understand new vocabularies. | | |Students will be able to memorize the new vocabularies. | | |2. Psychomotor Domain: | | |Students will be able to recognize the new vocabulary by action.
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CELTA LESSON PLAN Name Level Lesson length 30 mins TP number Number of students Aims (What are your aims for this lesson?) Select from the following categories:Grammatical Structure: Present simple tense. Text on environment. Function: Vocabulary: (Fuels‚ factories‚ marine animals‚ pollute chemicals‚ arctic‚ rubbish.) Skills: reading (skim reading+ listening for detail) and speaking and writing. Phonology –Environment . Objectives (what will students be able to do by the end of the lesson)
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Samples Essays and Commentary CONTACT INFORMATION All correspondence and mailings should be addressed to: CaMLA Argus 1 Building 535 West William St.‚ Suite 310 Ann Arbor‚ Michigan 48103-4978 USA T: +1 866.696.3522 T: +1 734.615.9629 F: +1 734.763.0369 info@cambridgemichigan.org www.CambridgeMichigan.org © 2013 Cambridge Michigan Language Assessments® Contents On the following pages are ten MELAB essays representative of each score on the MELAB Writing Rating Scale. Commentaries follow each
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The researchers decided that the communicative adjustments that are made by parents are similar across the three vocabulary groups mentioned earlier; however‚ the general speaking style differed between groups in terms of pause duration following a child’s utterance (Marklund et al.). Parents of the children with smaller vocabularies are not as rapid in responding to their child as the parents of children with larger ones are. Marklund et al. concluded that responding rapidly
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INDEPENDENT STUDY UNIT Purpose: To learn a new activity/sport‚ associated skills‚ and drills that promote the learning of that activity. Requirements: 1. Choose an activity 2. Research the activity: * fitness components * unique principles (i.e. buoyancy‚ friction‚ rotation etc..) * theory or background * skills and mechanics If a sport‚ choose 3-5 skills to master. If an activity‚ develop a 3 minute routine/demonstration of
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READING MATERIALS IN DEVELOPING VOCABULARY SKILLS OF FIRST YEAR EDUCATION STUDENTS AT PAMANTASAN NG CABUAYO CABUYAO‚ LAGUNA: AN ASSESSMENT S.Y.2011-2012 A Thesis Presented to the Faculty of Pamantasan ng Cabuyao Cabuyao‚ Laguna In Partial Fulfillment of The Requirements for the Degree of Bachelor of Secondary Education Major in English by: Magallanes‚ Neressa B. Manago‚ Annie Vie A. Minor‚ Ma. Airene M. Sarinas‚ Mary Grace C. Villanueva
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achievement by providing instruction and guided practice in both reading and writing strategies. Through their experience in WRI 101 students will Employ reading strategies to enhance understanding‚ including composing formal summaries. Practice vocabulary building strategies for academic purposes. Recognize and use rhetorical strategies common to academic writing. Effectively use all stages of the writing process to compose academic essays‚ appropriate to university level writing. Produce well-organized
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The writing test will cover topics covered from practical 1 to practical 6 Individual parameters: sentence construction(5)‚ understanding of the topic(5)‚ understanding of the question(5)‚ presentation of views(5) expression of thought(5)‚ use of vocabulary (5)) 1 / 3 Test2 To evaluate the writing proficiency and grammatical accuracy The writing test will be MCQ based on the placement model‚ including the grammar topics covered from practical 1 to practical 11 Individual MCQ based 4 / 6 Test3 Testing
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INTERPRETATION: Magical book series QUICKER MATHS by M.Trya – Rs.263 Data interpretation by Arun sharma for CAT – Rs.320 As Di was more difficult I recommended this DI by Arun Sharma book for preparation. ENGLISH: WORD POWER MADE EASY by NORMAN LEWIS for vocabulary. – Rs.134 High school ENGLISH grammar and composition by WREN & MARTIN – Rs.131 OBJECTIVE ENGLISH by HARI MOHAN PRASAD – Rs.246 GENERAL KNOWLEDGE: Pratiyogita Darpan monthly Magazine (September 2012 to April 2013 issues) REVISION: Last 5 years
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CONTRIBUTION OF READING FREQUENCY IN ACQUIRING VOCABULARY OF JUNIOR HIGH SCHOOL STUDENTS CONTRIBUTION OF INDEPENDENT READING IN ACQUIRING VOCABULARY OF JUNIOR HIGH SCHOOL STUDENTS INTRODUCTION 1. Background of the Problem Learning a foreign language is never easy. Interference from the learner’s mother tongue‚ as well as the great difference between the native and the target language‚ make it even more difficult. Often students are not situated in a surrounding that assists foreign language
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