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Teaching nouns in an important field of interest in teaching English that always caught both my attention and the consideration of my students. It is a wide area that may connect teaching grammar with teaching vocabulary, language construction and pronunciation.
Using translation to make English nouns accessible to students may concern English teachers that work with students at any level of language communication skills, from the beginner up to an advanced level. The use of mother tongue is a natural impulse that shaped the way communication skills are wired and structured from infancy.
Working in a School Center for Inclusive Education for nearly a decade has taught me to pay more attention to all kinds of special needs of students. They greatly influence the extent and rhythm of acquiring skills in general, and English communication skills in particular. It is a unique journey that each teacher should take to find the pathway to discovering the abilities and wishes of each student and use them to shape skills that students need and society requires.
It is of great importance to focus on students and the particularities of their learning, since more and more Romanian high school students and teachers have to adapt the learning situations to face different disabilities that students may have, as well as a proper integration in the classroom and society. Facing multiple intelligences, multiple disabilities and various social backgrounds, teachers are asked to permanently adapt their methods and techniques to meet the special needs of their students, in the context of a large number of students in the classroom, many of them at different levels of language communication skills. Romanian inclusive education is a social desire and requirement still undergoing and continuously creating and improving itself.
In the era of globalization the probability for students to work side by side with a native English speaker is higher. In nowadays multicultural reality it is almost a certainty that students will work with colleagues form different countries, who also studied English as a foreign language, and faced, more or less, the same challenges. Therefore, teaching English to Romanian students means to shape and practice different communication skills for the / their future. It is a harsh reality that more and more Romanian people choose to work abroad. Those who stay are constrained to use language communication skills for a faster and proper insertion on the job market. Teaching students to achieve learner autonomy is thus of utmost importance.
The second chapter deals with the methodology of teaching nouns. Various approaches, methods and techniques will be discussed. A focus point will be describing learners (in terms of age, learner differences, language levels, motivation), learning context and managing learning which will greatly influence the success of a teaching/learning process.
Teaching grammar and vocabulary, pronunciation and language construction, as well as language skills of speaking, reading, writing and listening will be discussed.
In an ever changing reality that shapes our perceptions, believes and behavior, constantly altering them, we owe to ourselves as teachers to permanently mold our teaching methods and techniques. Using various methodical ways to form and improve English language communication skills of our students is a must in acquiring efficiency and teacher development.
In a futuristic society, where everybody races against time, we have noticed the growing use of shorter messages and acronyms, most of them, imported from the English language, in emails, SMSs, Whatsapp working groups, Facebook and Tinder, blogs and other apps for advertising companies, searching for possible employees, online banking, online shopping and so on :-). Therefore it is mandatory for teachers to keep up with technology and to teach students to distinguish and face different forms and meaning, coherence and cohesion, purposes of a message issued or received, to shape the message according to appropriacy and register, taking into consideration channels, participants, setting, topic, tone, gender and so on.
In decoding a message only 7% is attributed to the verbal message itself, 55 % to nonverbal cues and 38 % to paralinguistic features like the tone of the voice and volume. Gestures, facial expressions, posture, eye contact, proximity and echoing may support or contradict what you verbally say, deliberately or unconsciously.
Young children acquire language (native or second) in a subconsciously manner, by massive exposure to it. This is the reason why in kindergarten more and more Romanian children nowadays can count in English but not in their native language, they may name colors in English but not in their native language, they can sing in English but lack social skills, autistic children can become even violent, because of their intense exposure to TV and other modern technological devises that hypnotize them and stiffen their developing brain, all but educating them. This growing addiction only transforms them into infant video dependence disease, which has lately been linked to the growing epidemic of ADHD and the Autistic spectrum disorder.
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