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The last limitation is only one teacher taught the two classes.
Bowen, T & J Marks, Inside Teaching, Macmillan 1994
Carter, R & M Long, Teaching Literature, Longman 1991
Lazar, Gillian, Literature and Language Teaching, Cambridge 1993
Widdowson, H. Stylistics and the Teaching of Literature, Longman 1975
It would be valuable to investigate how effective is cooperative learning on other skills so that teachers can use findings for improving and developing their teaching process.
Implementing CooperativeLearning in EFL Teaching Process andEffects.
Hi, It is very good literature materials for ESL Classroom.
I have some questions here. How to make good activities to teach literature in the class of Junior High School students?. So the lesson plans can be used effectively. Is there any suggestion of a literature text that is suitable to teach in Junior High School Students level?. The last is How to build the students' motivation and interest in learning a literature lesson? because sometimes if the students are not understand with the text, they will have less motivation in learning literature subject.
I wonder if everyone can give me suggestion for my questions.
Research areas include the analysis of examination results for statistical correlations with examination methods and the creation of virtual environments and educational animations for image intensive disciplines.
Download thesis statement on Education Team Teaching Co-Teaching
The pre- and post-reading comprehension tests, the students’ reflection report questions towards CL instruction and the teacher reflection report questions on the CL instruction.
Thanks for your feedback. That's a very good question. As you rightly say, lots of articles focus on pre or post-reading tasks. However, here are some activities you can use while reading:
- complete the text: finish incomplete phrases or fill in missing words.
- re-order the text: put jumbled up sentences or paragraphs in the correct order so the text makes sense.
- mark the text: find and underline segments of the text that contain particular information.
continue the text: discuss how an incomplete text could be added to, for example finishing a story.
compare texts - divide the class into 2 groups and give them different but related texts which they compare while reading.
Hope these help and do please let us know how you get on.
The onestopenglish team
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"Team Teaching" Thesis Statement ..
I will be teaching Level 2 English to adult students in January for the first time, so I'm looking for ideas. I'm also trying to challenge myself with teaching in different ways.
Your article is so helpful. Just read it from start to end and will definitely try some of your suggestions. Thanks SO much for writing it.
Tips for Co-Teaching & Team Teaching
Thank you for your lovely comment, Catherine (Notting Hill Girl). It really made my day, and I had not seen this article or thought about it for some time!
You may also be interested in the literature postcards we made for the Global course I wrote. They too are still online, here!
Thanks again, and happy teaching.
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Obviously a teacher would not want to use a text that is completely beyond their learners. This would ultimately be frustrating for everyone involved. However, the immediate difficulty with vocabulary in a text might not be an obstacle to its comprehension. Learners can be trained to infer meaning of difficult words from context. The selection of a text must be given careful thought, but also the treatment of the text by the teacher (this means think about the tasks you set for a reading of a piece of literature, not just the text).
Content of Thesis | Language Education | Learning
Since teacher-fronted lessons favor a highly conventionalized variety of conversation, one rarely found them outside classrooms and they may also limit the quality of talk students engage in.
Team Teaching in a Tokyo Suburb: Jet Program Non …
Thus, the trained teacher was asked to reflect his experience and feedback on the CL instruction in detail in English on written form during and after the treatment.
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As such, learners first listen to the teacher’s explanation of material, following which they work in mixed groups based on their ability to complete activities or worksheets, take individual quizzes, and finally recognize their team achievements.
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