Recherche PDF


Cet outil permet de trouver un fichier parmi les documents publics partagés par les utilisateurs de Fichier-PDF.fr.
Dernière mise à jour de la base de données: 05 mai à 03:00 - Environ 380000 fichiers indexés.

Chercher sur fichier-pdf.fr Tous les sites
Afficher résultats par page

Réponses pour «teaching»:


Total: 700 résultats - 0.084 secondes

full cfp 100%

Change and Innovation in the MENA Teaching/Learning Settings:

https://www.fichier-pdf.fr/2015/10/30/full-cfp/

30/10/2015 www.fichier-pdf.fr


Tunisia Tesol Second National Conference 98%

Tunisia TESOL Second National Conference 10 May 2014 Call for Presentations Reflective English Language Teaching:

https://www.fichier-pdf.fr/2014/03/17/tunisia-tesol-second-national-conference/

17/03/2014 www.fichier-pdf.fr

67-115 98%

2006 年6 月 第 29 卷 第3 期 中国英语教学 (双月刊) CELEA Journal(Bim onthly) Jun.2006 Vol. 29 No. 3 A NEW MODEL OF TEACHING COMPOSITION Gong Xueping Sichuan Nor m al University Abstract   The teaching of basic skills of a co m position could be a quartet involving a cluster of interactions by teacher and students :warming up ,new ite m of presentation ,developing it and case analysis.This m odel can be repeatedly performed in the process of teaching different skills. The rather unusual grading procedure is very hu manism ,w hich lessens the burden of teacher s correcting ,m ore im portantly ,it stim ulates learners responsibility and explores their initiative and creativity.In addition , this m odel reveals an accessible way to learn with initiative by the strategies of performing the individual- featured and interactive teaching and learning , also it entrusts students with confidence and freedo m . Key w ords co m position ; teaching ;m odel   This m odel is co m posed of three parts ,one is the teaching of basic skills ,the second is writing practice , the third is checking and evaluation.In other w ords , this m odel is a cluster of interactions by teacher and students that could be repeatedly perform ed in the process of teaching different contents. The teaching of basic skills m ainly refers to teacher s behavior thatinvolves four steps :warming up , new ite m of presentation ,developing the new ite m and case analysis. Take the teaching of writing a paragraph as an exa m ple , the four steps are the activity of warming up ,teaching a piece of gra m m ar & m echanics ,m ore sentence patterns concerned ,and the activity of case analysis. The following is the description in detail. Teacher organizes the activity of warming up.In warming up ,first ,teacher writes a topic on the blackboard and lets students contribute sentences freely w hich relate to the topic.So m e students surely m ake good sentences w orthy of teacher s praise and of popular use ;take care not to criticize the poor w ork done by so m e students so that teacher can successfully inspire the w hole class initiative in the teaching of every tim e. In sequence , it s now the high tim e for teacher to teach gra m m ar ,for exa m ple , the correct use of capitalization ,or the correct use of part of speech ,but with no m entioning of w ho s mistake.Students usually can be concentrated on listening to their teacher because the teaching of gra m m aris closely related to the difficulties they m et in free writing. After the tw o steps , teacher shall develop the teaching by contributing m ore sentence patterns of the topic w hich students failto give , but are useful for developing the topic ,and requiring students to imitate m ore sentences based on the patterns.This step is challenging ,but full of interesting. When students are writing ,teacher m ay gather so m e basic sentences faults to m ake case analysis , m ay choose the sentences lacking conciseness ,point out the a m biguous expressions or the twisted sentences ,or the sentences of Chinese- English expressions fro m students etc.Teacher s explanation and correction of the faulty sentences w ould w ork successfully ,and always can call students response directly. 115 A Ne w Model of Teaching Co m position   Gong Xueping Teaching basic skills in this way strategically transforms the dull knowledge- explanation into a co m petitive ga m e that not only puts knowledge across students ,but also stim ulates another eager try in the following teaching. This process involves tw o tim es of mistakes correction and one new ite m of presentation ,m ost im portantly , it e m bodies a continuable interaction between teaching and learning. The second part of the m odel is writing practice ,m ainly an exercise given to students.In the teaching of writing a paragraph ,the exercise is divided into tw o :polish of writing ,and focus arrange m ent of sentences. After the four- step procedure ,students are m ore conscious to re- write and refine their written sentences. They will take gra m m ar into consideration ,they will use patterns to express and they will try to write plain and distinct sentences w hile writing. Up to now ,the sentences they wrote are generally correct ,can convey sense.The closely followed exercise is the training of focus arrange m ent.Before re- arranging sentences , teacher m ay re mind students of the topic again , lead the m to have a sm all discussion by m aking everybody have a say. Around the topic ,students are inspired to increase or decrease so m e sentences they hope.Since the exercise focuses on the establish m ent of the m ain idea of a paragraph , it s not the tim e to correct the error of the new-written sentences if there is any.Only w hen students have a centered idea in their mind ,can they organize the sentences into a paragraph ,avoid redundancy and a m biguity. Though this paragraph is not written in a breath ,the training leads students to write fro m single sentences to a paragraph step by step.Sure they shall write a good paragraph after m any tim es of this training. The last part of the m odel is checking and evaluation w hich are interesting and inspiring.The new teaching m odel also calls for a m obilization of students initiative.Stressing the learner- centered pattern in the teaching and learning process ,Daniel A . Kister ,an Am erican professor ,teaches in Sichuan Norm al University ,he w orks as a good exa m