Forum: A Journal for the Teacher of English Outside the United StatesUnited States Information Agency, 1993 |
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4 ページ
... feel involved fully in the learning process . It is rather surprising , then , that al- though teachers may well know what they are doing , why they are doing it , and where they are going , the students usually do not . It is a truism ...
... feel involved fully in the learning process . It is rather surprising , then , that al- though teachers may well know what they are doing , why they are doing it , and where they are going , the students usually do not . It is a truism ...
6 ページ
... feel involved in the running of the class . 5. When students read one another's logs , they are reading about something they all have in common - the class - and they can gain new perceptions of class activities . When they disagree and ...
... feel involved in the running of the class . 5. When students read one another's logs , they are reading about something they all have in common - the class - and they can gain new perceptions of class activities . When they disagree and ...
7 ページ
... feel more confident that what they are doing fits their particular students . From ac- tion logs , teachers can more or less know how things are working , and adjust ap- propriately . This cuts down on the be- fore - class stress of ...
... feel more confident that what they are doing fits their particular students . From ac- tion logs , teachers can more or less know how things are working , and adjust ap- propriately . This cuts down on the be- fore - class stress of ...
8 ページ
... feel a little ashamed of speaking English with Japanese friends in public . But I'll try to speak to them in English as much as possible . I'm sure that courage is what we need most to study in college . " UPSIDE - DOWN WATCH HOMEWORK ...
... feel a little ashamed of speaking English with Japanese friends in public . But I'll try to speak to them in English as much as possible . I'm sure that courage is what we need most to study in college . " UPSIDE - DOWN WATCH HOMEWORK ...
9 ページ
... feel the need ) . In order to be understood , they have to talk loudly and listen carefully . After loud pairs , if the close pairs share the information they have gathered , the language is recycled again . When they write about the ...
... feel the need ) . In order to be understood , they have to talk loudly and listen carefully . After loud pairs , if the close pairs share the information they have gathered , the language is recycled again . When they write about the ...
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activities Algeria American English answer approach Cambridge classroom cloze communication Communicative language teaching comprehension context course dents develop discussion English language English Teaching Forum evaluation example exercises experience free variation give glish grammar guage Hong Kong ideas interaction interesting journal language learning language teaching learners lesson letter linguistic listening literature materials meaning ment metaphor motivation oral Ozymandias pairs person phrases poem practice present problem pronunciation pupils questions reader reading reading activities role s/he second language acquisition sentence simulation skills speakers speaking speech Sri Lanka stage story strategies structure suggestions talk task teacher of English teaching English techniques tence TESOL tion tive TOEFL topic ture understand University Press verb vocabulary words writing
人気のある引用
18 ページ - Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date...
29 ページ - Listen, my children, and you shall hear Of the midnight ride of Paul Revere, On the eighteenth of April, in Seventy-five; Hardly a man is now alive Who remembers that famous day and year.
54 ページ - Who smiled as she rode on a tiger. They returned from the ride, With the lady inside, And the smile on the face of the tiger.
6 ページ - Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it is the only thing that ever has.
19 ページ - I keep six honest serving-men (They taught me all I knew); Their names are What and Why and When, and How and Where and Who.
49 ページ - Do not make your contribution more informative than is required. Maxim of Quality: Try to make your contribution one that is true. 1. Do not say what you believe to be false. 2. Do not say that for which you lack adequate evidence.
11 ページ - Your claims are indefensible. He attacked every weak point in my argument. His criticisms were right on target. I demolished his argument. I've never won an argument with him. You disagree? Okay, shoot! If you use that strategy, he'll wipe you out. He shot down all of my arguments.
29 ページ - Revere, On the eighteenth of April, in Seventy-five ; Hardly a man is now alive Who remembers that famous day and year. He said to his friend, "If the British march By land or sea from the town to-night, Hang a lantern aloft in the belfry arch Of the North Church tower as a signal light, — One, if by land, and two, if by sea; And I on the opposite shore will be, Ready to ride and spread the alarm Through every Middlesex village and farm, For the country folk to be up and to arm.
18 ページ - But thy eternal summer shall not fade Nor lose possession of that fair thou ow'st, Nor shall Death brag thou wand'rest in his shade When in eternal lines to time thou grow'st. So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee.
29 ページ - A hurry of hoofs in a village street, A shape in the moonlight, a bulk in the dark, And beneath, from the pebbles, in passing a spark Struck out by a steed flying fearless and fleet: That was all! And yet, through the gloom and the light, The fate of a nation was riding that night; And the spark struck out by that steed in his flight Kindled the land into flame with its heat.