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Teaching materials: using literature in the EFL/ ESL classroom

Using games, stories and songs for young children will make your classroom fun and exciting and your pupils will absorb and learn English quicker and more efficiently than if you use traditional teaching methods. Using Stories in the Preschool ESL Classroom. Do you want to start using stories in the preschool ESL classroom but don't know where to start?

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Well, basically, a blind student is a student first and blind or visually impaired second. Like many others things, blind students learn the importance of colours through their association with the sighted. The approaches towards teaching English to blind students are the same. When a blind student is out in the sighted world studying side by side with sighted students he or she is usually able to adapt to his or her environment. All the teacher needs to do is talk to the blind student and ask him or her whether there is any special requirement.

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Teaching English Tips to Stay in Control of a Large Class. Teaching English with games is becoming standard through out ESL classrooms of the world. This is good news, because children love to learn through games, and become much more motivated students as a result.

What kind of games work best? This article answers those questions and is written for those teaching English as a second language to children. How to Effectively use Games in the Preschool and Elementary ESL Classroom Things to consider and watch out for when teaching children ESL with games. Make sure the children are stimulated and learning without the chaos games can sometimes cause. Making ESL Learning Fun in the Pre- K or Preschool Classroom Preschoolers are cute, funny and often eager to learn, but they are also energetic, active and difficult to keep on any particular task for more than a few minutes. Two of the best Pre- K teaching tools are ESL stories and games.

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COLLEGE OF ARTS & SCIENCES ENGLISH Detailed course offerings (Time Schedule) are available for

Through hands-on inquiry instruction, all students can develop context-based content knowledge along with language development. Lee, Buxton, Lewis, & LeRoy identify inquiry-based science instruction as beneficial to students in the following ways: a) students participate in activities as they learn vocabulary, b) students work collaboratively and interact with others about science content, and c) hands-on activities offer students written, oral, graphic, and kinesthetic forms of expression. Coupled with science activities, intentional and explicit vocabulary instruction can benefit both English proficient and ELL children’s vocabulary and literacy development as they learn science content. As students combine science experiences with discussions of words’ uses and meanings, their vocabulary and content knowledge can grow.

In recent years there has been a lot of interest in the potential role of digital games in language education. Playing digital games is said to be motivating to students and to benefit the development of social skills, such as collaboration, and metacognitive skills such as planning and organisation. An important potential benefit is also that digital games encourage the use of the target language in a non-threatening environment. Willingness to communicate has been shown to affect second language acquisition in a number of ways and it is therefore important to investigate if there is a connection between playing games and learners’ interaction in the target language. In this article we report on the results of a pilot study that investigated the effects of playing an online multiplayer game on the quantity and quality of second language interaction in the game and on participants’ willingness to communicate in the target language. We will show that digital games can indeed affect second language interaction patterns and contribute to second language acquisition, but that this depends, like in all other teaching and learning environments, on careful pedagogic planning of the activity.

Effective strategies for teaching science vocabulary
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Methodology: teaching at advanced levels | …

It takes concentrated effort to fit even more time for science instruction into a school day. Modeling the use of vocabulary words throughout instruction not only reinforces students’ comprehension, but it also maximizes teachers’ instructional time. I try to audio record myself on regular basis as a self-check of my vocabulary use during instruction. In addition, gestures, dialects, intonations, semiotics, and norms specific to children’s cultural experiences, especially English language learners, can positively affect student learning.

Medical English - English as a Second Language

Attached below are two lessons which draw on a combination of the language approach and the personal growth approach. Both are based on short texts: either extracts or poems.


The above lesson plans are all based on short extracts or poems and can therefore easily be used over one class period. However, there are very good reasons for encouraging learners to read books. Extensive reading is an excellent way of improving English, and it can be very motivating to finish an entire book in another language. In addition, many international exams have certain optional questions on them that pertain to set novels each year. One option that is now available to language teachers is the wide range of simplified and inexpensive versions of literary texts, called readers (see Onestop Shop for a list of readers for different levels). Setting up a class library of novels and readers, if you have the resources, is an excellent idea. Tim Bowen and Jonathan Marks, in their book Inside Teaching, recommend the following ideas for extensive reading of literature:

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Additional research-supported strategies help build depth of vocabulary knowledge and foster word consciousness. Asking students to predict the meanings of words and compare their predictions with other students and the teacher can strengthen learning. Interdisciplinary approaches that blend literacy lessons with science can also support science literacy.

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The language model aims to be more learner-centred. As learners proceed through a text, they pay attention to the way language is used. They come to grips with the meaning and increase their general awareness of English. Within this model of studying literature, the teacher can choose to focus on general grammar and vocabulary (in the same way that these are presented in coursebooks for example) or use stylistic analysis. Stylistic analysis involves the close study of the linguistic features of the text to enable students to make meaningful interpretations of the text – it aims to help learners read and study literature more competently.

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