Search results matching tags 'reading' and 'beauty as an educator'

1068. Kids enjoy reading books, I've seen

Anonymous — Sat, 11 May 2013 11:43:00 GMT

Teacher B said to teacher A, “Kids like stories, and many like to read.

A scholar and expert, A. M. Fabregat says the following. I translated from Spanish into English.

If we try a child get closer to a joyful reading, the best books are those that make up the world of literature for children. Classics, marvelous books, modern books… Those books have an appropriate language, according to their age. […] We’ve got to make them readers through a literature that: they can understand, they get delighted, and they can ponder and think.” / Photo from: eclkc ohs acf hhs gov. girl reading

1004. The importance to be a reader

Anonymous — Thu, 04 Apr 2013 09:03:00 GMT

Teacher B said to teacher A, “How important tradition and a cultural context are for our students. We have to teach them, but inside the culture and tradition of the country or place where we live. Because of that Reading is a very important activity in the class of English.

Let’s not forget that the European roots are twofold: Christian and Greek. The Greek culture came to us by means of the travels of Arabs.” / Photo from: stefanieduguay com. waiting for the bus

895. My students love stories too

Anonymous — Sat, 25 Aug 2012 15:31:00 GMT

One day teacher of English A said to teacher of English B, “We must foster our students should read. There’re several different ways of reading, each one capable of enriching us in different ways. Actually I’m referring to genres. And within each genre we have to be careful to assign enriching readings to our students: they are in the process of making their minds, and we can help enrich them or draw them to misery.

Each genre demands different attitudes: think of thrillers, classic simplified readers for kids that don’t master the language yet, novels, books that help contemplate the world, books that make you stop to contemplate truth or an imaginary landscape, history books that let us know our past and who we are, drama with diverse characters and ways of thinking, science books, romance.

All of them are necessary. Nevertheless we have to perhaps select one, or two, or three for each academic year. I’ve often said in this blog that youngsters love stories a lot. Oh, set some free writing after reading.” / Photo from: guardian co uk. woman placing saucepan

807. My kids, reading? Love it!

Anonymous — Sat, 10 Mar 2012 20:20:00 GMT

One day teacher of English B said to teacher of English A, “An activity you can implement in your classes of English is related to reading; shortly speaking, look. Can be great.

If you’ve got, say, five days of classes of English per week (would be ideal!), you could dedicate one class entirely to reading, either an abridged simplified reader or an original-version novel. Each student brings to class their copy that reading day. All of you read for some minutes, aloud. You teacher assign who has got to continue, randomly, and you yourself read too.

At the end of the class - or as homework for the next week - a few students give a summary of the text read that day. Like you can see, this activity includes speaking - it’s an intermediate or advanced-level activity. Otherwise, as homework, the next day devoted to reading, a few students will briefly say a summary, by speaking, about the part of the book covered the previous reading day, with the aid of some brief notes scribbled, or neatly written, as they prefer.

They can talk about the plot and the characters, or about the students’ own emotions, feelings, something about the ethics of the characters, or some personal views about those characters, if they identify with someone specific of the story. Even you can ‘stir up’ some nice debates.” / Photo from: sofasandsectionals com. teen reading in library

759. Shhh! I heard something in the distance

Anonymous — Sat, 03 Dec 2011 15:05:00 GMT

The next day teacher of English B said to teacher of English A, “The way for learning English irregular verbs? Studying. Lately I made the following experiment, so as to help learning these verbs. Instead of teaching the difference between irregular verbs and verbs with the –ed ending, I had my students read a text from their course book that told about, for example, young Jim’s story when one day he got lost in a forest in winter, and he heard noises at night, and the like; or you can compose and provide a text written by yourself. We worked on around the text, they understood more and more, the small suspense caught them... I explained the words they didn’t know.

Then I asked them to tell me which the irregular verbs – in past simple and past participle – were, and the regular ones, on the other hand.

They realized that many of the verbs were irregular, ans so the past wasn’t formed with the –ed ending. I think they became aware that the irregular verbs are something very common in English.

As a consequence it was worthy they had to learn them if they wanted to learn English.

As simple as that. Now recall the irregular verbs used in this simple text, in past simple and past participle: said, made, had, got, lost, written, were, heard, told, understood, caught, wasn’t, didn’t, became, was.”

