how to teach narrative writing in kindergarten

... exercises  reading available texts  dictaclog  altering dictation  … Writing as a process Brainstorming Making notes Writing a draft Editing Producing another draft Proof-reading TOPIC ... Why is writing useful? Writing is…  a way to reinforce language  a way to develop language  a style of learning language  a skill ○ genre-based writing (writing letters, postcards, invitation, ... etc.) ○ process writing (stages a writer goes through) What relate to eective writing? 2. Able to communicate a message (fluency-based)  generating ideas  gathering information  organizing ideas...

... contents FINAL NOTES  Careful pre-teaching  better understanding  Understand the text first, answer questions later  Being able to relate to the reading contents  students more interested  Answering ... they can find the answers in the reading. AFTER-YOU-READ  Adapt tasks  Life in the future: robots  travel/ work  Higher education: Talking about subjects  Summarize the reading contents ... the units: Teach Task 1 (vocabulary) before reading  Motivate students to read  Give them a focus of reading: Read and locate the words (key vocab.)  Make them curious by asking questions...

... Talking and Listening RANGE OF PURPOSES  Getting on with others  Finding out  Asking questions  Explaining  Giving information  Persuading  Giving opinions  Making suggestions  Solving ... listening model by responding to and asking questions about what they have to say. READING WRITING  We know a lot about writing from reading  The language and setting out of writing is ... audience  Gathering ideas/information  Organising What you have to say (Content)  Drafting  Editing Checking grammar, punctuation, spelling (to make meaning clear)  Presenting READING/VIEWING  Enjoyment  Information  Meaning/understanding ...

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... you want to try something new? You only got into this twelve years ago!!” In today’s marketplace, that attitude is archaic. The point is, if you’re a sprinter or would be open to trying it — sprint! ... mechanical (including photocopying), nor may it be stored in any information storage and retrieval system without written permission from the publisher. DISCLAIMER The advice contained in this material ... value to a lot of people! 20 Power Principle: You have to learn how to gauge and time the market. You have to know when to get in, and when to get out! 26 All rights reserved under the international...

... NON - TRAINER USE ****************************** iv Introduction How to Teach This Module This section contains information that will help you to teach this module. Welcome students to the ... into too much detail because the course is introduced in detail in Module 1. Explain how this course will meet students’ expectations by relating the information that is covered in individual ... “Building DataSets” After completing this module, you will be able to build a DataSet and a DataTable, bind a DataSet to a DataGrid, create a custom DataSet by using inheritance, define a data...

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... Methodological Issues in Cancer CAM Research Multidisciplinary Approaches in Cancer Treatment Investigators are often interested in investigating multidisciplinary approaches in cancer care. The ... specific, in as much detail as possible, and include procedures for monitoring the quality of the data, including, for example, how data collectors will be trained and supervised and how information ... It is important to note that while investigators must include a discussion of these topics in their proposals, investigators do not necessarily have to include all groups in their research....

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...   How to Teach TOEFLTOEICIELTSandMore    How to Teach TOEFLTOEICIELTSandMore 50 AssessingGrammarProficiency  AuthenticAssessment Justasmechanicaldrillsdonot teach studentsthelanguage, mechanicaltestquestionsdonotassesstheirability to useit in  authenticways. In order to provideauthenticassessmentofstudents’ grammarproficiency,anevaluationmustreflectreal‐lifeusesof grammar in context.Thismeansthattheactivitymusthaveapurpose otherthanassessmentandrequirestudents to demonstratetheirlevel ofgrammarproficiencybycompletingsometask. To developauthenticassessmentactivities,beginwiththetypesof tasksthatstudentswillactuallyneed to dousingthelanguage. Assessmentcanthentaketheformofcommunicativedrillsand communicativeactivitieslikethoseused in theteachingprocess. Forexample,theactivitybasedonaudiotapesofpublicaddress announcementscanbeconvertedintoanassessmentbyhaving studentsrespondorallyor in writing to questionsaboutasimilartape. In thistypeofassessment,theinstructorusesachecklistorrubric to evaluatethestudent’sunderstandingand/oruseofgrammar in  context. Mechanicaltestsdoserveone purpose:Theymotivatestudents to memorize.Theycanthereforeserveas prompts to encouragememorization ofirregularformsandvocabulary items.Becausetheytestonlymemory capacity,notlanguageability,theyare bestusedasquizzesandgiven relativelylittleweight in evaluating studentperformanceandprogress. ... OvertGrammarInstruction  Adultstudentsappreciateandbenefitfromdirectinstructionthat allowsthem to applycriticalthinkingskills to languagelearning. Instructorscantakeadvantageofthisbyprovidingexplanationsthat givestudentsadescriptiveunderstanding(declarativeknowledge)of eachpointofgrammar. Downloadthegrammarebookfor thiscourseat: www.TEFLeBooks.com/grammar.pdf  andworkallthewaythroughit. HowtoTeachTOEFLTOEICIELTSandMore 2 HowtoTeach TOEFLđTOEICđIELTSđ andOtherStandardizedExaminations SecondEdition CopyrightâTEFLeBooksdotcom Allrightsreserved. Permissiongrantedtoreproducepartsofthis publicationaslongasattributionisnoted. ThisebookwasdevelopedincooperationwithTEFLBootCamp Tohelpusdoabetterjobofhelpingyou,wewouldappreciate youropinionaboutthisebook.Pleasetakeourfast,easyand confidentialsurveyhere:CLICKHERE ...   How to Teach TOEFLTOEICIELTSandMore 30 C.Skillstesting Studentstakeeitherthe“Academic”or“GeneralTraining”sections in readingand writing thelisteningandspeakingsectionsarethesame forbothformsofthetest.Thetotaltesttimeisabout2hoursand45 minutesandconsistsofthefollowing:  Listening(30minutes)  Reading(60minutes),  Writing (60minutes)and  Speaking(11–14minutes). TheListening,Readingand Writing testsaredone in onesitting.The Speakingtestmaybeonthesamedayorup to sevendaysbeforeor aftertheothertests. D.PracticeTestingandrecalibratinggoals  Afterareasonableperiodofstudy,haveyourstudentstakeaprogress testandre‐evaluatetheirgoalsbasedontheirperformance.Notwo studentswillbeexactlythesameandgoalsshouldbeindividualized. FreeResourcesfromIELTS DownloadavarietyofPDFfiles thatprovideassistanceand instructionforallthesections oftheIELTSexaminationaswellastheIELTS GuideforTeachersat: http://www.ielts.org/teachers.aspx  ...