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%

Is “Sredni Vashtar” a Horror Short Story Essay Essay Example

Is â€Å"Sredni Vashtar† a Horror Short Story? Essay Paper â€Å"Sredni Vashtar† Takes a close expression into the life and interactions of and between Conradin ; his cousin and wise man. Mrs. de Ropp and Conradin’s Ferret and God: Sredni Vashtar. It can be described as a horror narrative because of its character’s description. subjects and puting. It shows the spiritual ruin of the supporter. the decease of the adversary and the deficiency of coherency in society. Saki emphasises the horror in the chief characters. including both the supporters and adversaries. â€Å"Conradin† is described as a â€Å"ten old ages old† boy. skinny and sick who â€Å"will non unrecorded for another 5 years† . It is non a nice image for a male child. and it can either do understanding or apathy. However. the fact that he has a â€Å"rampant† imaginativeness and he uses it to hedge world. intimidates the reader. The adversary is Mrs. De Ropp. a high-toned senior adult female. which is Conradin’s â€Å"guardian and cousin† . Even if she does non acknowledge it â€Å"she disliked Conradin† . which becomes obvious with some actions and inside informations she has with Conradin. such as killing his biddy and friend. We will write a custom essay sample on Is â€Å"Sredni Vashtar† a Horror Short Story? Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Is â€Å"Sredni Vashtar† a Horror Short Story? Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Is â€Å"Sredni Vashtar† a Horror Short Story? Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Sredni Vashtar is a Mustela nigripes. a God and a faith. all at the same clip. It’s hard for a reader. particularly if we took into history the societal and spiritual contex. to non experience uncomfortable or intimidated with/by this character. It symbolises Conradin’s spiritual fail. it kills Mrs. De Ropp and is described as a ferocious animal. Besides it has complete control over Conradin. even that it’s non a believing person. The amah is the other human character described. She is the contact point with society and ordinary life styles. in other words world. She is described as a clumsy and â€Å"foolish† individual. who lacked importance. This shows the author’s and protagonist’s sentiment of society. Despite the fact that is non described in item. the scene has a batch of impact on the reader. First of all. the narrative is set during autumn. the horror season in most civilizations. It’s besides the clip when nature begins to decease. The Edwardian sign of the zodiac is described to hold â€Å"many windows† . which normally in literature symbolise eyes. This creates a feeling of changeless watchfulness. as if Conradin and the reader could non make anything without Mrs. De Ropp cognizing. The deficiency of item pushes the reader to utilize his ain imaginativeness to animate the old Edwardian sign of the zodiac. which can either make more fright orcut down it. depending on the reader. The â€Å"cheerless† garden with â€Å"few trees† represents Mrs. De Ropp waterless personality and decrepit physical visual aspect. which emphasises the sorrow and fright felt for the adversary. The two chief topographic points Conradin spends most clip on are his room and the toolshed. The first 1 is described as been â€Å"dark† and the 2nd been at â€Å"dusk† . Light represents hope. so Sredni Vashtar. who lives in the tool shed. besides represents hope. The chief subjects are the kids function in the high category society. how the supporters fails to carry through them and the consecuences. The reader can easy see the closed societal and spiritual positions Saki is seeking to knock: The Edwardian high category societal criterions. based on pride. terrible regulations and cold penalties and the deficiency of mundane devotedness for faith. despite which 1. The supporter contrast and wholly interrupt these regulations: Conradin hated his cousin. lost and changed his religion. did non had manners and rejected society. As we can detect â€Å"Sredni Vashta† represents divinity/God’s fail. in a societal context where faith was highly strong and of import in mundane life ; This evidently drags reader’s attending. Saki besides explores the importance of a close household. which he lacked because. merely as the supporter. he was raised in Burma by despised relations. In the narrative Conradin did non hold a stopping point and loving household so become into a troubled child. with psychological. wellness and societal jobs. The linguistic communication used to depict the supporter includes a series of techniques Saki uses to underscore specific features or do a certain consequence on the reader. For illustration the spiritual ruin: Saki describes how Conradin thinks â€Å"church service was an foreign rite† and alternatively his God was a ferret. Saki foreshadows Mrs. De Ropp’s decease with Conradin’s hen decease and with the supplications Conradin says to Sredni Vashtar: â€Å"Do one thing for me. Sredi Vashtar† This makes the readers pay attending to any inside informations and do non free involvement. every bit good as making a horror and suspense atmosphere. The contrast between the â€Å"cold afternoon† and the â€Å"warming daylight† is a hapless false belief which represents Mrs. De Ropp’s hope melting. expecting her decease. The toast is a symbolism for the pleasance decease can do. This is shown when Mrs. De Ropp tells Conradin about his friend’s decease and she offers him a toast. and when Mrs. De Ropp is killed. Conradin prepares himself a toast. The fact that is his favorite repast shows the ill outlook of the character. who celebrates his freedom but besides decease. Humor. irony and dramatic sarcasm are normally used by Saki in â€Å"Sredni Vashtar† . which develop a creepiness esthesis on the reader. For illustration the amah says after Mrs. De Ropp’s decease â€Å"Whoever will interrupt it to the hapless kid? † . this dramatic sarcasm is used to underscore the fact that society did non understood Conradin. and it’s humourous because the amah was described as a stupid character.

