Florez barrera lorena semantics and pragmatics-pragmatics in foreign languageLor Barrera
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Teaching pragmatics and non-verbal communication is important for students learning a foreign language. Pragmatic competence can be developed through activities that use examples and allow students to practice in both their native and target languages. The goals of teaching pragmatics are to give students the ability to interact in different ways in the target language and familiarize them with its culture. Non-verbal communication, such as facial expressions, tone of voice, and body language, is also necessary to teach as it allows students to understand without using their native language. It can be taught through interactive methods that incorporate various forms of non-verbal cues.
Teaching Listening Skill to Young LearnersMyno Uddin
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Teaching Listening Skill to Young Learners sometimes tough for the teachers as they do not want to listen anything Properly. Here are some Tips to Teach Listening Skill to Young Learners.
The document discusses teaching listening skills to students and strategies for developing good listening habits. It notes several difficulties students face in listening comprehension, such as distinguishing similar sounds and understanding reduced pronunciation. The document also lists characteristics of good listeners, including strategies they use like focusing attention and using context clues. Finally, it proposes several classroom activities to practice listening like bingo story, selective chart, and sequencing reports that engage students and improve their abilities.
The document discusses teaching the four main language skills: listening, speaking, reading, and writing. It defines each skill and provides suggestions for activities to teach them, emphasizing that the skills are interconnected and should be taught together rather than in isolation. Some recommended activities include group discussions focused on each skill, imitation exercises, filling in blanks, and summarizing texts. The conclusion states that language is best learned through practice using the language in conversation and discussion, not just through lectures.
Communicative approach presentation part 1Joanne Chen
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This document discusses the Communicative Approach language teaching method. It provides 7 key principles of the Communicative Approach: 1) Developing communicative competence through 3 stages; 2) Maximizing target language use in class; 3) Pairing students into small groups; 4) Using visual stimuli; 5) Having a learner-centered classroom; 6) Not correcting errors aloud; 7) Focusing on functional and meaningful language use through a variety of activities. The overall goal of the Communicative Approach is to provide opportunities for real communication and practice of language in context.
How to teach listening in English (sina afshar)Sina Afshar
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The document discusses how to teach listening in three phases: pre-listening, while-listening, and post-listening. In the pre-listening phase, teachers activate students' background knowledge to prepare them for the listening text. During the while-listening phase, teachers guide students as they respond to the text through activities. In the post-listening phase, students reflect on and discuss the language form through tasks like dialogues and writing assignments based on the text. Overall, the document provides guidance on listening instruction strategies and activities teachers can use in each phase of listening.
The document provides guidance on how to teach listening skills. It discusses the importance of developing bottom-up and top-down listening approaches. It also outlines various pre-, while-, and post-listening activities teachers can use, including activating schemata, note-taking, dictation, and discussion. The goal is to help students understand the main ideas, specific details, and inferences from what they hear.
This document discusses why teaching listening is important and provides tips for developing listening skills in students. It emphasizes exposing students to different varieties of spoken English so they can acquire language subconsciously by learning rhythm, intonation and stress patterns. It also recommends preparing the classroom environment to ensure all students can hear, controlling distractions, and teaching pronunciation from the beginning. Additional tips include pre-teaching vocabulary, using pictures and questions to predict content, and varying listening activities and tasks to keep students engaged. The document stresses that listening is a skill that improves with practice.
This document discusses teaching listening in TEFL. It begins by defining listening and describing the development of listening skills in a first language. It notes that over 50% of language use involves listening. The document then discusses reasons for the importance of listening in language learning. It outlines different types of listening and provides background on the history of teaching listening. It describes bottom-up and top-down listening processes and provides examples of classroom techniques that develop these skills.
The document discusses the importance of teaching pronunciation in a second language. It notes that before learning to write, students should do exercises in producing and recognizing sounds to study the language. While pronunciation was previously seen as an unrealistic goal, the communicative approach that began in the 1980s emphasized communication and brought pronunciation back into focus. However, the goal is not for students to sound like native speakers but to describe sounds in order to communicate successfully. While some research questions how much classroom practice improves pronunciation, aspects like intonation may be better learned without direct teacher intervention.
