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The Lack of Correlation among University Teaching, Secondary School Teaching and Primary School Teaching
There is a lack of connection between secondary school textbooks and college teaching materials, which is a barrier to English learners. In the teaching material of university, middle-school and primary school in our country, there are many unnecessary repetitive content (Tian, Jiu, Xu, & Wang, 2011). And there are different emphases in different stages of teaching. In primary and secondary schools, English learning is mainly based on a few textbooks, which mainly focuses on the teaching of grammar. Therefore, the students’ vocabulary is relatively poor, and the ability of language application is poor. College English is focused on to grasp the usage of vocabulary and a variety of expression, not to teach grammar systematically. This is detrimental to the cultivation of students’ practical ability, and can lead to negative consequences.
Life-Related Teaching Method Life-related teaching method refers to integrate English teaching into life, learn English in life, master the basic skills of English in practice. Life-related teaching is an English teaching which is based on life. It is different from the traditional teaching methods in the selection of teaching materials, teaching process and teaching effect. life-related teaching is to let students learn English out of class, and to learn English in practice. Life-related teaching method breaks the traditional English teaching mode, and the students are liberated from the shackles of the traditional English teaching, which makes the students actively integrate into the teaching. Life-related teaching puts forward higher requirements to English teachers’ teaching level and teaching theory (Xu, 2010). In the teaching level, it requires teachers to have a deep understanding of the teaching content, select the appropriate teaching material from life, and introduce the life material into the practical English teaching. In the aspect of teaching theory, the traditional English teaching pays attention to the training of students’ vocabulary, grammar and sentence pattern, and the English teachers only need to master the theoretical knowledge of vocabulary, grammar, sentence patterns and so on. The life-related teaching attaches great importance to cultivate the students’ comprehensive ability in our daily life, which requires the English teachers to master rich English teaching theory. Therefore, in the process of implementing English teaching, the college can refer to the life-related teaching method. 3.3. Task-Based Teaching Method Task-based teaching method is to cultivate students’ confidence in learning English through the gradual accumulation of the task. Task-based English teaching method is based on the task of the basic module, in the process of English teaching, to complete a series of tasks. In this process, English teachers and students can get along very well, and English teachers and students will be able to speak English in a real environment, to improve students’ ability of English communication. Task-based teaching method compares with the traditional English teaching has the following advantages: first, task-based English teaching method has a very clear teaching goal; Second, the task-based teaching method is a kind of student-centered English teaching methods; Third, task-based teaching method is carried out around the students, each student has a certain task, prompting students to actively participate in the teaching of English. Task-based English teaching method not only put forward higher requirements to the English teachers in colleges and universities, but also put forward higher requirements to the students. In the aspect of English teachers, task-based teaching method requires English teachers to have a high comprehensive quality and strong professional knowledge, in the process of task allocation, to pay attention to the difficulty of the task. In the aspect of students, the task-based English teaching method requires that each student has a certain task, and everyone can’t be lazy. Therefore, in the process of implementing English teaching, the college can refer to the task-based teaching method. 3.4. Group-Divided and Cooperative Teaching Method Group-divided and cooperative teaching method is according to the interests and the English levels, divide students into groups. Each group as a small team, English teachers’ teaching according to the actual situation of each team, at the same time, the requirement between team members, learn from each other, communicate with each other. According to the English teachers’ teaching method, choose the appropriate method of learning English. On the one hand, group-divided and cooperative learning can enhance students’ sense of team cooperation. On the other hand, it can improve students’ ability to communicate in English quickly.
Group-divided and cooperative teaching method is based on students’ autonomous learning. In the process of English teaching, through the communication between the team members, stimulate students’ interest in learning English.
In the process of group-divided and cooperative teaching, not only can strengthen students’ team cooperation consciousness and responsibility, but also can achieve a comprehensive and sustainable development of students’ learning English. Therefore, in the process of implementing English teaching, the college can refer to the group-divided and cooperative teaching method.
With the pace of the globalization and internationalization of the world economy accelerating, English, as a communication tool, is becoming more and more important. The goal of English Teaching in colleges and universities is to cultivate students’ English practical ability and intercultural communicative competence through the use of effective English teaching methods. In order to improve the present situation of the current college English teaching methods, promote the reform of English teaching methods, improve teaching quality, colleges and universities should attach importance to reform of college English teaching, and actively promote the implementation of university teaching methods, to provide a good external environment for the reform of College English teaching.
