write two language game for teaching english in class 3 .300 words
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Do’s & Don’ts for Teaching English-Language Learners
In an excerpt from his book with fellow teacher Katie Hull Sypnieski, blogger Larry Ferlazzo looks at a few basic ways to reach students who are learning English as well as the subject at hand.
By Larry Ferlazzo
March 12, 2012 Updated November 3, 2016

iStock.com/Sashatigar
The number of English language learners in the United States isgrowing rapidly, including in many states that have not previously had large immigrant populations. As teachers try to respond to the needs of these students, here are a few basic best practices that might help. We have found that consistently using these practices makes our lessons more efficient and effective. We also feel it is important to include a few “worst” practices in the hope that they will not be repeated!
MODELING
Do model for students what they are expected to do or produce, especially for new skills or activities, by explaining and demonstrating the learning actions, sharing your thinking processes aloud, and showing good teacher and student work samples. Modeling promotes learning and motivation, as well as increasing student self-confidence—they will have a stronger belief that they can accomplish the learning task if they follow steps that were demonstrated.
In an excerpt from his book with fellow teacher Katie Hull Sypnieski, blogger Larry Ferlazzo looks at a few basic ways to reach students who are learning English as well as the subject at hand.
By Larry Ferlazzo
March 12, 2012 Updated November 3, 2016

iStock.com/Sashatigar
The number of English language learners in the United States isgrowing rapidly, including in many states that have not previously had large immigrant populations. As teachers try to respond to the needs of these students, here are a few basic best practices that might help. We have found that consistently using these practices makes our lessons more efficient and effective. We also feel it is important to include a few “worst” practices in the hope that they will not be repeated!
MODELING
Do model for students what they are expected to do or produce, especially for new skills or activities, by explaining and demonstrating the learning actions, sharing your thinking processes aloud, and showing good teacher and student work samples. Modeling promotes learning and motivation, as well as increasing student self-confidence—they will have a stronger belief that they can accomplish the learning task if they follow steps that were demonstrated.
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This study investigated teacher behaviors, lesson delivery and sequence of content and learning expectations used by K-5 teachers at one school in New Delhi, India. This research brings broader understanding of strategies for teaching English reading and writing to students whose first language is not English. The rationale for the study stems from the need to gain greater international perspective of the teaching of English learners. Results reflect analysis of classroom observation field notes, face-to-face interviews with thirty three teachers and administrators, digital photo journaling, and artifacts. The theoretical framework for this study draws from Collier’s Conceptual Model, Acquiring a Second Language, explaining the complex interacting factors students experience when acquiring a second language, and the work of Dorothy Strickland outlining effective literacy instruction. Emerging from the data are nine effective teaching strategies that teachers of English learners can add to their repertoire.
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