Teaching Learners Develop Their Students Oral...

The materials, activities, exercises, and digital tools in the project can help Chinese EFL teachers develop their students’ oral proficiency. In addition, with authentic learning materials and speaking practices, the project is designed to help English learners develop their communicative abilities. English teachers in China may refer to this curriculum in designing their own lessons for oral practice. English teachers in China can find some inspirations from this project when they want to use some speaking activities. This project may benefit EFL or ESL teachers who are teaching in a communicative classroom. EFL teachers, as well as ESL teachers, can use the activities in the project to practice students’ oral English. Also, English teachers can use some exercises in the project to assess students’ oral proficiency and design a curriculum for instruction based on the assessments. Stein (1999) said that oral proficiency refers to the ability that helps people to communicate effectively and accurately in the target language. English teachers in China, who want to create an authentic learning environment for the learners, can use the authentic materials in the curriculum or refer to the curriculum to design their own. By learning the curriculum in this project, EFL learners may develop their vocabulary, English skills and technology skills. If they are going to study in the U.S., the curriculum can help them increase their English comprehension skills and the skills ofShow MoreRelatedEnglish As A Second Or Foreign Language Essay1131 Words   |  5 Pagesand teaching (Sun, 2013). More and more Chinese people learn English as a second or foreign language. However, according to a survey of China’s language situation that was conducted in 2006, only 1.8% of English learners in China claimed to be able to act as interpreters on formal occasions, 3.53% to converse quite fluently, 15.61% to conduct daily conversations (Wei Su, 2012). This indicated that only a few English learners in China can speak English fluently and that many English learners do notRead MoreEnglish As A Second Or Foreign Language Essay2126 Words   |  9 Pagesand teaching (Sun, 2013). More and more Chinese people learn Eng lish as a second or foreign language. However, according to a survey of China’s language situation that was conducted in 2006, only 1.8% of English learners in China claimed to be able to act as interpreters on formal occasions, 3.53% to converse quite fluently, 15.61% to conduct daily conversations (Wei Su, 2012). This indicated that only a few English learners in China can speak English fluently and that many English learners do notRead MoreCommunicative Language Teaching ( Clt ) Essay772 Words   |  4 Pagesemergence of Communicative Language Teaching (CLT) that focuses on the semantic aspects of the language and fluency in the target language acquisition. Communicative Language Teaching is aâ€Å"hybrid approach to language teaching, essentially ‘progressive’ rather than ‘traditional’ (Wright, 2000). It is based on the theory that the principal function of language learning is communication. Hence the most fundamental principle of communicati ve approach is to make the learners engage in ‘created’ real–life situationsRead MoreThe Approaches And Practices Of Language Teaching Essay1327 Words   |  6 PagesThe Approaches and Practices in Language Teaching Communicative Practices in Language Teaching What is communicative language teaching (CLT)? Brown (2014, p. 236) offered the following four interrelated characteristics as the definitions of CLT: 1. CLT helps students develop the four competences instead of merely focusing on their linguistic competence or grammatical competence 2. CLT enables learners to use the language for meaningful purposes in authentic situations. Learning language forms areRead MoreSituational Language Teaching Grew Out of the Direct Method1204 Words   |  5 PagesSituational Language Teaching is a language teaching method that grew out of the Direct Method and was developed by British applied linguists Palmer and Hornby between 1930s and 1960s. By the 1950, this approach become the most accepted British approach due to its focus of vocabulary and grammar control (Faried.N.F, 2011). It was a Swiss linguist Otto Jespersen who tried to develop a more systematic and logical approach to the teaching of English than was the Direct Method so that language couldRead MoreDeveloping Language Acquisitions Essay913 Words   |  4 Pages Students learning English are expected to learn the foreign language, English based on various experiments, studies, concepts, and theories. However, focusing on the principles of learning a new language sets forth high standards if applied appropriately. Learning English inquires language acquisition principles that will focus on learning strategies, content, context, meaning and knowledge. The article Principles of Instructed Second Language Acquisition by Rod Ellis is a very meaningful articleRead MoreLearning Language And Foreign Language Learning1393 Words   |  6 Pagesbelief that children are facile second language learners.† Teachers still have to communicate with the children by using their primary language in the school while teaching the second language, if they do not do so, because of non-communication children’s grades may be lowered and may lead to children feel embarrassed. It seems that some teachers and parents in Saudi Arabia strongly believe in those myths and misconceptions that a child is a better learner of foreign language, and believing such mythsRead MoreEnglish As A Global Language2865 Words   |  12 Pagescomparison with listening and reading and it has been classified into two major groups: Monologue and Dialogue, that according to Nunan(1989)the dialogue focuses on the interaction with other speakers, in contrast, monologue refers to uninterrupted oral presentation. Moreover, according to the previous classification, speaking serves one of the two functions: transactional (transfer of information) and interactional (maintenance of social relationships) (Brown Yule, 1983). As Nunan (1999) andRead MoreExplain The Differences Between Bics And Calp1081 Words   |  5 Pagesacquisition. 3. What is the role of a student’s primary language proficiency in second language acquisition? 4. Define Specially Designed Academic Instruction in English (SDAIE). Explain the goals and objectives and instruction features of this framework. (10 points) 5. Briefly describe the difference between informal and formal assessments. What are the advantages/disadvantages of each? 6. Pick one of the activities under the heading â€Å"Promoting Oral Language Development in the Classroom† (p.141). Give anRead MoreManipulating Mind-Mapping Software to Develop Essay Writing1665 Words   |  7 PagesIntroduction Human race has always had an instinct to express their needs, feelings, and emotions in written forms as well as oral ones. Calkins (1989, p. 3) illustrates that human beings have a deep need to represent their experiences through writing. He mentions that ancient people were fond of writing stories, events, habits, or situations related to them on the walls of caves and temples. It could be said that it is a natural human desire and tendency toward drawing shapes and lines on some

