ENGLISH LESSON PLAN (original) (raw)
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Hongkong Papers in Linguistics and Language Teaching, 12
1989
The Editors are greatly indebted to the assistance rendered by Ms. Alice Cheng for typing and Mr. Stephen Chadwick for sorting out our word processing problems, as well as to the University Printing Unit. POLICY Hongkong Papers in Linguistics and Language Teaching publishes work in a number of areas, including: general linguistics, language teaching methodology, evaluation of teaching materials, language curriculum development, language testing, educational technology, language and language teaching surveys, language planning, bilingual education. Articles on Chinese and Chinese language teaching may be published in Chinese. Hongkong Papers is aimed primarily at Hong Kong but it is hoped that it may also be of interest to specialists In other parts of the world, especially in Asia.
English Language Teaching, 2016
English is a foreign language that must be taught at school, particularly in secondary school. Based on a preliminary observation of several secondary schools in Banjarmasin, it appears that the English taught focuses most on concepts or language formulas. Most of the students who interact in English during the learning process do not use expressions that contain linguistic politeness, as is required. The learning of linguistic politeness is not emphasized, while it is an effort to develop students' intelligent characters. This study primarily focuses on the investigation of teachers' linguistic politeness while interacting with the students, students' linguistic politeness, while interacting with the teachers, the students' linguistic politeness while interacting with their peers during the learning process in the classroom, how the teacher forms the students' linguistic politeness in the classroom, and how the linguistic politeness can develop students' intelligent characters. This study is one of classroom action research. Two cycles, in which each cycle consists of two meetings, are employed. After linguistic politeness is taught in four meetings through students' wheel and role play, it can be stated that during the English learning process in the classroom, the students have the opportunity to speak and practice linguistic politeness in English while interacting with their teachers and or other students. The forming of linguistic politeness in English can develop the students' intelligent characters from the beginning to the end of the learning activities. The students also become accustomed to employing polite vocabulary or expression in English that can improve their spiritual and emotional development, the aim of which is to lead to intelligence, primarily emotional intelligence.
Teaching English as a Second Language21.-Pallavi-Gupta-paper-final.pdf
Abstract Proficiency of a teacher cannot be judged by his/ her presence in the classroom and initiates communication with students in English language. It is the responsibility of an ideal teacher to make his/her students comfortable in his/ her presence first and then tries to know them and helps them to understand his/ her lectures. A teacher must pay attention on both kinds of teaching- theoretical as well as practical knowledge so that he/ she may motivate his/ her students to learn this language with enjoyment and excitement and the students may have better opportunities in their professional caree
English in Australia, 1972
There are problems in the field of English teaching on at least three levels: research, teacher training, and the students. Research in the teaching of English must be preceded by research in English, language variation, and native language acquisition and by further work in descriptive linguistics. A significant problem in current language research is that the different disciplines engaging in it begin with different assumptions concerning the nature of language variation. Anthropologists and linguists consider variation normal manifestation of difference, while psychologists and educators view variation as a deviation from a norm. More emphasis should be placed on training teachers to hear, distinguish, and analyze the language of their students. Teachers must learn about the systematic nature of language, how languages differ from each other, how they change, the difference between oral and written symbolization, and the structure of communication. Techniques used today for evaluating a child's language ability frequently discriminate against nonstandard English-speaking children. It must be remembered that every child comes to the first grade with a relatively well developed and systematic language which cannot be characterized as random or illogical. More research into the problem of stigmatized speech is also needed. (PMP)
PRINCIPLES of LANGUAGE LEARNING AND TEACHING
Principles of language learning and Teaching, Fifth Edition Copyright (S 200? by Pearson Education, Inc All nghcs reserved. No pan of this publication may be reproduced. stored in a retrieval system, or transmitted m any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. without the prior peimi>sion of the publisher Pearson Education. 10 Bank Street. White Plains, MY 10606 Staff credits: The people who made up the Principles of Language Learning and Teaching, Fifth Edition team, representing editorial, production, design, ;ind manufacturing, are Danielle Belfiore. TraCev Munz Cataldo. Dave Dickev, Laura Lr Dr&in. and Melissa lewa Text design; Wendy Woir Text composition Laserwords Private Limited Text font. Garamond Library of Congress Cataioging-in Publication Data Brown, H Douglas, 1941-Principles of language learning and teaching / Douglas Drown.-5th ed p cm Includes bibliographical references and index ISBN 0 13-199I28-0 (student book alk paper) 1. Language and languages-Study and teaching. 2 Language acquisition I Title P5J.B775 2006 416 0071--dc22 2005027564
International Handbook of English Language Teaching
2007
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2011
This minor thesis aimed at investigating the difficulties that students and English teachers at Van Canh High School have encountered in speaking lessons. The causes of those difficulties were also investigated in order to find the solutions to solve these problems. The results showed that the participants have encountered many difficulties in English speaking lessons such as; lack of motivation, lack of time, anxiety or lack of confidence, lack of vocabularies, structures, lack of opportunities to use English in real life, low linguistic competence and low communicative competence, lack of facilities. The reasons for these difficulties were mostly come from the teachers; the students and the school context. On the basis of the findings, some recommendations were made for the improvement of quality of teaching and learning English at Van Canh High School. The study is, thus, significant in helping Van Canh English teachers and students to deal with common problems they are facing.