how to teach writing to preschoolers

... focus: correction 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, ... (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 ... relate to eective writing? 1. Language skills (accuracy-based)  good use of spelling rules  accurate use of language (appropriacy)  grammatical sentence forming  effective use of connectors...

Ngày tải lên: 27/06/2014, 09:20

Ngày tải lên: 26/07/2013, 14:54

... last, I could have a chance to meet my student! I was a little nervous, not knowing what to teach and how to start to teach. It was my first time teaching somebody how to write in English. Besides, ... for how to teach. That was very challenging remarks to a teacher I think. She doubted if I could teach all the time. I told her that I had plenty of teaching experience in L1, but not in L2 to ... criteria can direct tutors as to what to look for in a given piece Learning to teach writing 333 (e) Tutoring benefits the student by providing teachers with opportunities to address the specific...

Ngày tải lên: 19/03/2014, 08:20

... groups of ten. - The teacher chooses a story that is interesting enough to stimulate the students to start writing immediately and dictate the beginning of the story to them. - After the ... students open them and, in writing, join the fragments of information together to make it more interesting and logical. - The students read the story aloud. 3.4. Writing stories Procedure: ... teaching writing to the first year students with an intermediate knowledge of English who study in Vinh university. The writing games can be classified into group according to the teaching...

Ngày tải lên: 29/06/2014, 19:15

Ngày tải lên: 18/12/2013, 10:03

Ngày tải lên: 27/12/2013, 20:26

Ngày tải lên: 27/12/2013, 20:41

Ngày tải lên: 27/12/2013, 20:41

... units due to disclosure reasons. Therefore, many studies use regional and state-level variables to determine geographical locations in the analysis. However, it is very difficult to capture ... transitional workers who are ready to move to full-time jobs when available as well as workers whose hours have been cut-back by their employers to adjust to changing economic conditions affecting ... 1989, 1994; Miller 1993, 1997) are found to be the most important factors affecting transitions from part-time to full-time employment status. Stratton (1996) also calculated transitions between...

Ngày tải lên: 03/06/2014, 02:05

Ngày tải lên: 04/11/2014, 05:19

... L) to embolism: responses to drought and to an inoculation with Ophiostoma querci (Georgevitch) Nannf G Simonin H Cochard C Delatour A Granier E Dreyer 1 INRA Nancy, Laboratoire ... for oak trees was used to monitor loss of hydraulic conductivity. ψ wn was measured between 11 am and 1 pm UT and the pot rewatered to stop any further induction ... Ceratocystis européens des chênes. EPPO Bull 16, 521-525 Delatour C (1991) A very simple method for long-term storage of fungal cultures. Eur J For Path 21, 444-445 Delatour...

Ngày tải lên: 08/08/2014, 19:21

... Summary of your main points. How to prepare for IELTS - Writing 18 • Think about the topics that could be used for this task. For example, Technology Crime Tourism Transport Education ... http://international.holmesglen.vic.edu.au/IELTS01.htm Writing (downloadable booklet (p.41-450) with sample task and answer & strategies including using connectives). How to prepare for IELTS - Writing 19 General tips for Writing Before ... vocabulary? 9 used a variety of connective words? How to prepare for IELTS - Writing 2 Details of the Writing Test Procedure of the test The writing test is the third test you do on the test...

Ngày tải lên: 03/10/2012, 10:49

... reading 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 ... WHILE-YOU-READ  Help students to understand the text before get them to answer the questions  Timeline  Table/Chart  Map  Visuals WHILE-YOU-READ  Reduce the load  Break the passage into smaller parts  Unit ... the questions  Check to make sure students understand the questions WHILE-YOU-READ  Develop skills  Skimming: Which sentence = most important  Vocab-in-context: How you arrive at the...

Ngày tải lên: 04/06/2013, 01:25

Ngày tải lên: 07/09/2013, 13:00

Ngày tải lên: 07/09/2013, 13:02

Ngày tải lên: 19/12/2013, 14:05

... USE ****************************** iv Introduction How to Teach This Module This section contains information that will help you to teach this module. Welcome students to the course and introduce yourself. ... will be able to configure a DataAdapter to retrieve information, populate a DataSet by using a DataAdapter, configure a DataAdapter to modify information, persist data changes to a server, ... you to identify students who may not have the appropriate background or experience to attend this course. Briefly describe each module and what students will learn. Be careful not to go into...