Free Essays on Ashland Oil Inc.

Introduction In 1987 Ashland Oil, Inc. was the sixtieth largest company in the country with revenues exceeding $7 Billion; it was also the nation’s largest independent oil refiner. A significant portion of oil supplies came from the Middle East and Nigeria under contract. In order to reduce dependence on the volatile refining industry Ashland Oil, Inc diversified into other activities such as transportation of products, chemical marketing, coal etc. Refining continued to be a corporate leader however Ashland Petroleum Company captured 30% of sales in 1987. Catastrophe struck on January 2, 1988 when a 4 million gallon storage tank owned by Ashland Oil, Inc. split apart, collapsed and spilled diesel fuel in the surrounding area. The tank had formerly been at an Ohio location where it was dismantled and moved to the facility in Floreffe, Pennsylvania for reassembly. The spilled diesel fuel breached containment dikes ran through the adjacent property and ran into a storm drain that emptied into the nearby Monongahela River. The river within minutes washed the fuel over dam locks into the Ohio River contaminating drinking water affecting residents in Pennsylvania, West Virginia, and Ohio. Vast areas of river ecosystems were contaminated destroying wildlife, causing damage to private property and adversely affecting businesses in the area. Over the next three days following the spill, nearly 200 people contributed to the clean-up efforts, including (AOI) employees; the Coast Guard, Gulf Coast emergency strike force, O.H. Materials Co. of Ohio, a professional hazardous material clean-up company hired by AOI, the Red Cross, and the Audubon Society. The following day at approximately 9:00 AM the CEO and Chairman of the board at AOI, John Hall, was informed of the spill. Hall knew immediately he had an environmental problem to contend with however, he felt the major logistical problems could be handled by AOI associates who were al... Free Essays on Ashland Oil Inc. Free Essays on Ashland Oil Inc. Introduction In 1987 Ashland Oil, Inc. was the sixtieth largest company in the country with revenues exceeding $7 Billion; it was also the nation’s largest independent oil refiner. A significant portion of oil supplies came from the Middle East and Nigeria under contract. In order to reduce dependence on the volatile refining industry Ashland Oil, Inc diversified into other activities such as transportation of products, chemical marketing, coal etc. Refining continued to be a corporate leader however Ashland Petroleum Company captured 30% of sales in 1987. Catastrophe struck on January 2, 1988 when a 4 million gallon storage tank owned by Ashland Oil, Inc. split apart, collapsed and spilled diesel fuel in the surrounding area. The tank had formerly been at an Ohio location where it was dismantled and moved to the facility in Floreffe, Pennsylvania for reassembly. The spilled diesel fuel breached containment dikes ran through the adjacent property and ran into a storm drain that emptied into the nearby Monongahela River. The river within minutes washed the fuel over dam locks into the Ohio River contaminating drinking water affecting residents in Pennsylvania, West Virginia, and Ohio. Vast areas of river ecosystems were contaminated destroying wildlife, causing damage to private property and adversely affecting businesses in the area. Over the next three days following the spill, nearly 200 people contributed to the clean-up efforts, including (AOI) employees; the Coast Guard, Gulf Coast emergency strike force, O.H. Materials Co. of Ohio, a professional hazardous material clean-up company hired by AOI, the Red Cross, and the Audubon Society. The following day at approximately 9:00 AM the CEO and Chairman of the board at AOI, John Hall, was informed of the spill. Hall knew immediately he had an environmental problem to contend with however, he felt the major logistical problems could be handled by AOI associates who were al...

