GCSE Bitesize: A scenario. ESL English Pronunciation Tip #1 Vowel Sounds with Fluency MC! ESL English Pronunciation Tip #2 Syllable Stress Lesson with Fluency MC! English Listening Practice: Minimal Pairs Discrimination Task. KEEP CALM AND COMPLETE WORKSHEET. Fiche_methode.pdf. Secondary Science: Question loop reading, speaking and listening activities. Powerful Tools for Teaching and Learning: Digital Storytelling. About the Course Powerful Tools for Teaching and Learning: Digital Storytelling introduces educators to digital storytelling and explores ways to use digital stories to enhance students’ learning experience.
The course is designed to be comprehensive yet fundamental. By comprehensive we mean that the course provides a solid foundation to all of the components of a digital story and illustrates these components with tutorials, example stories and links to additional readings. The course also provides a hands-on opportunity for learners to create their own digital stories. The course is fundamental because it covers the basic process of creating a digital story starting with just a simple script and as little as one still image. Course Syllabus Over the course of eight weeks, we will cover the following topics: Topic 1: Choosing a topic and purpose Topic 1 introduces you to the basics of digital storytelling.
Recommended Background The course is primarily intended for: Suggested Readings. 13. Running Dictation. Skimming And Scanning: Two Important Strategies For Speeding Up Your Reading. Skimming and scanning are two very different strategies for speed reading.
They are each used for different purposes, and they are not meant to be used all the time. They are at the fast end of the speed reading range, while studying is at the slow end. People who know how to skim and scan are flexible readers. They read according to their purpose and get the information they need quickly without wasting time. They do not read everything which is what increases their reading speed. What Is Skimming? Skimming is one of the tools you can use to read more in less time. How to skim.? Let’s say you are doing research on a long chapter or a web site. At the end of each topic sentence, your eyes should drop down through the rest of the paragraph, looking for important pieces of information, such as names, dates, or events. When to skim.Because skimming is done at a fast speed with less-than-normal comprehension, you shouldn’t skim all the time. Suppose you have an exam in a few days. ? ? ? Apprendre l'anglais autrement.
Ferreira_teaching_life_sciences_to_english_second_language_learners.pdf. Effective strategies for teaching science vocabulary. Traditional science lessons have often begun with teachers presenting students with science vocabulary words and asking them to write the words, find the definitions in a dictionary or the glossary of the textbook, match the words to definitions, or use the words in a sentence.
In this model of instruction, words are often presented in isolation and students are tested on the words alone, without application to concepts. Many of us were “taught” this way, so we remember how little these practices contributed to conceptual development. These traditional strategies stem from the assumption that students absorb the meanings of many science terms simply by writing the words and their definitions. Strategies for English Language Learners. (exerpt from chapter 24) In 2003, 42 percent of American public school students were of racial or ethnic minorities, up 22 percent from 30 years before.
Most of this increase in diversity was due to immigration from Latin America and Asia, and with this increase in ethnic diversity came a corresponding increase in linguistic diversity. For example, in 2002, nearly 42% of students in Los Angeles Unified School District, the second largest district in the country, were classified as English language learners. The science classroom is often a frustrating place for English language learners. Science has a complex vocabulary that is difficult even for native English speakers to learn. 24.7.1 – ELL: Listening Speak slowly, distinctly, and write down key terms – Anyone who has learned a foreign language in class, then traveled to a country where the language is spoken, has noticed that it is difficult to understand natives because they seem to “talk too fast”. 24.7.2 – ELL: Visualization.