This document outlines strategies for teaching listening skills. It defines listening and explains why it is important. The listening process involves hearing, choosing to focus attention, understanding messages, and responding. There are different types of listening like intensive and extensive listening. Factors like noise, barriers, and memory can affect the listening process. A framework for task-based teaching involves pre-task, during task, and post-task stages. Planning for listening includes pre-listening activities to provide context, activate schemas, establish a purpose for listening, and pre-teach vocabulary. While listening, teachers can have students listen for gist and details and repeat difficult parts. Post-listening involves discussion, comparison of notes, and identifying new vocabulary.
This document provides guidance on how to teach listening skills. It recommends using audio and video segments from various sources to engage students. When using segments, instructors should first have students consider what they want to learn and not take notes until after listening. They can then discuss what was heard. The document also emphasizes the importance of pre-listening, active listening, and post-listening activities like questioning, note-comparing, and vocabulary practice to reinforce comprehension. Creating listening guides can help focus students' attention on key elements. The goal is to give students opportunities to clarify meaning, extend thinking, and critically analyze what they hear.
The document provides guidance on teaching listening skills to language learners. It discusses what listening involves, including understanding main ideas and details. It also identifies reasons why learners may find listening difficult, such as focusing on individual words. The document then outlines different stages and types of listening activities, and provides steps for developing listening lessons, including pre-listening, while-listening, and post-listening techniques.
1. The document discusses the nature of speaking and outlines several key components involved in speech production. It describes three main stages of speech production: conceptualization and formulation, formulation, and articulation.
2. It also discusses other important aspects of speaking such as self-monitoring and repair, automaticity, fluency, managing talk, and the knowledge that speakers require.
3. Additionally, the document differentiates between different types of spoken language such as monologue and dialogue, and identifies several factors that can make speaking difficult such as clustering, redundancy, reduced forms, and interaction.
This document discusses factors that affect students' listening comprehension. It identifies internal factors like language proficiency, background knowledge, motivation, and psychological factors. External factors include the speaker's delivery, accents, content and context of listening materials. To improve listening comprehension, the document recommends teaching pronunciation, vocabulary, grammar, inference skills, prediction, and note-taking.
This document provides guidance on how to teach listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some difficulties with teaching listening include students trying to understand every word and getting distracted. The document then gives tips for pre-listening, while listening, and post-listening activities. These include reducing distractions, giving students a purpose for listening, and doing group discussions after. Sample listening exercises are also provided to help teach in a way that makes listening an engaging and successful activity for students.
This document discusses techniques for teaching listening skills. It begins by outlining some objectives of the presentation, which are to understand what makes listening difficult, key guidelines for teaching listening, and common techniques and activities. Some of the challenges of listening identified include clustering, redundancy, delivery rate, and stress/intonation. The document recommends using a variety of pre, during, and post listening activities. These include predicting content, sequencing sentences, drawing pictures, and answering multiple choice or open-ended questions. Throughout, the focus is on making listening an active process for students rather than a test of memory.
This document discusses different oral skills including speaking and interacting. It identifies the key differences between one-way speaking and two-way interacting. Speaking allows for preparation and visual support but lacks feedback, while interacting involves listening. The document provides tips for positive speaking such as making eye contact and thanking the audience, as well as things to avoid like reading from notes monotonously. It notes that fear of public speaking is common and lists physical reactions people may experience like sweating or a dry mouth. Finally, it recommends relaxation exercises to reduce tension like visualizing success and maintaining confident posture.
The 9-week Survival Chinese course meets Mondays, Wednesdays, and Fridays from 10-10:50 AM. It aims to teach listening and speaking skills for common situations in China through role-plays, exercises, and tasks, with a focus on pronunciation, tones, phrases and vocabulary. Students will learn cooperatively and give each other feedback. By the end, students should be able to utilize skills in China, understand social conventions, communicate confidently with native speakers, and complete assessments including homework, in-class assignments, role-plays, tasks, and participation.
The document discusses the four strands of teaching language: meaning-focused input through listening and reading, meaning-focused output through speaking and writing, meaning-focused grammar, and meaning-focused vocabulary. It describes each strand and the conditions needed for them to exist, such as large quantities of input/output. It also discusses theories related to second language acquisition like the input hypothesis and output hypothesis, and how producing language can lead to deeper learning through noticing gaps and testing hypotheses.
