際際滷shows by User: shareit2 / http://www.slideshare.net/images/logo.gif 際際滷shows by User: shareit2 / Mon, 14 Sep 2015 12:21:51 GMT 際際滷Share feed for 際際滷shows by User: shareit2 E.L.C. Taller Total Physical Response /slideshow/elc-taller-total-physical-response/52751773 e-150914122151-lva1-app6892
Total Physical Response is a language teaching method which is based on the assumption that the coordination of speech and action will boost language learning. It was developed by James Asher in the 70s. He drew from a variety of areas, including psychology, learning theory and humanistic pedagogy.]]>
Total Physical Response is a language teaching method which is based on the assumption that the coordination of speech and action will boost language learning. It was developed by James Asher in the 70s. He drew from a variety of areas, including psychology, learning theory and humanistic pedagogy.]]> Mon, 14 Sep 2015 12:21:51 GMT /slideshow/elc-taller-total-physical-response/52751773 shareit2@slideshare.net(shareit2) E.L.C. Taller Total Physical Response shareit2 Total Physical Response is a language teaching method which is based on the assumption that the coordination of speech and action will boost language learning. It was developed by James Asher in the 70s. He drew from a variety of areas, including psychology, learning theory and humanistic pedagogy. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/e-150914122151-lva1-app6892-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Total Physical Response is a language teaching method which is based on the assumption that the coordination of speech and action will boost language learning. It was developed by James Asher in the 70s. He drew from a variety of areas, including psychology, learning theory and humanistic pedagogy.
E.L.C. Taller Total Physical Response from Office English SAS
]]> 370 10 https://cdn.slidesharecdn.com/ss_thumbnails/e-150914122151-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The Music of Language /shareit2/the-music-of-language themusicoflanguage-150914120415-lva1-app6891
Teaching pronunciation demands a number of challenges. To start up with, teachers know that they do not have enough time in class to pay proper attention to this area of English instruction. When they get the time to work pronunciation, the instruction often adds up to the practice and display of a number of boring and clearly unlinked topics. Repeating sounds again and again), will surely lead to discouraging taste, and bored students and teachers wind up avoiding pronunciation. The most basic components of speaking are profoundly personal. Our self and community awareness are made up in the speech-rhythms of Spanish. These rhythms were acquired in the first year of life and lie inside the minds of us. That is why, students feel uncomfortable hearing themselves with the rhythm of English. They sound foreign to themselves, and this is troubling for them, and it can become a major barrier to improve English. We, as teachers can help our students overcome this psychological barrier and other challenges by thinking of the role of pronunciation instruction not as making students to sound native-like, but as helping them to learn the prime elements of spoken English so that they can be basically understood by others. In short, teachers and students can get over the frustrations, difficulties, and boredom often related with pronunciation by focusing their effort on the development of pronunciation that is listener friendly. After all, English pronunciation is not about learning a list of sounds or isolated words. Rather, it amounts to learning and practicing the specifically English way of making a speakers thoughts easy to follow. This workshop presents an approach to pronunciation that emphasizes the co-relation of several matters of English speech.]]>
Teaching pronunciation demands a number of challenges. To start up with, teachers know that they do not have enough time in class to pay proper attention to this area of English instruction. When they get the time to work pronunciation, the instruction often adds up to the practice and display of a number of boring and clearly unlinked topics. Repeating sounds again and again), will surely lead to discouraging taste, and bored students and teachers wind up avoiding pronunciation. The most basic components of speaking are profoundly personal. Our self and community awareness are made up in the speech-rhythms of Spanish. These rhythms were acquired in the first year of life and lie inside the minds of us. That is why, students feel uncomfortable hearing themselves with the rhythm of English. They sound foreign to themselves, and this is troubling for them, and it can become a major barrier to improve English. We, as teachers can help our students overcome this psychological barrier and other challenges by thinking of the role of pronunciation instruction not as making students to sound native-like, but as helping them to learn the prime elements of spoken English so that they can be basically understood by others. In short, teachers and students can get over the frustrations, difficulties, and boredom often related with pronunciation by focusing their effort on the development of pronunciation that is listener friendly. After all, English pronunciation is not about learning a list of sounds or isolated words. Rather, it amounts to learning and practicing the specifically English way of making a speakers thoughts easy to follow. This workshop presents an approach to pronunciation that emphasizes the co-relation of several matters of English speech.]]