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This enhances their acquisition of actual meaning.
Each 5x7 card will have a picture on it of the noun or verb (thing or action) that the player will try to communicate to the class. The target word will be under the picture on the card. The forbidden words will be listed on the card with light red lines through them in a X (crossed out).
The teacher will ask students for synonyms and related words and write them on the board. Then the teacher will cross out the words with an X to show that these words are “taboo”. The class will discuss what “taboo” means.
Teacher: This is the target word. (Teacher points to the word Truck.) These crossed out words in red are “taboo”. You cannot use them. Who can think of other words you can use to get someone to say this word without seeing the picture? Raise your hand and I will call on you.
The teacher should carry on demonstrating and maybe using a student or two and helping them until the class becomes very involved. Points can be given to each student who successfully communicates a word. Each student to guess the word becomes the next communicator. The lesson can be timed or limited by the number of cards available. When all of the allotted cards are used or time runs out the student with the most points is the winner. The game can also be played by dividing the students into two teams and alternating players in the same way or simply having each team member take a turn as communicator.
This game is fun and easy to prepare. Even the students can make their own cards for the game and each team can contribute a set of cards for the game. Hu (2002) said that traditional teaching methods with grammar and vocabulary drill and practice “failed to develop an adequate level of communicative competence (i.e. the ability to use the target language for authentic communication)”. With this game two things are accomplished: 1) the students are
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The articles presents a dialogue between Alcibiades, a young and energetic man, and Socrates who astonishes Acibiades by making him contradict his own beliefs, based upon which, Alcibiades was all set to guide the Athenians. Socrates expresses his lack of faith in Alcibiades’ premature assertions, realizing which Alcibiades makes an attempt to address the query of Socrates.
Furthermore, Knight (11) states that integrated curriculum focuses training on the needs of the students. Besides, the integrated curriculum acknowledges the importance of values and attitudes as central players in learning principles and concepts in all areas of study.
TEACHING REFLECTION ESSAY-CHEMISTRY (Author’s name) (Institutional Affiliation) According to Dingrando (2002, p.14), teaching chemistry puts an emphasis on a variety of approaches geared towards identifying goals of education that cover intended targets in the personal, intellectual, and social domains.
Effective teaching recognizes individual difference and provides appropriate remedial measures to disparity, intellectual, social, physical, economic, aesthetic and moral development.
3. Encouragement. Good teaching is characterized by everyday assistance to the students in evaluating their performances.
This perception remains dominant these days with increasing numbers of educational institutions including additional math assessments students have to pass to graduate.
Recently collected statistical data demonstrates that up to 20 percent of American students have some type of learning impairment though the actual figure is likely to be much higher if consider an unknown population of students with learning disorders whom have never been officially undiagnosed (LDA-CA, 2003).
Making the study of real life cases a regular part of my teaching, I inculcate an urge in the students to look at the concepts from the practical perspective. My goal is to enhance their understanding of the concepts to such a level that they are able to easily apply their
lls on models; participatory methods that include but are not limited to discussions, group work, and question and answer sessions; discovery methods like experiments, assignments, and research-based projects; and evaluator methods like tests, quizzes, and role plays to