Dactylic Hexameter

Dactylic Hexameter Dactylic Hexameter is a very important meter in Greek and Latin poetry. It is especially associated with epic poetry, and so is referred to as heroic. The very words dactylic hexameter often stand for epic poetry. Why Dactyl? Dactyl is the Greek for finger. [Note: The Homeric epithet for the goddess Eos (Dawn) is rhododactylos or rosy-fingered.] There are 3 phalanges in a finger and, likewise, there are 3 parts of a dactyl. Presumably, the first phalanx is the longest in the ideal finger, while the others are shorter and about the same length, since long, short, short is the form of the dactyl foot. The phalanges here refer to the syllables; thus, there is a long syllable, followed by two short ones, at least in the basic form. Technically, a short syllable is one mora and a long is two morae in length of time. Since the meter in question is dactylic hexameter, there are 6 sets of the dactyls. The dactylic foot is formed with one long followed by two short syllables. This may be represented with a long mark (for example, the underscore symbol _) followed by two short marks (e.g., U). Put together a dactylic foot can be written as _UU. Since were discussing dactylic hexameter, a line of poetry written in dactylic hexameter could be written like this:_UU_UU_UU_UU_UU_UU. If you count, youll see 6 underscores and 12 Us, making up six feet. However, dactylic hexameter lines can also be composed using substitutions for the dactyls. (Remember: The dactyl, as stated above, is one long and two short or, converted to morae, 4 morae.) A long is two morae, so a dactyl, which is the equivalent of two longs, is four morae long. Thus, the meter known as spondee (represented as two underscores: _ _), which is also the equivalent of 4 morae, can substitute for a dactyl. In this case, there would be two syllables and both would be long, rather than three syllables. In contrast with the other five feet, the last foot of the line of dactylic hexameter is usually not a dactyl. It may be a spondee (_ _) or a shortened spondee, with only 3 morae. In a shortened spondee, there would be two syllables, the first long and the second short (_ U). In addition to the actual form of the line of the dactylic hexameter, there are various conventions about where substitutions are likely and where word and syllable breaks should occur [see caesura and diaresis]. Dactylic hexameter describes Homeric epic meter (Iliad and Odyssey) and that of Vergils (Aeneid). It is also used in shorter poetry. In (Yale U Press, 1988), Sara Mack discusses Ovids 2 meters, dactylic hexameter and elegiac couplets. Ovid uses the dactylic hexameter for his Metamorphoses. Mack describes a metrical foot as like a whole note, the long syllable as like a half note and the short syllables as like quarter notes. This (half note, quarter note, quarter note) seems a very useful description for understanding a dactylic foot.

Personal Philosophy of Nursing Assignment Example | Topics and Well Written Essays - 1000 words

Personal Philosophy of Nursing - Assignment Example The author’s personal philosophy of nursing is grounded in the theory of Virginia Henderson and her definition of nursing. Adapted from the book of Daniels (2004), Henderson’s definition of nursing is stated as: â€Å"The unique function of the nurse is to assist the individual, sick or well, in the performance of those activities contributing to health or its recovery that he would perform unaided if he had the necessary strength, will, or knowledge. The author wants to become a nurse because of the calling to serve and care for other people. She wanted to make a difference by creating a significant impact on patients’ lives and be remembered as a nurse who cared for them with passion. The author believes that this significant impact can be achieved through a holistic, patient-centered and passionate care. The author reflects and would like to live up to her personal and societal life values including human dignity, integrity, autonomy, altruism, and social justice. The author would like to be remembered as a nurse with a commitment to patients and community, a nurse who follows the footsteps of Virginia Henderson. Above all, the author values social justice or the fair and equitable allocation of resources. The author highly feels that this should be the most lived up values because quality care must be provided to all needing population regardless of who they are and what are their status in life and nurses are fully responsible for doing all the efforts to lead the patient to recovery and independence.