Ngày tải lên: 24/01/2014, 10:20

... invitation 163 Writing to the Inland Revenue 164 Writing to the Customs and Excise 165 Writing to your solicitor 166 Writing to your bank/building society 167 Writing a letter to do with property 168 Writing ... property 168 Writing a letter about money owed to you 169 Writing to a publisher 170 Writing a letter to a newspaper 171 Writing to your MP 172 Action points 173 Suggested answers to assignments in Chapters 2-4 ... > Page 4 Other books by the same author How to Communicate at Work How to Manage an Office How to Return to Work Published by How To Books Ltd, 3 Newtec Place, Magdalen Road, Oxford OX4 1RE. United...

Ngày tải lên: 18/02/2014, 20:20

... Havestudentsdoacommunicativetaskonthetopic (communicativeoutput) Wheninstructorshavetheopportunity to developpartorallofthe coursecurriculum,theycandevelopaseriesofcontextsbasedonthe realworldtasksthatstudentswillneed to performusingthelanguage, andthen teach grammarandvocabularyinrelation to thosecontexts. Forexample,studentswhoplan to travelwillneed to understand publicaddressannouncementsinairportsandtrainstations. Instructorscanuseaudio‐tapedsimulations to provideinput; teach  thegrammaticalformsthattypicallyoccurinsuchannouncements; andthenhavestudentspracticebyaskingandansweringquestions aboutwhatwasannounced.   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.   How to Teach TOEFLTOEICIELTSandMore 24 C. How to useastudybook Onceyouhavechosenastudymanual,readthedirectionscarefully. Typically,thefirst10‐40pagesofamanualwillgiveverydetailed instructionson how to beststudyforthetest,test‐takingtips,and basicinformationaboutthetest.Asmartinstructor[you]willtakethe testatleastoncesotheyknowexactlywhatisentailed. Buildingagoodstudyplanisanessentialfirststepinhelpingyour students.But,first,youmustknowtheskilllevelofyourstudentsand wheretheirskillsarestrongandweak.Thiswillrequiregivingyour studentsabaselinetest to determinetheircurrentskilllevels. Onceanestimatedbaselinescorehasbeenestablished,carefully reviewyourstudents’skilllevelsanddevelopastudyplanthatwill helpraiselowerscoresandstrengthenthehigherscores. Irregularityofskilllevels(strongverbalskillsandveryweak writing scores,forexample)arenotuncommonandworkingonraisingthe lowerlevelskillswill,mostlikely,yieldthequickestresults(ETS researchsuggeststhisistrue). Studentswilloftenwant to studyintensivelyforshortperiodsoftime, buttheywillgenerallybemoresuccessfulwithdistributedpractice overlongerperiodsoftime. Baseline,practiceand progresstestsshouldbe takenunderconditions ascloseaspossibleas thoseatatestingcenter.   How to Teach TOEFLTOEICIELTSandMore 35 TheTOEIC Writing TestFormat  ... 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.   How to Teach TOEFLTOEICIELTSandMore 2   How to Teach TOEFL®TOEIC®IELTS® andOtherStandardizedExaminations  SecondEdition Copyright©TEFLeBooksdotcom Allrightsreserved. Permissiongranted to reproducepartsofthis publicationaslongasattributionisnoted.  ThisebookwasdevelopedincooperationwithTEFLBootCamp   To helpusdoabetterjobofhelpingyou,wewouldappreciate youropinionaboutthisebook.Pleasetakeourfast,easyand confidentialsurveyhere:CLICKHERE    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:  ... 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    How to Teach TOEFLTOEICIELTSandMore 43 To addressthedeclarativeknowledge/proceduralknowledgedichotomy, teachersandstudentscanapplyseveralstrategies. 1....

Ngày tải lên: 08/03/2014, 20:20