AAMC (2005). Report VII Contemporary Issues in Medicine: Musculoskeletal Medicine Education, Medical School Objectives Project No. VII. Washington DC: Association of American Medical Colleges. Abou-Raya, A., & Abou-Raya, S. (2010). The Inadequacies of Musculoskeletal Education. Clinical Rheumatology, 29, 1121-1126. http://dx.doi.org/10.1007/s10067-010-1527-y Akesson, K., Dreinhofer, K. E., & Woolf, A. D. (2003). Improved Education in Musculoskeletal Conditions Is Necessary for All Doctors. Bulletin of the World Health Organization, 81, 677-683. Almoallim, H., Bukhari, E., Amasaib, W., & Zaini, R. (2012). How to Avoid Delay in SLE Diagnosis and Management. In H. Almoallim (Ed.), Systemic Lupus Erythematosus (pp. 219-242). Croatia: InTech. http://dx.doi.org/10.5772/26498 Al-Nammari, S. S., James, B. K., & Ramachandran, M. (2009). The Inadequacy of Musculoskeletal Knowledge after Foundation Training in the United Kingdom. The Bone and Joint Journal, 19, 1413-1418. http://dx.doi.org/10.1302/0301-620x.91b11.22445 Tian, Y., Jiu, W. H., Xu, F. F., & Wang, X. D. (2011). Investigation and Analysis of Female Teachers’ Burnout at Hainan Colleges and Universities. Northwest Medical Education, 19, 378-380. Wang, X. J. (2010). Investigation and Analysis of the Burnout Status of College Female English Teachers. Journal of Jinan Vocational College, 1, 37-38, 41. Xu, H. Y. (2010). A Study of University English Teachers’ Prof
Study skills are not just for students. Study skills are transferable – you will take them with you beyond your education into new contexts. For example, organisational skills, time management, prioritising, learning how to analyse, problem solving, and the self-discipline that is required to remain motivated. Study skills relate closely to the type of skills that employers look for. (See Transferable Skills and Employability Skills for more.)
This week I watched a presentation called ‘Changing the way we approach learner styles in teacher education’. This was delivered at IATEFL 2016 by Carol Lethaby and Patricia Harries. If you get a spare half an hour this week I thoroughly recommend seeing it – you can access it on the British Council/IATEFL site.
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The 2016 Hollywood movie, The Intern, starring Robert De Niro explores a novel concept of hiring retired senior citizens as corporate interns – something u
Personal Creative Expression
If we are to learn anything from history about human expression, we know that individuals are constantly evolving creative beings. We are always moving from one cycle of problem-solving to another. We adjust and evolve to solve the most basic problems faced on a daily basis. In other words, we diversify our ability to process information. For example, going for a walk, visiting an art gallery or applying a distantly related model to a problem can also be effective methods of diversifying creative thinking. The latter method — using a distantly related model for a business school presentation — could be utilized in many ways. A bank that wants to provide more streamlined services to customers might use the customer satisfaction benchmarks for timeliness and courtesy levels based out of a fast food restaurant. Both have little in common except for being service-oriented. Nevertheless, looking at how a fast food restaurant manages food, serves customers quickly and promotes new products can provide a wealth of inspiration for a bank.
Welcome to Halina’s Conversational English online course
By Halina Ostańkowicz- Bazan
I have been teaching languages for over 40 years.I taught Polish as foreign languages in traditional settings at the Wroclaw University of Technology for about 41 years.
In 2010, I started my online adventure mainly on WizIQ. Since that time I have been using technology in my classes.I have been teaching English to speakers of other languages for over 25 years. I have been coaching both face-to-face and in blended learning arrangements.
- Are you unsatisfied with your level of English?
- Do you want to become a forward-thinking speaker and reach to a great extent fluency?
- If so, my course is for you!
Throughout my online course, participants will be able to ask questions before (in the course-ware), during the Virtual Class (in the chat box), and after (in the course-ware).
For the duration of the ten live lessons, I will show you exactly what you need to do to make fast progress and achieve your dream of being able to speak English spontaneously as well as naturally. I will go through the approach based on your learning style and show you the best methods and techniques so that you will make unbelievable progress.
You will learn how you can do this even if you have a very busy schedule; my methods can be used by anyone no matter how full of activity you are. What’s more, I’ll also share with you the best resources so that you don’t have to spend time looking for the top websites, books, and apps. I always offer content in different formats. For example, if you watch the video, I will also provide a transcript of the video.
I avoid large classes to be able to connect with students on a less formal, personal level; to have a much better opportunity of engaging learners in the course material.
Don’t worry if you miss a lesson: each session is recorded and can be viewed at any time (even after the course has finished). You can also download all lesson notes from the chat box, interact with myself and colleague learners, and participate in enjoyable challenges.
Don’t miss this chance to learn specifically what you need to improve your English. Anyone can achieve an advanced level and further, and this course will show you how as well as help you to expand your language skills.