/ Photo from: Stagecoach is a 1939 American Western movie that was, as well known, directed by John Ford, starring John Wayne and Claire Trevor. I think this film was the first movie, or the first masterpiece, where John Wayne began to play. This is the first movie of John Ford that was not a silent movie, I think.

718. Please, tell me another story!

Anonymous — Mon, 03 Oct 2011 08:14:00 GMT

One day teacher of English B said to teacher of English A, “My students liked to read, yes sir. Once a month I used to bring to the class of English a pile of readers and few unabridged books, with one of my students’ help.

The students liked that special day, and they were eager to see me and their classmate carrying the books through the door. The aim was reading for pleasure and massively. I delivered the books according to each student’s level of English.

They did focus on reading, silently. When someone finished his book – I didn’t care much whether they had actually finished reading it; I thought it was more important for the learners to enjoy reading and feel free, that day. Anyway, they did read actually.

Often one student came to my desk to ask me for another one, great. They familiarized with reading extensive English and understanding a long text, which told something meaningful for them. Many of them asked me to tell them the meaning of a word. I was circulating between the rows of desks.

Even a few of the students asked me whether they could make a summary! Oh, I implemented this activity in 1 or 2 ESO – 12 to 14 years.” / Photo from: persquaremile com. London underground Nottinghill station

603. Students love stories. Do you ever read?

Anonymous — Sat, 26 Mar 2011 12:16:00 GMT

One day teacher of English A said to teacher of English B, “Do you ever read? Do your students read? I’m serious, I’m not kidding. When you read a novel you get to know other lives, other people, though fiction, ok. You learn from the writer other people, societies, epochs, countries, ways of thinking. It’s no wasting time for you. Think also of history, essays, teaching English, education, family. You need to form a tank, so as to acquire humanity and wisdom, not merely technical stuff.

And I have the nice experience, like most of teachers of English, that students love stories, and even more when you tell them stories.

It may be no good example, but some years ago I used to summarize what we had just read in the class, in Spanish. It was to a simplified reader in English, A Tale of Two Cities?” / Photo from: marmo69 blogspot com. Leo_Tolstoy_Anna_Karenina_unabridged_compact_discs.jpg

592. Writing and reading stories

Anonymous — Mon, 14 Mar 2011 07:47:00 GMT

Normal 0 21 false false false MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} As you well know, the Internet offers a lot of means that can aid teaching and learning English. Chris Lima posted some articles in the site of British Council – BBC (link on the right column in my blog; view it!), with useful ideas for reading narratives. I’ve copied here a piece of one of the articles by her, submitted to that site on December 12, 2010.

“Task 3. In pairs or small groups, Ss use their notes to create a short story (50-100 words) to match the painting. Ss share their stories with the group, either displaying on the wall, emailing them to others or posting to the Class wiki or blog.”

/ Photo from: clt astate edu. The Globe, where most of Shakespeare’s major dramas were performed, in London.

532. Thousands of stories

Anonymous — Mon, 03 Jan 2011 10:43:00 GMT

One day teacher of English B said to teacher of English A, “Reading texts is an enhancing method to learn English. Do you know who the learner who achieves success in learning English is? The student that reads and rereads a text at home, a text which has not been set as homework. This student reads the text just because he or she wants to. I’m referring for example to those texts in the coursebook about our planet in the Jurassic period, or one about the love between a guy and a girl of different social classes in the 19^th century. The student reads the text to just learn the story. And then he or she studies the grammar and vocabulary: analyzes, compares with the mother tongue, focus on the structure, infers a theory, remembers he or she has seen the same expression before, makes a written collection of new words, or whatever strategy that fits their style. That student learns because he or she has an effective attitude toward learning English.” / Photo from: hong kong skyscrapercitycom

523. A great vehicle

Anonymous — Thu, 23 Dec 2010 09:17:00 GMT

One day teacher of English A said to teacher of English B, “The English language is a vehicle. A vehicle to connect pople. Teaching and learning English is not the ultimate goal. We can use this language as a vehicle to study other school subjects. Or topics which are actually interesting to our students. Human topics. Engineering, history, history of philosophy, football, current news, art, new technologies... However if we teach a subject in English, there may rise a possible problem: our students could learn, for example, biology, and biological terms, in English. I have not a definite solution, do you? Anyway more and more in Spain the students in institutes and schools are becoming bilingualists. So, fill your classes with contents. This is Content-Based Instruction.” / Photo from: netherlands-landscape-601-2 deshow net