ple.In his writing class ,seven or eight students good at writing serve as tutors for other students , they grade an assign m ent for other students ,not the teacher. Following the set norms , the tutors first give a tentative grade to the assign m ents of students w ho did not tutor.In the light of the tutor s grade ,each student then gives his/ her ow n grade and returns the assign m ent to the teacher.If this grade differs fro m the tutor s grade by m ore than three points(ten points for total), the student gives a one- sentence reason for altering it.The teacher reviews and gives the final grade ,usually accepting the students grades of their ow n w ork(Daniel ,2003) .Other teachers followed Daniel s suit or m ade so m e m ore try , for exa m ple , each tim e they chose seven of the class to be tutors , teacher corrected the tutors assign m ents one by one and face to face ,then ,each of the seven tutors graded the assign m ents of his group w ho did not tutor and returned the graded assign m ent to his fellow m en.His fellow m en w ould re- check it and evaluate his tutor s grading , then he ll grade his ow n assign m ent ,co m paring his tutor s grading with his ow n ,presenting his opinion m aybe ,returned the assign m ent to the teacher. Teacher keeps a record of each student s self- learning data to observe , evaluate and supervise the w hole process of each student s self- learning. This rather unusual grading procedure lessens the burden of teacher s correcting , m ore im portantly ,it stim ulates students responsibility in judging their ow n w ork ,they beco m e m ore interested and involved with analysis , speculation and criticism ,therefore ,the exploration in learning cultivates student s initiative and creativity.As for teacher ,he is always a guide and a designer in the w hole process of teaching and learning. Let s have a sim ple look at another exa m ple , the teaching of coherent paragraphs. In warming up ,students are required to organize w ords and phrases into a sentence and then put several sentences into a paragraph with logic ,paying attention to the linkage of sentences. The miscellaneous errors of writing a paragraph now lie in the use of conjunctions of sentences. Teacher will take the chance to teach the m echanics of using conjunctions. Taking the organized paragraphs fro m students as sa m ples ,teacher m ay present so m e proper conjunctions and ,at the sa m e tim e present so m e im proper or zero ones as well to co m pare , letting students discuss till they agree.This correction is done without m uch conspicuous notice ; it s also the presentation of a new ite m .This style of teaching is very arguing ,interactive and effective. Basing on the teaching ,teacher will contribute another paragraph to drill the use of conjunctions ,better repeat the sa m e conjunctions learnt above so that he can m ake students bear the use of conjunctions wellin mind. 116 CELEA Journal 67 The third step of teaching basic skills is spreading the technique , fro m the use of conjunctions to the use of other transitions ,a w ord or a phrase for instance ,by organizing ten disordered sentences or m ore into tw o or three paragraphs ,stressing that the tw o paragraphs are in the logic connection of a certain topic.Between paragraphs ,based on the m eaning of sentences or on the m ood of speaker ,a proper transition is needed.Only w hen students understand the function of a transition ,could they know w hat a transition is ,and know w hen and how to use a transition. As far as students roughly know the use of conjunctions and transitions , teacher m ay give another group of sentences , require students to link the m with conjunctions or transitions around a m ain idea that the sentences m ay convey. The last is case analysis.Students w ork m ay differ fro m each other ,so m e write sentences without logic , so m e m ay m ake an im proper shifting in focus of paragraphs ,others m ay present broken sentences in m eaning because of the wrong use of conjunctions. Teacher gathers faulty use of the m as m any as possible ,explains each error and corrects the m either by teacher himself or by students. For the second part , the writing practice teacher assigned for students as their ho m ew ork is writing a coherent paragraph.The exercise m ay include tw o ,one is organizing the given w ords and phrases into a paragraph by the correct use of conjunctions , the other is paragraph writing.Basing on the learning and practice of m echanics of conjunctions and transitions in class ,especially through the case analysis , students are eager to do the ho m ew ork by using conjunctions and transitions thatthey didn t know before. The last of the new m odelis checking and evaluation.Quite like the above , teacher first corrects the tutors assign m ents , then the student tutor grades for each of his group ,each student gives his/her ow n grade and returns the assign m ent to the teacher.The w orth m entioning is teacher s assign m ents to the student tutors. Each tim e ,seven students can have a chance to discuss with teacher ,the face- to- face co m m unication shortens the distance between teacher and students ,they feel dear to each other , therefore , teacher s guide can im press student unexpectedly. Within a se m ester , the w hole class can have tw o tim es of opportunities to get individual guide ,w hich is a great help for teacher to supervise his students self- learning. Face- to- face coach also e m bodies hu m anism that shows m ore concern for the individual difference and pays close attention to all sorts of students. At the sa m e tim e ,this m odel reveals an accessible way to learn with initiative by the strategies of performing the individual- featured and interactive teaching and learning ,entrusts students with confidence and freedo m .In checking and evaluation of the new m odel ,it shifts part of responsibility fro m teacher onto students. The circulation of initiative and responsibility turns out having aroused a bigger initiative and creativity fro m students. References Kister ,D .A .2003.The use of literature in teaching English co m m unication to Asian university students. Journal of Teaching English Literature 7 :118- 119. 117