ABOUT THE COURSE
- 10 Virtual Interactive Classes on WizIQ. All classes will be recorded for those who cannot attend.
- New Technologies such as Videos, Blogs, Social Media and exciting assignments are counted
- The long-lasting right of entry to the course materials.
- The best for pre-intermediate or intermediate learners who want to get to a higher level.
The classes will be given one time a week every Saturday at 17.00 pm UTC/GMT for ten weeks.
Participants have to use (UTC/GMT) Time Zone Converter to check an exact time of the course
I will provide additional Skype sessions where you can take advantage of the variety activities and practice online speaking.
- Access to downloadable class recordings
- Course related PPT’s, PDF’s and word document files are available to the students
- F2F oral exams for speaking practice on Skype
- Practice in a variety English speaking settings
- Improve fluency and speaking skill
- Enhance your pronunciation
- Get ready for a variety English speaking environments
VC One: An introduction to the values of being fluent in English as well as how not to learn foreign languages to escape from common learning mistakes.
VC Two: Motivation, involvement and a challenge are essential. Being passionate about learning English online from a good language teacher is an excellent start.
VC Three: Learning using traditional methods, memorizing single words and grammar rules should be avoided.
I am against methods that emphasize learning about the language but for learning by using the language? / expressions, collocations, models, patterns, language chunks /
VC Four: Practice technics to improve pronunciation and the methods required to advance your speaking skills powerfully.
VC Five: Music in English Teaching helps you get into the routine of learning English.
Learn how to keep the conversation going with all kinds of speakers and how to set goals, also, to getting into the habit of learning English
VC Six: Learning English with song’s lyrics.@ A
VC Seven: Learning English with song’s lyrics.@ B
VC Eight: Learning English with song’s lyrics.@ C
VC Nine: Learning English with song’s lyrics.@ D
VC Ten: Storytelling and final discussion.
Being creative is a must in the language classroom.
In one of the TED talks, Sir Ken Robinson said that creativity is as important as literacy and as such must be promoted in any classroom. Nowadays, however, most Foreign Language syllabuses follow the testing-oriented approach to allow for more objective assessment of the students.
For recognizable reasons, the testing-oriented approach does not generate a context for learners being creative. Therefore, creativity is not promoted or is even excluded in total.
In my course, I will argue that in the context of Foreign Language Learning and Teaching creativeness is essential. It leads to a better and faster assimilation of language material, and it generates a richer language environment. Moreover, inventiveness unpredictably enough may produce better test results, no matter the learners level is.
Halina Ostańkowicz- Bazan
When we decide to teach adults, the awareness, as well as comprehension of whom we teach and what
we learn, is essential here.
1) Adults do not want to waste the time.
Some adults take language courses because of a job requirement while others have their particular
goal to attain (such as a language exam or a professional interview). Adults expect direct,
practical benefit. All of them will raise the similar questions
• What for,
• Who (is my teacher?),
• What else could I achieve instead?
• Is the time well spent?
All lessons must have a definite outcome, perhaps even a practical takeaway. It is necessary to
define specific profits at the end of the lesson and associate the benefits to the individual
2) Adults are reflective learners; they think about
• what is challenging or where I require more support
• different learning strategies and self-evaluation
• maintaining a sense of responsibility for learning and achieving goals
3) Motivation is varied, and flexibility is crucial.
Teachers have to be flexible and ready for different approaches, wide-ranging content or even
unconventional paths to lead to the same goal.
Creating a context for meaningful learning is one of the tasks.
4) Mature students feel the need for direct benefit as well as valuable language skills.
Learners are looking for a solution to an exact problem at hand, immediately.
• The fundamental question is: “What should I do to get this to work?”
• Mature learners usually want to accomplish a particular task, or at least, see a noticeable
benefit for the future.
• Adults want to use language for a real-world reason.
5) The different abilities of adult learners are evident.
Child and Adult Learning Characteristics
- Rely on others to decide what is important to be learned.Accept the information being presented at face value.
Expect what they are learning to be useful in their long-term future.
Have little or no experience upon which to draw, are relatively “blank slates.”
- Decide for themselves what is important to be learned.
Need to validate the information based on their beliefs and values.
- Expect what they are learning to be immediately useful.
- Have substantial experience upon which to draw.
- May have fixed viewpoints.
- They may have a recognized life context that determines their learning.
The adult learners need a greater sense of cooperation between the student and
teacher as they go on through the educational process (Zmeyov, 1998). Furthermore, experienced
individuals may bring supplementary skills such as a higher level of maturity and a different
understanding of world matters and geopolitics than traditional students (Byman, 2007).
Personally, I am against using grammar boards, linguistic terms and other abstractions in language
teaching. However, if they can help the mature student why do not explain the grammar rules?
Check out the video at