Children Learning A Foreign Language discusses the benefits of children learning a foreign language at a young age. It explores various perspectives on language development from theorists like Piaget, Vygotsky, and Bruner. Key advantages of early foreign language learning include enhanced cognitive performance, problem-solving skills, and flexibility. Young children can acquire fluency similarly to their first language through immersion and interaction. The document also differentiates between language acquisition versus learning and provides principles for effective foreign language instruction for children.
The document discusses integrating listening and speaking skills in teaching English. It provides examples of activities to develop these skills together or separately, including having students draw pictures based on spoken instructions or asking questions for clarification. It also discusses the relationship between listening and speaking, different types of listening, and tips for teaching listening and speaking to young learners.
This document discusses strategies for teaching listening skills to language learners. It begins by explaining the importance of listening as a fundamental skill for language acquisition. It then describes different types of listening, such as listening for gists, specific details, and implied meanings. The document outlines bottom-up and top-down listening strategies and explains that effective learners use both. It also presents Oxford's six strategy groups for language learning and provides steps and formats for organizing listening lessons, including pre-listening, extensive listening, and post-listening activities.
The document discusses teaching listening skills. It outlines micro skills like recognizing grammatical structures and cohesive devices. Macro skills include inferring meaning from context and non-verbal cues. Effective listening instruction exposes students to different texts and tasks, considers text difficulty and authenticity, and teaches strategies. Preparation, multiple exposures, and drawing out meaning are important. Tasks should match the listening stage from straightforward to more complex like note-taking, summarizing, and problem-solving.
This document discusses strategies for improving speaking skills, with a focus on public speaking. It begins by outlining common objectives for developing speaking abilities and discusses how the brain works differently during public speaking compared to normal conversation due to anxiety. Common types of public speaking are described along with factors that can contribute to lack of speaking skills. Techniques are provided for overcoming anxiety, including recognizing that audiences do not focus as much on speakers' flaws as feared. Differences between first and second language acquisition are examined. The conclusion encourages developing speaking confidence and never giving up on improvement.
JD Euroway presents itself as a trusted investment advisory firm, but is there more beneath the surface? Uncover the hidden role of Fritz, the firm¨s deceptive tactics, and why investors should be wary of Talal Hamed¨s sudden rise as its public face.
Michael Thomas Lewis_ The Stalking Case That Shocked the WNBA.docxvoice ofarticle
?
In January 2025, 55-year-old Michael Thomas Lewis from Denton, Texas, was arrested for felony stalking of WNBA star Caitlin Clark. His persistent harassment caused Clark severe distress, forcing her to change her public appearances and daily routine for safety. Despite multiple warnings from law enforcement, Lewis continued his troubling behavior. His actions escalated to the point where authorities intervened, arresting him near the Indiana Fever¨s home arena in Indianapolis. The arrest highlighted the serious impact of stalking on athletes and public figures, emphasizing the need for stronger protective measures against such threats to personal safety.
Visit Here: https://voiceofarticle.com/michael-thomas-lewis/
This document discusses why teaching listening is important and provides tips for developing listening skills in students. It emphasizes exposing students to different varieties of spoken English so they can acquire language subconsciously by learning rhythm, intonation and stress patterns. It also recommends preparing the classroom environment to ensure all students can hear, controlling distractions, and teaching pronunciation from the beginning. Additional tips include pre-teaching vocabulary, using pictures and questions to predict content, and varying listening activities and tasks to keep students engaged. The document stresses that listening is a skill that improves with practice.
This document discusses teaching listening in TEFL. It begins by defining listening and describing the development of listening skills in a first language. It notes that over 50% of language use involves listening. The document then discusses reasons for the importance of listening in language learning. It outlines different types of listening and provides background on the history of teaching listening. It describes bottom-up and top-down listening processes and provides examples of classroom techniques that develop these skills.
The document discusses the importance of teaching pronunciation in a second language. It notes that before learning to write, students should do exercises in producing and recognizing sounds to study the language. While pronunciation was previously seen as an unrealistic goal, the communicative approach that began in the 1980s emphasized communication and brought pronunciation back into focus. However, the goal is not for students to sound like native speakers but to describe sounds in order to communicate successfully. While some research questions how much classroom practice improves pronunciation, aspects like intonation may be better learned without direct teacher intervention.
