, but her passion to find out more about her students. De La Cruz goes on to build upon this description by adding that Ms. Schwartz is not only “entering her fifth teaching year,” but has written in her own book, I Wish My Teacher Knew: How One Question Can Change Everything For Our Kids, the various “mistakes that might have been prevented if she had known her students better.”.
The article, “ Identifying Thinking Skills for Instruction in Your Classroom,” written by Deborah E. Burns, addresses and explains the taxonomy of Thinking Skills by focusing on the four major thinking skill categories, including: Analytical Reasoning Skills, Critical Thinking Skills, Organizational Thinking Skills, and Creative Thinking Skills. In the article, Burns explains the purpose of the taxonomy was to identify, “thinking skills that were most frequently addressed in the professional literature and within the various thinking skills programs and materials” (Burns D.E., 1993). Burns uses the article to provide strategies and examples in order for educators to successfully implement the taxonomy and thinking skills in different classroom
OBSERVATION ASSSIGNMENT: USMAN ALI “, it is not unreasonable to collect data about what goes on (language classrooms) there as a means of adding to our knowledge of language learning and use.” (Nunan, 92:91) Observation is an important tool for ESL professionals, it can be used for a variety of things such Trainee teachers being observed by qualified experienced teacher and peers observing each other’s teaching. This enables teachers to learn from others teaching and critique it. It can also be used to improve our understanding of the classroom environment. During the past few weeks I was afforded the opportunity by the British Council in Jeddah to observe a class. Observation techniques The first aspect of the language classroom I decided to focus on was the classroom interactions.
Teaching English as a Foreign Language is a field that continues to improve its teaching methodologies through research. There are four pillars to learning a new language; these pillars: are: listening, writing, speaking, and reading. The teacher should be aware of the students’ ability in each of the four skills in order to fully employ all four of the skills for a productive lesson. A highly skilled class will be analyzed for this essay and its activities; the level of this class is Master Mind 1C; it is a level that is very advanced and is a little after the beginning phases of independent usage. This essay will address how to improve language pedagogy on the part of the teacher and how language learning can be facilitated for the class
1. Introduction: The first time I heard about dictogloss was from my colleague who said she had used this in her listening lesson and it really helped her learners who always found listening a challenge in terms of speed of delivery and content of the spoken text. Her class had many repeating students [students who had failed a semester and were repeating the module] and the lesson help motivate them to listen more attentively and greatly helped improve their listening and note-taking skills. I was intrigued by these observations and since this was totally new to me I decided to use this as part of my experimental practice as I felt I had to try it out before implementing this on a wider scale. 1.1 Professional aims and objectives in