Worship of Nature Free Essays

The Worship of Nature John Greenleaf Whittier, famous poet in the ninetieth century, has shown throughout the poem, The Worship of Nature, a splendid explanation of how the natural world relates to us in both a physical and a spiritual sense. A spiritual sense that the word â€Å"Worship† deals with the ideal belief that there is or was something in which created all things. Also, society and order can be compared to nature in such a way that nature is everything that is, was, or will be created. We will write a custom essay sample on Worship of Nature or any similar topic only for you Order Now Within the rhyme scheme of the Shakespearian sonnet, John Greenleaf Whittier has focused this poem under the theme of Creator and his Creation. Beginning his first stanza with: â€Å"HE harp at Nature’s advent strung† (Nature line 1), Whittier emphasizes â€Å"HE† in which it represents God harp or sculpting â€Å"Nature. † In this sense, Nature represents God’s creations. As you progress farther through the poem some common elements of nature for example: life, death, water, earth, fire, and air. The ocean looketh up to the heaven, / And mirrors every star† (Nature line 7-8). These lines implies that mimicking others is a waist because it impossible for a copy which mirrors another to become the original. Combining God’s creations and mimicking others, John Greenleaf Whittier sets a tone of holy and sanctifying. John Greenleaf Whittier uses the Shakespearian sonnet to his advantage by staging the first two lines into a cause and the la tter into an effect. It may be easiest to relate this theory to the last stanza. Music is a reoccurring component of this poem that refers back to the first stanza about God being the creator playing a harp making a beautiful symphony for all of his creations. Whittier has a very strange order in his poem but it makes sense at the end when he relay all together by implying that everything takes it own course and continues to move forward since the beginning of time which is eternity when talking about God. To put it briefly, John Greenleaf Whittier wants us understand that we must not live others lives, be ourselves and prosperous. How to cite Worship of Nature, Papers