https://www.fichier-pdf.fr/2013/09/30/67-115/

30/09/2013 www.fichier-pdf.fr

Linguae Mundi Tutor Trainee (Indicative Job Description) 98%

Linguae Mundi Tutor Trainee Job Description (Indicative) Position/Job Title Linguae Mundi Language Tutor Name of Company Coventry University – Centre for Global Engagement (CGE) Location Coventry University Main Campus (CV1 2JH, UK) Job Interview September – October Schedule 9.15am – 17.00pm Successful job interview candidates self-select their interview slot Autumn Training 10-week training Schedule 20 training sessions Mondays and Wednesdays 6.15pm – 8.15pm Spring Training Schedule Teaching Schedule Project Description November:

https://www.fichier-pdf.fr/2016/06/13/linguae-mundi-tutor-trainee-indicative-job-description/

13/06/2016 www.fichier-pdf.fr

tkt band descriptors 96%

Language systems and background to language learning and teaching Module 2:

https://www.fichier-pdf.fr/2014/02/22/tkt-band-descriptors/

22/02/2014 www.fichier-pdf.fr

TEA-Program-Announcement-FY16-Writable-PDF-Final 96%

TEACHING EXCELLENCE AND ACHIEVEMENT (TEA) PROGRAM A program of the U.S.

