This paper concentrates on the observations made during lessons. It also focuses on how learning English for the first time as a language can be taught in a way that would be better and easy to understand. The students that I will deal with are those of grade one and two. Learning activities highly influence on how a student appreciate. Making sure that learning activities are of high quality which can be coupled with situations gives the students’ different perspectives which they can appreciate.
1.2 Objectives of the study The main objectives of the study are to: 1. Investigate the use of code-switching at secondary school level for the teaching and learning of English.. 2. Find out the importance of code-switching for better teaching and learning of English language at school level. 3. Determine inclination of teachers teaching English at secondary level and students towards the need of code-switching for the teaching and learning of English language in the present educational scenario.
It also covers strategy Analysis for the purpose of formulating various steps and methods for future ESL classrooms (Hutchinson & Waters, 1987). Also a learning needs analysis helps in identifying the actual requirements of the student so that special concentration can be given on that particular need. Means analysis takes a step ahead in pedagogic need analysis by evaluating the classroom culture, the EAP staff and even the education quality that is operative in the class (Munby, 1978). Therefore it is a complete analysis of the actual education proficiency of the student in English language with a view to remove all the drawbacks and prepare the student for the future education carrier (Songhori,
Basically, they are expected to not only learn the concepts and the theories, but also the application of those concepts and theories. The English teacher of MAN 2 Model Palu presents a syllabus for grade XI by separating four skills in teaching. Specifically in the writing skill, the syllabus for the second semester states that the students should express the meanings of the short functional text and simple essay in narrative, spoof and hortatory exposition in daily life context. The English teachers are expected to be able to have a good perspective about grouping in order to facilitate the students’ activeness and creativity in teaching and learning process. This research is conducted to seek a clear description about implementation of classroom grouping during teaching and learning processes of the writing skill and its impact on the students’
In order to investigate the implementation of using Sundanese local content in English teaching in young learners’ classroom, a qualitative case study is employed. Merriam (1988) states this approach is suitable methodology for dealing with critical problems of practice and extending the knowledge base
The observation activity with a progressive school such as Nest provides valuable insight on how learning theories can help students in the learning language. For this specific activity, I was tasked to observe a 2nd grade class during their English subject. The class started with an introductory greeting from the teacher which was followed by classroom management procedures such as clearing the table and arranging the study area before the actual lesson begins. This reflection would concentrate on the application of Bloom’s taxonomy of learning domain in learning the English language and Bruner’s learning theory. It highlights the importance of using visual aids and illustrations in developing the language skill of the learner.
Integrating project work for the improvement of communication skills of technical students- students analyse a project work in the target language by discussions in groups, make a report by using a pre-designed questionnaire, and give a presentation. 4. What are the advantages of content-based instruction? (Peachey, 2016) • It can make learning a language more interesting and motivating. Students can use the language to fulfil a real purpose, which can make students both more independent and confident.
Each test included three different types of questions: multiple-choice definition questions, sentence-completion (fill-in-the-blank) questions taken directly from (series of words that make sense and that have a subject, noun and a verb) within the text, and sentence-completion questions from other, unrelated sources. Students were divided into 2 reading groups according to their English reading ability. Figuring out, that people who work to find information and teachers need to pay close attention to the way that English reading ability and question format interact, since these issues may affect the results of vocabulary evaluations. The researcher describe the people (who were part of a study, etc. ), classroom method, texts, vocabulary choice, and tests for the present study in Chapter 3.