This document outlines strategies for teaching listening skills. It defines listening and explains why it is important. The listening process involves hearing, choosing to focus attention, understanding messages, and responding. There are different types of listening like intensive and extensive listening. Factors like noise, barriers, and memory can affect the listening process. A framework for task-based teaching involves pre-task, during task, and post-task stages. Planning for listening includes pre-listening activities to provide context, activate schemas, establish a purpose for listening, and pre-teach vocabulary. While listening, teachers can have students listen for gist and details and repeat difficult parts. Post-listening involves discussion, comparison of notes, and identifying new vocabulary.
This document provides guidance on how to teach listening skills. It recommends using audio and video segments from various sources to engage students. When using segments, instructors should first have students consider what they want to learn and not take notes until after listening. They can then discuss what was heard. The document also emphasizes the importance of pre-listening, active listening, and post-listening activities like questioning, note-comparing, and vocabulary practice to reinforce comprehension. Creating listening guides can help focus students' attention on key elements. The goal is to give students opportunities to clarify meaning, extend thinking, and critically analyze what they hear.
The document provides guidance on teaching listening skills to language learners. It discusses what listening involves, including understanding main ideas and details. It also identifies reasons why learners may find listening difficult, such as focusing on individual words. The document then outlines different stages and types of listening activities, and provides steps for developing listening lessons, including pre-listening, while-listening, and post-listening techniques.
1. The document discusses the nature of speaking and outlines several key components involved in speech production. It describes three main stages of speech production: conceptualization and formulation, formulation, and articulation.
2. It also discusses other important aspects of speaking such as self-monitoring and repair, automaticity, fluency, managing talk, and the knowledge that speakers require.
3. Additionally, the document differentiates between different types of spoken language such as monologue and dialogue, and identifies several factors that can make speaking difficult such as clustering, redundancy, reduced forms, and interaction.
This document discusses factors that affect students' listening comprehension. It identifies internal factors like language proficiency, background knowledge, motivation, and psychological factors. External factors include the speaker's delivery, accents, content and context of listening materials. To improve listening comprehension, the document recommends teaching pronunciation, vocabulary, grammar, inference skills, prediction, and note-taking.
This document provides guidance on how to teach listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some difficulties with teaching listening include students trying to understand every word and getting distracted. The document then gives tips for pre-listening, while listening, and post-listening activities. These include reducing distractions, giving students a purpose for listening, and doing group discussions after. Sample listening exercises are also provided to help teach in a way that makes listening an engaging and successful activity for students.
This document discusses techniques for teaching listening skills. It begins by outlining some objectives of the presentation, which are to understand what makes listening difficult, key guidelines for teaching listening, and common techniques and activities. Some of the challenges of listening identified include clustering, redundancy, delivery rate, and stress/intonation. The document recommends using a variety of pre, during, and post listening activities. These include predicting content, sequencing sentences, drawing pictures, and answering multiple choice or open-ended questions. Throughout, the focus is on making listening an active process for students rather than a test of memory.
This document discusses different oral skills including speaking and interacting. It identifies the key differences between one-way speaking and two-way interacting. Speaking allows for preparation and visual support but lacks feedback, while interacting involves listening. The document provides tips for positive speaking such as making eye contact and thanking the audience, as well as things to avoid like reading from notes monotonously. It notes that fear of public speaking is common and lists physical reactions people may experience like sweating or a dry mouth. Finally, it recommends relaxation exercises to reduce tension like visualizing success and maintaining confident posture.
The 9-week Survival Chinese course meets Mondays, Wednesdays, and Fridays from 10-10:50 AM. It aims to teach listening and speaking skills for common situations in China through role-plays, exercises, and tasks, with a focus on pronunciation, tones, phrases and vocabulary. Students will learn cooperatively and give each other feedback. By the end, students should be able to utilize skills in China, understand social conventions, communicate confidently with native speakers, and complete assessments including homework, in-class assignments, role-plays, tasks, and participation.
The document discusses the four strands of teaching language: meaning-focused input through listening and reading, meaning-focused output through speaking and writing, meaning-focused grammar, and meaning-focused vocabulary. It describes each strand and the conditions needed for them to exist, such as large quantities of input/output. It also discusses theories related to second language acquisition like the input hypothesis and output hypothesis, and how producing language can lead to deeper learning through noticing gaps and testing hypotheses.