https://www.fichier-pdf.fr/2016/02/21/tea-program-announcement-fy16-writable-pdf-final/

21/02/2016 www.fichier-pdf.fr

Tunisia TESOL Conference Programme 95%

Teaching/Learning in a Screen-Based World.

https://www.fichier-pdf.fr/2015/01/20/tunisia-tesol-conference-programme/

20/01/2015 www.fichier-pdf.fr

rocketscience0304 95%

Teaching Reading Is Rocket Science What Expert Teachers of Reading Should Know and Be Able To Do The most fundamental responsibility of schools is teaching students to read.

https://www.fichier-pdf.fr/2011/09/09/rocketscience0304/

09/09/2011 www.fichier-pdf.fr

HF Handbook 95%

Teaching Pronunciation:

https://www.fichier-pdf.fr/2014/04/21/hf-handbook/

21/04/2014 www.fichier-pdf.fr

call-for-papers (1) 95%

Teaching method The choice of a teaching method (or methods) depends largely on the subject or the skill under focus and on what fits the teacher, his or her educational philosophy, classroom demographic, and subject area(s).

https://www.fichier-pdf.fr/2015/03/12/call-for-papers-1/

12/03/2015 www.fichier-pdf.fr

Inclusive Good Practices- English 94%

Practical tips for adapting curriculum for students with disability 2- Practical applications of inclusive and adapted teaching approaches Description of the good practice:

https://www.fichier-pdf.fr/2018/09/14/inclusive-good-practices--english/

14/09/2018 www.fichier-pdf.fr

Teacher-project leader - job offer 94%

A very exciting opening for anyone interested in Teaching English within a dynamic not for profit association Job title:

https://www.fichier-pdf.fr/2016/07/06/teacher-project-leader-job-offer/

06/07/2016 www.fichier-pdf.fr

Curriculum of English for Middle School Mars 2015 93%

Yearly Curriculum for Middle School 27 4.1 Syllabuses across the years 5 .Implementation of the curriculum 56 5.1 Recommendations for The Implementation of the Curriculum 56 5.2 Project –Based Learning 60 5.3 Recommendations on How to Use Teaching Aids 61 5.4 Recommendations For The Assessment Scheme 61 6.

https://www.fichier-pdf.fr/2017/05/06/curriculum-of-english-for-middle-school-mars-2015/

06/05/2017 www.fichier-pdf.fr

approaches elt 1 93%

An Introduction Table 9.1 What I Believe about my Teaching and my Classroom Table 9.2 Sources for Teacher Beliefs Approach, Method, Techniques Reflection Moment M1 – 9.1 Self-Quiz 9.2 Grammar-Translation Method The Grammar-Translation Method Table 9.3:

https://www.fichier-pdf.fr/2012/11/06/approaches-elt-1/

06/11/2012 www.fichier-pdf.fr

An applied Linguistic Approach to Discourse Analysis by H.G. Widdowson 93%

The content of grammar and language teaching ..............................................

https://www.fichier-pdf.fr/2011/06/28/an-applied-linguistic-approach-to-discourse-analysis-by-h-g-widdowson/

28/06/2011 www.fichier-pdf.fr

The role of Grammar in MFL classroom 93%

Camilla Smith Institute of Education, London Introduction According to A Practical Guide to Teaching Foreign Languages in the Secondary School (Pachler, Redondo, 2013), grammar is ‘the mortar which provides the disconnected bricks (the words) with meaning and purpose’.

https://www.fichier-pdf.fr/2017/04/17/the-role-of-grammar-in-mfl-classroom/

17/04/2017 www.fichier-pdf.fr

Naila Bali, Wadii Zayed 93%

Introduction The teaching profession is a crossing between a partial experience, teaching under controlled conditions as an intern and the assumption of all the obligations of the real world of the classroom and the school.