Benzene and Activating Group free essay sample

In the mechanism, the alkene in the benzene ring attacks the Br2 group leaving a carbocation intermediate and a bromine anion. The Br2 was in an HBr solution, which used as a catalyst similar to FeBr3. The bromine anion then deprotonated a beta hydrogen, forming HBr and a benzene ring with the activating substituent and bromine. This reaction could be repeated up to two more times based on the strength of the orthro/para directing group. As a result, there were many possible different products when the aromatic compounds underwent bromination. For aniline, the prediction was that the product would be 2,4,6-tribromoaniline because anime was a very strong activating group that reacted strongly with halogenations reactions in general. For phenol, the hydroxy group was also a ring activating and electron donating group. A disubstituted bromine product was predicted because the hydroxy group was not as powerful as the amide. Anisole also had an activating group in a methoxy group and the prediction was from the anisole bromination reaction would be a disubstituted product. We will write a custom essay sample on Benzene and Activating Group or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Lastly, for acetamide, the amide group was considered to be not a strong activating group compared to the anime, hydroxy, and methoxy groups because of the fact that the electrons were not localized in the amide due to resonance. As a result, this reduced the activation of the benzene ring and the predicted product was 4-bromoacetanilide. Mechanism (for acetanilide): Results: Compound| Melting Tempeature (degrees Celsius)| Product (g)| Anisole| N/A| oil| Aniline| 119-120; 116-117 | 0. 116g; 0. 010g| Phenol| N/A; 36-51| 0. 325; 0. 007| Acetanilide| 166-168; 156-162| 0. 140g; 0. 111g| Calculations are posted at the back Reaction| Limiting Reagant| Actual Yield| Percent Yield:| Acetanilide| Acetanilide| 0. 140g| 65. 4 %| Discussion:The reaction that was done in lab was the bromination of acetamide. Overall, the reaction was pretty efficient as the percent yield of the reaction was 65%. Due to using a 10% v/v bromine solution, there was 0. 15 ml (0. 02 mol) of bromine in 1. 5 ml of the solution. Compared about 0. 135 g of acetamide used (0. 01 mol), there was an excess of bromine to react with the acetamide. As a result, there may have been not enough acetamide to react with bromine. The product also appeared to be somewhat water soluable, which reduced the efficiency. Also, the reactions done by the other groups had similar results or inefficient reactions that had small yields. Based on the melting point measurements in lab, the rankings in terms of reactivity were aniline, phenol, anisole, and acetamide. As predicted before, aniline was ranked as the most reactive because the product was 2,4,6-tribromoaniline, which had a melting point of 119-120 Â °C. The second most reactive aromatic compound was phenol with products 2,4 and 2,6 dibromophenol at 36 to 51 Â °C. The hydroxy group was a good activating group, but not strong enough to activate the benzene ring for a third bromination due to the deactivating effects of the added benzylic bromine. The third most reactive compound was anisole with an oil and possible products for this reaction could be 2 or 4 or 2,6 bromoanisole. Based on this reactivity, the methoxy group had steric bulk and the oxygen in the methoxy preferred to stabilize adjacent bromines. The least reactive compound was acetamide, with a product of 4-bromoacetanilide. The amide group in acetanilide was bulky, so preferring the ortho position would mean a more stable product with less steric interaction. Overall, the predictions in the theory matched besides the anisole. The results make sense because as the reactivity decreases, it was down to factors such as electron delocalization due to resonance, steric bulk, and bromine being a deactivator to the benzene ring. Sources of Errors: Sources of errors may result from not crashing the reaction with enough water and sodium bisulfite and not rinsing the product with water during vacuum filtration. Conclusion: The product obtained in the reaction was 4-bromoacetanilide and the order of reactivity of bromination was determined. Calculations: Mol of Bromine: 10% v/v = (0. 15 mL Br2) x (3. 11 g/mL) x (159. 81 g/mol) = 0. 003 mol Br2 Mol of Acetanilide: (0. 135g acetanilide) x (1 mol/135. 17 g) = 0. 001 mol acetanilide Acetanilide is Limiting Reagant. Theoretical Yield: (0. 135g acetanilide) x (1 mol acetanilide/135. 17 g) x (1 mol 4-bromoacetanilide/1 acetanilide) x (215. 07 g/1 mol 4-bromoacetanilide) = 0. 215g Percent Yield: . 140g/ 0. 215g= 65. 1%