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1 D AY NTT PRE-TASKS AND DISCUSSION POINTS
HI TEACHERS!
Please take some time to look through the material and answer the questions to the best of your ability. For background knowledge about Chinese Speakers Phonological Issues, read the first two pages (no answers required). The purpose of this pre training task material is for you to learn more about the topics that will be discussed during your NTT. The practice and application part will be done during your NTT. This material is provided simply to help you review/preview the topics before attending the NTT. Have fun and see you soon! -Training Team
PHONEMIC CHART
Please take some time to study the IPA You can refer to this link for listening and Practice. Thanks! https://www.teachingenglish.org.uk/article/phonemi
PHONOLOGY-CHINESE SPEAKERS EXTRACT FROM JUNG CHANG “LEARNER ENGLISH”
Vowels
There are more vowel contrasts in English than in Chinese, so English vowels are closer to each other in terms of position of articulation…this means that
more effort is required to distinguish them. • The contrast between /i:/ and /ɪ/ has no equivalent in Chinese • The same applies to /u:/ and /ʊ/ • /æ/ does not occur in Chinese. Learners to tend to nasalize it. It may be confused with /ɑ:/ /ʌ/ or /e/ • /ɒ/ has no equivalent in Chinese. Learners sometimes make it sound like /ɔ:/
PHONOLOGY-CHINESE SPEAKERS EXTRACT FROM JUNG CHANG “LEARNER ENGLISH”
Consonants
• /v/ is absent from most Chinese dialects and is sometimes treated like /w/ and /f/: e.g. invite – inwite live – lif • Many Chinese dialects do not have /n/. Learners may find it hard to distinguish between night and light • /θ/ and /ð/ do not occur in Chinese. /θ/ is likely to be replaced by /t/, /f/ or /s/, and /ð/ by /d/ or /z/ • /ʤ/,/ʧ/ and/ʃ/are distantly similar to a group of three different Chinese consonants. Many learners’ pronunciation of these is therefore heavily colored and sounds foreign. • Some southern Chinese find /l/ and /r/ such as flied lice • Final consonants in general cause a serious problem…learners tend either to add an extra vowel at the end, or to drop the consonant and produce a slight glottal or unreleased stop. E.g. Duck /dʌkə/ wife /waɪfu:/
Discussion: Pre Task
1.How can you engage a young learner in an online classroom? What about an adult student?
2. What should you do if your student looks unengaged?
3/2/2017
TOTAL PHYSICAL RESPONSE Discussion: Pre Task 1. What is Total Physical Response? 2. What are the uses of TPR?
GIVING INSTRUCTIONS Discussion: Pre Task
1.What are the six steps for giving instructions in the ESL classroom? 2. What is ICQ and CCQ? 3. What should you keep in mind when you give instructions to young learners? To Adults?
GRADING LANGUAGE Discussion: Pre Task
1.What is “Grading Language?” 2. How do you grade your language to adult learners? Kids? 3. What are the DO’s and DON’Ts of Grading Language?
3/2/2017
Discussion: Pre Task
1. What is the difference between feedback and correction?
3/2/2017
Discussion: Pre Task 1. What are lesson aims? 2. Any particular learning styles, previous learning experience, and other student background a teacher needs to keep in mind when he plans a lesson? 3. List some anticipated problems and solutions a teacher might experience in the following areas during a lesson (Language, Timing and Instructions) 4. What are some contingency plans/flexibility that a teacher should have/exhibit before he enters the online classroom? 3/2/2017