https://www.fichier-pdf.fr/2014/09/25/naila-bali-wadii-zayed/

25/09/2014 www.fichier-pdf.fr

Non-self Motto 1-2011 (english) ebook copy 92%

www.onlymiddleway.co.cc Non-self Motto (or) Anatta Teaching (1-2011) BY SAYADAW U OTTAMASARA NATURAL MEDITATION CENTRE Tha Bar Wa__Natural Meditation Centre (Between Kyite Khauk Pagoda and TarWa University) Email:

https://www.fichier-pdf.fr/2012/03/12/non-self-motto-1-2011-english-ebook-copy/

12/03/2012 www.fichier-pdf.fr

TATE CONFERENCE 2015 Call for Contributions 92%

salwamabidtate@yahoo.com TATE 2015 EVENT SYMPOSIUM ON TEACHING ENGLISH FOR EMPLOYABILITY:

https://www.fichier-pdf.fr/2015/03/16/tate-conference-2015-call-for-contributions/

16/03/2015 www.fichier-pdf.fr

TATE CONFERENCE 92%

Exhibition 11- 13 May, 2018 GOLDEN TULIP HOTEL HAMMAMET- Tunisia HUMANIZING ENGLISH LANGUAGE TEACHING Announcement and Call for Papers Language teaching has long been related to humanism.

https://www.fichier-pdf.fr/2018/04/05/tate-conference/

05/04/2018 www.fichier-pdf.fr

doc building fund A4 91%

STRATEGIC PLAN 2010 TO 2015 AllianceFrançaise Canberra Australie Alliance Française de Canberra STRATEGIC PLAN 2010 TO 2015 WHO E WE AR The Alliances Françaises are members of a network of independent voluntary organisations dedicated to teaching the French language and promoting the understanding of Francophone cultures, while positively recognising that all cultures are valuable.

https://www.fichier-pdf.fr/2014/12/04/doc-building-fund-a4/

04/12/2014 www.fichier-pdf.fr

Programme (1) 91%

The Tunisian Association of Teachers of English TATE 2015 EVENT SYMPOSIUM ON TEACHING ENGLISH FOR EMPLOYABILITY:

https://www.fichier-pdf.fr/2015/04/27/programme-1/

27/04/2015 www.fichier-pdf.fr

Monitoring learning in MFL classrooms 91%

Teachers find difficult to ensure that the messages held in their teaching bottles will find a ‘recipient’ in the ocean of learners.

https://www.fichier-pdf.fr/2017/04/17/monitoring-learning-in-mfl-classrooms/

17/04/2017 www.fichier-pdf.fr

Emilie Audubert(1) 91%

EMILIE AUDUBERT COPYWRITER FR-EN EMSAUDUBERT@GMAIL.COM // +34635219378 EDUCATION UNIVERSITY OF BORDEAUX MONTAIGNE (2009-2011) // Bordeaux (FR) Master's degree  in Teaching French as a second or Foreign Languages with IT Specialty EFAP BORDEAUX (2004-2007) // Bordeaux (FR) Master's degree in Marketing and Communication CPGE SAINT-SERNIN (2003-2004) // Toulouse (FR) Year of specialty in philosophy and  communication sciences INSTITUT FAMILIAL (2001-2003) // Montauban (FR) French baccalauréat - Litterature and languages STALLION CITY PRODUCTIONS EXPERIENCE Copywriter // Barcelona TREATWELL.COM (FEB 17 - PRESENT) * * * * * Creation of  content for the webpage Edition of content related to services and partners Data entry of venue's  services Localisation of content from EN-FR Quality assurance of menus Have It All (2014) | The Bigger Company Gabito:

https://www.fichier-pdf.fr/2017/07/22/emilie-audubert-1-1/

22/07/2017 www.fichier-pdf.fr