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Prepositional phrases are also placed beneath the word they modify; the preposition goes on a slanted line and the slanted line leads to a horizontal line on which the object of the preposition is placed. These basic diagramming conventions are augmented for other types of sentence structures, e.g. for coordination and subordinate clauses.
There are several types of questions that a teacher should focus on: remembering, testing, understanding, application or solving, invite synthesis or creating, evaluation and judging. Teachers should model these types of questions through "think-alouds" before, during, and after reading a text.
The teacher is seen more as a facilitator or helper than the dominant figure in the classroom. Structure See “language content”. Student-generated material Teaching material to which the students have made a major contribution; the language experience approach, for example, uses student-generated material. Survey
It includes the F.F.1 list with 1,500 high-frequency words, completed by a later F.F.2 list with 1,700 mid-frequency words, and the most used syntax rules. [12] It is claimed that 70 grammatical words constitute 50% of the communicatives sentence, [13] [14] while 3,680 words make about 95~98% of coverage. [15] A list of 3,000 frequent words is ...
If after this the students still aren't comfortable with the target words, the teacher can simply tell a new story using the same vocabulary phrases in the next lesson. Thirdly, teachers will try as far as possible to review all previously covered vocabulary in every lesson, finding ways to work the old vocabulary structures into class stories ...
Summative evaluation occurs at the end of a semester, usually a week or two before the last day of class. The evaluation is performed by the current students of the class. Students have the option to reflect on the teachers’ instruction without fear of punishment because course evaluations are completely confidential and anonymous.
The definition of success in a given cloze test varies, depending on the broader goals behind the exercise. Assessment may depend on whether the exercise is objective (i.e. students are given a list of words to use in a cloze) or subjective (i.e. students are to fill in a cloze with words that would make a given sentence grammatically correct).
The Cambridge English Teaching Framework was designed to encapsulate the key knowledge and skills needed for effective teaching at different levels and in different contexts, and to show how Cambridge English Teaching Courses, Qualifications and professional development resources map to this core syllabus of competencies.