> Mon, 14 Sep 2015 12:04:15 GMT /shareit2/the-music-of-language shareit2@slideshare.net(shareit2) The Music of Language shareit2 Teaching pronunciation demands a number of challenges. To start up with, teachers know that they do not have enough time in class to pay proper attention to this area of English instruction. When they get the time to work pronunciation, the instruction often adds up to the practice and display of a number of boring and clearly unlinked topics. Repeating sounds again and again), will surely lead to discouraging taste, and bored students and teachers wind up avoiding pronunciation. The most basic components of speaking are profoundly personal. Our self and community awareness are made up in the speech-rhythms of Spanish. These rhythms were acquired in the first year of life and lie inside the minds of us. That is why, students feel uncomfortable hearing themselves with the rhythm of English. They sound foreign to themselves, and this is troubling for them, and it can become a major barrier to improve English. We, as teachers can help our students overcome this psychological barrier and other challenges by thinking of the role of pronunciation instruction not as making students to sound native-like, but as helping them to learn the prime elements of spoken English so that they can be basically understood by others. In short, teachers and students can get over the frustrations, difficulties, and boredom often related with pronunciation by focusing their effort on the development of pronunciation that is listener friendly. After all, English pronunciation is not about learning a list of sounds or isolated words. Rather, it amounts to learning and practicing the specifically English way of making a speakers thoughts easy to follow. This workshop presents an approach to pronunciation that emphasizes the co-relation of several matters of English speech. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/themusicoflanguage-150914120415-lva1-app6891-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Teaching pronunciation demands a number of challenges. To start up with, teachers know that they do not have enough time in class to pay proper attention to this area of English instruction. When they get the time to work pronunciation, the instruction often adds up to the practice and display of a number of boring and clearly unlinked topics. Repeating sounds again and again), will surely lead to discouraging taste, and bored students and teachers wind up avoiding pronunciation. The most basic components of speaking are profoundly personal. Our self and community awareness are made up in the speech-rhythms of Spanish. These rhythms were acquired in the first year of life and lie inside the minds of us. That is why, students feel uncomfortable hearing themselves with the rhythm of English. They sound foreign to themselves, and this is troubling for them, and it can become a major barrier to improve English. We, as teachers can help our students overcome this psychological barrier and other challenges by thinking of the role of pronunciation instruction not as making students to sound native-like, but as helping them to learn the prime elements of spoken English so that they can be basically understood by others. In short, teachers and students can get over the frustrations, difficulties, and boredom often related with pronunciation by focusing their effort on the development of pronunciation that is listener friendly. After all, English pronunciation is not about learning a list of sounds or isolated words. Rather, it amounts to learning and practicing the specifically English way of making a speakers thoughts easy to follow. This workshop presents an approach to pronunciation that emphasizes the co-relation of several matters of English speech.
The Music of Language from Office English SAS
]]> 2232 14 https://cdn.slidesharecdn.com/ss_thumbnails/themusicoflanguage-150914120415-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Efrain gonzalez actividad1_2mapac https://es.slideshare.net/slideshow/efrain-gonzalez-actividad12mapac/52470186 efraingonzalezactividad12mapac-150906152540-lva1-app6892
Mapa conceptual que contesta las preguntas: 多Cu叩l es el rol principal de un profesional en el desarrollo de proyectos basados en una excelente gesti坦n de proyectos? 多Qu辿 elementos son necesarios para que pueda garantizarse un ciclo de vida de un proyecto completamente? 多Qui辿nes son los principales responsables de establecer adecuadamente el ciclo de vida de un proyecto? ]]>
Mapa conceptual que contesta las preguntas: 多Cu叩l es el rol principal de un profesional en el desarrollo de proyectos basados en una excelente gesti坦n de proyectos? 多Qu辿 elementos son necesarios para que pueda garantizarse un ciclo de vida de un proyecto completamente? 多Qui辿nes son los principales responsables de establecer adecuadamente el ciclo de vida de un proyecto? ]]> Sun, 06 Sep 2015 15:25:40 GMT https://es.slideshare.net/slideshow/efrain-gonzalez-actividad12mapac/52470186 shareit2@slideshare.net(shareit2) Efrain gonzalez actividad1_2mapac shareit2 Mapa conceptual que contesta las preguntas: 多Cu叩l es el rol principal de un profesional en el desarrollo de proyectos basados en una excelente gesti坦n de proyectos? 多Qu辿 elementos son necesarios para que pueda garantizarse un ciclo de vida de un proyecto completamente? 多Qui辿nes son los principales responsables de establecer adecuadamente el ciclo de vida de un proyecto? <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/efraingonzalezactividad12mapac-150906152540-lva1-app6892-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Mapa conceptual que contesta las preguntas: 多Cu叩l es el rol principal de un profesional en el desarrollo de proyectos basados en una excelente gesti坦n de proyectos? 多Qu辿 elementos son necesarios para que pueda garantizarse un ciclo de vida de un proyecto completamente? 多Qui辿nes son los principales responsables de establecer adecuadamente el ciclo de vida de un proyecto?
from Office English SAS
]]> 268 7 https://cdn.slidesharecdn.com/ss_thumbnails/efraingonzalezactividad12mapac-150906152540-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-shareit2-48x48.jpg?cb=1522845962 I'm a freelance English teacher with 15 years of experience in la Orinoquia. Born in Villavicencio, bachelor degree in Spanish and English at the Universidad Pedag坦gica with a postgraduate degree in Autonomous Learning Development from the Open and Distance National University. Also a Master Degree in Technology for Education Management from Universidad de Santander. Extensive experience in Teaching English as a Foreign Language in the region. Involved in teachers training for more than 8 years. Founder of English Learning Center, currently working as one of the academic coordinators in the Programa Departamental de Bilinguismo. www.altissia.com https://cdn.slidesharecdn.com/ss_thumbnails/e-150914122151-lva1-app6892-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/elc-taller-total-physical-response/52751773 E.L.C. Taller Total Ph... https://cdn.slidesharecdn.com/ss_thumbnails/themusicoflanguage-150914120415-lva1-app6891-thumbnail.jpg?width=320&height=320&fit=bounds shareit2/the-music-of-language The Music of Language https://cdn.slidesharecdn.com/ss_thumbnails/efraingonzalezactividad12mapac-150906152540-lva1-app6892-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/efrain-gonzalez-actividad12mapac/52470186 Efrain gonzalez activi...