Children Learning A Foreign Language discusses the benefits of children learning a foreign language at a young age. It explores various perspectives on language development from theorists like Piaget, Vygotsky, and Bruner. Key advantages of early foreign language learning include enhanced cognitive performance, problem-solving skills, and flexibility. Young children can acquire fluency similarly to their first language through immersion and interaction. The document also differentiates between language acquisition versus learning and provides principles for effective foreign language instruction for children.
The document discusses integrating listening and speaking skills in teaching English. It provides examples of activities to develop these skills together or separately, including having students draw pictures based on spoken instructions or asking questions for clarification. It also discusses the relationship between listening and speaking, different types of listening, and tips for teaching listening and speaking to young learners.
This document discusses strategies for teaching listening skills to language learners. It begins by explaining the importance of listening as a fundamental skill for language acquisition. It then describes different types of listening, such as listening for gists, specific details, and implied meanings. The document outlines bottom-up and top-down listening strategies and explains that effective learners use both. It also presents Oxford's six strategy groups for language learning and provides steps and formats for organizing listening lessons, including pre-listening, extensive listening, and post-listening activities.
The document discusses teaching listening skills. It outlines micro skills like recognizing grammatical structures and cohesive devices. Macro skills include inferring meaning from context and non-verbal cues. Effective listening instruction exposes students to different texts and tasks, considers text difficulty and authenticity, and teaches strategies. Preparation, multiple exposures, and drawing out meaning are important. Tasks should match the listening stage from straightforward to more complex like note-taking, summarizing, and problem-solving.
This document discusses strategies for improving speaking skills, with a focus on public speaking. It begins by outlining common objectives for developing speaking abilities and discusses how the brain works differently during public speaking compared to normal conversation due to anxiety. Common types of public speaking are described along with factors that can contribute to lack of speaking skills. Techniques are provided for overcoming anxiety, including recognizing that audiences do not focus as much on speakers' flaws as feared. Differences between first and second language acquisition are examined. The conclusion encourages developing speaking confidence and never giving up on improvement.
JD Euroway presents itself as a trusted investment advisory firm, but is there more beneath the surface? Uncover the hidden role of Fritz, the firm¨s deceptive tactics, and why investors should be wary of Talal Hamed¨s sudden rise as its public face.
Michael Thomas Lewis_ The Stalking Case That Shocked the WNBA.docxvoice ofarticle
?
In January 2025, 55-year-old Michael Thomas Lewis from Denton, Texas, was arrested for felony stalking of WNBA star Caitlin Clark. His persistent harassment caused Clark severe distress, forcing her to change her public appearances and daily routine for safety. Despite multiple warnings from law enforcement, Lewis continued his troubling behavior. His actions escalated to the point where authorities intervened, arresting him near the Indiana Fever¨s home arena in Indianapolis. The arrest highlighted the serious impact of stalking on athletes and public figures, emphasizing the need for stronger protective measures against such threats to personal safety.
Visit Here: https://voiceofarticle.com/michael-thomas-lewis/
Indianapolis Shooting_ A Critical Analysis of the February 24, 2025 Incident....voice ofarticle
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The February 24, 2025, Indianapolis Shooting at The Wylde @ Eagle Creek apartments has intensified concerns about public safety on the city's west side. An 18-year-old man was critically injured in the incident, which is part of a troubling trend of violent crime in the area. Residents and officials are calling for increased security measures and community interventions to address the ongoing violence. Law enforcement continues to investigate the circumstances surrounding the shooting, urging anyone with information to come forward. The incident underscores the broader need for strategic efforts to enhance safety and prevent further acts of violence.
Visit Here: https://voiceofarticle.com/indianapolis-shooting/
The Johns Hopkins Maya Trial_ A Landmark Case of Medical Negligence.docxvoice ofarticle
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The Johns Hopkins Maya trial has captured national attention as a defining case of medical negligence, legal controversy, and institutional accountability. Filed by the Kowalski family against Johns Hopkins All Children¨s Hospital, the lawsuit centers around the alleged mistreatment of Maya Kowalski, a young girl diagnosed with Complex Regional Pain Syndrome (CRPS). The jury¨s verdict, awarding the family $261 million, has ignited discussions about patient rights, medical ethics, and legal recourse in cases of hospital negligence.
