PPT-programing language Teacher /

Shamsa Hassan Alhassouni For G7 What we will Learn today Understand Random concept Understand for Loops Understand Nested Loops Random Random Function Description Input Print . Hawkes. Secondary . Regional Languages . Conference. Leicester, March 2014. Keynote . Listening. listen attentively . to spoken language and show understanding by joining in and responding . explore the patterns and sounds of language through songs and rhymes and . Week 2. NJ Kang. CA ?. Richard & Rodgers (1985) stated that . CLT should be considered as an approach rather than a method. , according their view in this approach there is a neat distinction between the theory of language and what is going on in the implementation process, in which implementation process directly relates to teachers and students’ perception of this approach and . Janette Klingner. University of Colorado at Boulder. First, what does the law say?. Specific Learning Disability. 34 CFR 300.8(c)(10) IDEA. A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.. meeting the challenges of language teaching head on. Rachel Hawkes. This figure . of speech is known wherever . the Stinging Nettle . is commonplace, which . is most . of the English-speaking world. The . TEACHER RESPONSIBILITY. STUDENT RESPONSIBILITY. Focused Instruction. Guided Instruction. “. I do it. ”. “. We do it. ”. “. You do it . together. ”. Collaborative. Independent. “. You do it. new language:. NATIONAL BOARD TEACHER CERTIFICATION DEMYSTIFIED. Isis Albert, NBCT . ialbert@sheltonschools.org. Heather Byington, NBCT . hbyington@sheltonschools.org. Maribel Vilchez, NBCT . mvilchez@sheltonschools.org. S. pecialist . S. ubject . T. raining. Español. TSST. Day 1: . Using the target language . Session 1. Why is use of target language important?. It is implicated in every theory of language learning and many . Useless TTT: Disadvantages. Limits the amount of STT. Lots of TTT = lots of T/class mode: unengaging for learners. Concentration and pace suffer. TTT often means that the teacher is “telling” the students things that they could be working out for . BICS and CALP. What are they?. Teachers of ELLs must know these two types of language.. Basic Interpersonal Communicative Skills (BICS). Cognitive Academic Language Proficiency (CALP) . Methods and Approaches to TESOL. . Teaching. . What forms does specialised occupational language take?. What are the purposes and effects of these uses of language?. How do various occupational groups communicate with the public?. Penny Ur. This session. Research as one component of the professional knowledge of the teacher. The contribution of research-based insights. The problems . Possible . answers: selective and critical . [2018 as accredited byStandard for in English - havo/vwoContentEuropean Platform - internationalising educationKennemerplein 16Postbus 10072001 BA Haarlemttoepfnlwwweuropeesplatformnl/ttottoHQnetwerk tweetalig Dr.M.KANNADHASAN. . Assistant Professor. Department of English . Thiruvalluvar University. Serkkadu, Vellore. What is Trend?. A trend is the general tendency or direction towards . change. .. 2. Methods .