1. Reading
Comprehension is the goal of reading , but it can be the most difficult skill to master , especially for English language learners ( ELLs ) . ELLs often have trouble mastering science , mathematics , or social studies concepts , for example , because they can not understand textbooks for these subjects . ELLs at all levels of English proficiency and literacy development will benefit from a better understanding of the skills , which allows them to
Read more accurately .
Follow the text or story more closely .
Identify important events and concepts in the text .
Mastering new concepts in class content - their territory .
Complete assignments and assessments.
Feel motivated to read at school and for pleasure .
There are a number of ways to build comprehension skills of ELLs ' . Often , standard strategies used by teachers in the primary classroom is a good point - the beginning they just need to tweak the language of ELLs ' academic and needs in mind . This article focuses on strategies that are part of the three main approaches : build background knowledge , explicitly teach vocabulary , and frequently check for understanding .
2. Listening
Learn to listen and comprehend English by playing the CD over and over again until you believe you comprehend what the speaker is saying. Constant immersion to spoken English can increase your listening skills on its own; however, you can further your study by having a study partner listen with you. Some English language CDs come with books of comprehension questions and answers that can help you check for understanding on your own. According to Perfect-English-Grammar.com, you can also apply this method to English music CDs by listening to a song with the lyrics in front of you so that you can check your understanding of the song.
Learn to speak English by listening to the words on CD and mimicking them to the best of your ability. Using a tape recorder or computer with an audio recording program, record yourself saying the English words, then play them immediately after listening to the speaker on the CD. Determine where your pronunciation differs from the speaker and try again, attempting to correct those differences. Do this until you sound like the speaker on the CD.
Learn to read English by listening to your CD while reading the words that the speaker is saying in the companion booklet, if one comes with the CD, or lyrics sheet, if you are listening to music. Focus on a small section at a time, becoming familiar with the meanings and spellings of the words you don't understand by using an English dictionary. Listen to a particular section of the CD until you believe you can read all of the words in that particular section.
Learn to write English by practicing writing the words you hear on the CD. This will not only help you practice the conventions of spelling and punctuation, but it will also help your listening ability, as you may identify two or more sounds that you easily confuse. If a companion booklet is available, check the written sentences against the punctuation and spelling in the book. If one is not available, ask a study partner or instructor to correct them for you.
3. Speaking
Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies -- using minimal responses, recognizing scripts, and using language to talk about language -- that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help students learn to speak so that the students can use speaking to learn.
1. Using minimal responses
Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners.
Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response.
2. Recognizing scripts
Some communication situations are associated with a predictable set of spoken exchanges -- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated.
Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.
3. Using language to talk about language
Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check.
By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.
4. Writing
Writing competence in a foreign language tends to be one of the most difficult skills to acquire. This is true for English as well. The key to successful writing classes is that they are pragmatic in nature targeting the skills required or desired by students.
Students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.
Overall Game Plane
Choose writing objective
Find a writing exercise that helps to focus on the specific objective
If possible, tie the subject matter to student needs
Provide feedback through correction activities that call on students to correct their own mistakes
Have students revise work
Conclusion :
I think learning English is simple we only have to have the intention to learn and want to know the English language itself. English was no difference in local languages that exist in Indonesia, the language is also weird but we often hear so do not feel weird with our hearing.
conclusion of it all:
1. often associate with people who understand the English language
2. often do speak, read, write, although only one word
3. must embed themselves intention to be able to speak English
so simple but hard
Comprehension is the goal of reading , but it can be the most difficult skill to master , especially for English language learners ( ELLs ) . ELLs often have trouble mastering science , mathematics , or social studies concepts , for example , because they can not understand textbooks for these subjects . ELLs at all levels of English proficiency and literacy development will benefit from a better understanding of the skills , which allows them to
Read more accurately .
Follow the text or story more closely .
Identify important events and concepts in the text .
Mastering new concepts in class content - their territory .
Complete assignments and assessments.
Feel motivated to read at school and for pleasure .
There are a number of ways to build comprehension skills of ELLs ' . Often , standard strategies used by teachers in the primary classroom is a good point - the beginning they just need to tweak the language of ELLs ' academic and needs in mind . This article focuses on strategies that are part of the three main approaches : build background knowledge , explicitly teach vocabulary , and frequently check for understanding .
2. Listening
Learn to listen and comprehend English by playing the CD over and over again until you believe you comprehend what the speaker is saying. Constant immersion to spoken English can increase your listening skills on its own; however, you can further your study by having a study partner listen with you. Some English language CDs come with books of comprehension questions and answers that can help you check for understanding on your own. According to Perfect-English-Grammar.com, you can also apply this method to English music CDs by listening to a song with the lyrics in front of you so that you can check your understanding of the song.
Learn to speak English by listening to the words on CD and mimicking them to the best of your ability. Using a tape recorder or computer with an audio recording program, record yourself saying the English words, then play them immediately after listening to the speaker on the CD. Determine where your pronunciation differs from the speaker and try again, attempting to correct those differences. Do this until you sound like the speaker on the CD.
Learn to read English by listening to your CD while reading the words that the speaker is saying in the companion booklet, if one comes with the CD, or lyrics sheet, if you are listening to music. Focus on a small section at a time, becoming familiar with the meanings and spellings of the words you don't understand by using an English dictionary. Listen to a particular section of the CD until you believe you can read all of the words in that particular section.
Learn to write English by practicing writing the words you hear on the CD. This will not only help you practice the conventions of spelling and punctuation, but it will also help your listening ability, as you may identify two or more sounds that you easily confuse. If a companion booklet is available, check the written sentences against the punctuation and spelling in the book. If one is not available, ask a study partner or instructor to correct them for you.
3. Speaking
Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies -- using minimal responses, recognizing scripts, and using language to talk about language -- that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help students learn to speak so that the students can use speaking to learn.
1. Using minimal responses
Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners.
Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response.
2. Recognizing scripts
Some communication situations are associated with a predictable set of spoken exchanges -- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated.
Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.
3. Using language to talk about language
Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check.
By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.
4. Writing
Writing competence in a foreign language tends to be one of the most difficult skills to acquire. This is true for English as well. The key to successful writing classes is that they are pragmatic in nature targeting the skills required or desired by students.
Students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.
Overall Game Plane
Choose writing objective
Find a writing exercise that helps to focus on the specific objective
If possible, tie the subject matter to student needs
Provide feedback through correction activities that call on students to correct their own mistakes
Have students revise work
Conclusion :
I think learning English is simple we only have to have the intention to learn and want to know the English language itself. English was no difference in local languages that exist in Indonesia, the language is also weird but we often hear so do not feel weird with our hearing.
conclusion of it all:
1. often associate with people who understand the English language
2. often do speak, read, write, although only one word
3. must embed themselves intention to be able to speak English
so simple but hard
Reference :
http://www.englishdaily626.com/tips.php?001
http://genkienglish.net/successsecretsforlearningenglish.htm
http://classroom-aid.com/2012/10/12/teacher-tips-and-tricks-for-learning-english-efficiently/
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