Honoring Joy Saunders Obituary: A Life of Kindness and ServiceNorthland News
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It is rare to find someone as selfless as Joy Saunders. With her passing on April 12, 2024, the world lost a truly remarkable soul. Joy Saunders obituary is not just about remembering her but celebrating the legacy she left behind.
A lifelong advocate for kindness, she dedicated her time to helping the less fortunate, supporting charities, and leading community programs. Whether through volunteer work or small acts of generosity, she believed in making the world a better place.
Her compassion and unwavering commitment to humanity continue to inspire those she touched. Though she is no longer with us, her legacy of love lives on. Joy Saunders obituary reminds us to carry forward her spirit of giving.
People say they are intimidated by online attacks from the president, concerned about harm to their businesses or worried about the safety of their families.
Unpredictable Earnings: The volatility of pay packets and its impact on livin...ResolutionFoundation
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Most people are used to receiving regular monthly pay cheques, hopefully with the occasional bonus and an annual rise. But while this is often taken for granted, for other workers the size and timing of their pay cheques are far more volatile C with knock on effects on their ability to pay bills, save, plan ahead and smooth their living standards over time. But with Brits notoriously adverse to talking about pay, the scale of earnings volatility across the country is unknown.
How many workers are subject to volatile earnings, and how much does the timing and size vary from pay cheque to pay cheque? Who is most likely to experience earnings volatility, and in which industries is it most prevalent? What are the wider living standards consequences for families? And what can policy makers do to mitigate the impacts of unpredictable earnings?
Anna Hall_ Beyond the Heptathlon, A Story Woven in Grit and Gold.docxvoice ofarticle
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Let's cut to the chase, shall we? You¨ve probably heard the name "Anna Hall." Track and field circles, especially those following the heptathlon, are buzzing. But, you know, a name on a medal doesn't tell the whole story, does it? We're talking about a person, a life, a journey that¨s way more interesting than any Wikipedia entry. So, grab a cup of coffee, settle in, and let's unravel the tapestry that is the Anna Hall biography. It's a story of grit, sheer willpower, and a whole lot of heart. This isn't just about records and rankings; it¨s about the human being behind the accolades.
John Schmitz touts his business acumen and helping the poor. However the record shows more than 50 code violations on his properties that he's owned in the past.
The Tragic Case of Teresa Youngblut & the Fatal Shooting of David Maland.docxvoice ofarticle
?
On January 20, 2025, a routine traffic stop on Interstate 91 in Coventry, Vermont, escalated into a deadly encounter, resulting in the fatal shooting of U.S. Border Patrol Agent David Maland. The suspect, 21-year-old Teresa Youngblut, was taken into custody following the incident, while Felix Bauckholt, a German national, was also implicated. Authorities are investigating potential ties to the radical Zizian cult, raising national concerns. The tragic event has sparked debates on law enforcement safety and extremist threats. As details emerge, officials continue to piece together the circumstances surrounding this shocking act of violence.
Visit Here: https://voiceofarticle.com/teresa-youngblut/
Belle Dingle has been at the heart of some of Emmerdale¨s most emotional and intense plots. From struggling with schizophrenia to dealing with a toxic relationship, her journey has kept viewers hooked.
One of Belle Dingle¨s most gripping storylines was her experience with domestic abuse. Her relationship with Tom King started with love but soon turned controlling and manipulative. After enduring months of emotional pain, Belle finally took a stand, reporting Tom to the police and reclaiming her freedom.
Belle Dingle¨s resilience makes her one of Emmerdale¨s strongest characters, and fans can¨t wait to see what¨s next for her!
1. Afternoon Seminar
with Teacher Stan
Only here in CIP!
HIP HOPEnglish
The Number One Native School In the Philippines
Join
Now!
IHIP HOP
ENGLISH
Starts on
June 1, 2015
Course Overview
and Objectives:
The class will focus on
improving student¨s fluency,
proper sentence structure,
grammar, and
pronunciation. Also, provide
and aid the student in
enhancing his or her
English ability.
Course Topics:
1. Introduction to Hip Hop
2. General Slang
3. Pronunciation
4. Vocabulary
5. Hip Hop Jargon
Monday to Thursday
12:45PM C 1:30PM
@ G4