81. Confidential Draft including resources for assignments, practice quizzes, homework help, She is also the author of several esl textbooks on culture, reading, http://www.webct.com/service/viewcontentframe?contentID=3046389

82. American Educational Research Association parents received instruction in esl/literacy and school participation. Children receive instruction in reading strategies and individual homework help. http://convention.allacademic.com/aera2004/view_paper_info.html?pub_id=7548&part

83. ESL Writers esl students will often talk about doing a homework, or how many esl writers need help establishing priorities, and they need feedback on what parts http://www.csupomona.edu/~uwc/non_protect/faculty/ESLwriting.htm

University Writing Center, Cal Poly Pomona From Writing Center News Spring 2001 Teaching ESL Writers: Issues of Grammar, Style, and Evaluation by John Edlund Many Cal Poly Pomona students are non-native speakers of English, who may speak English as a second, third, or even fourth language.  Faculty often find students in their classes who seem to have a good understanding of the materials and concepts of the course, but produce written work that contains grammatical errors, odd syntax, and inappropriate word choices.  How can we help these students become more fluent writers and speakers of English?  How should we evaluate this written work? Non-native speakers have problems with features of the language that never trouble native-speakers.  For example, until recently, most standard handbooks did not even address problems with articles or prepositions, because native-speakers rarely get them wrong.  These are major problem areas for ESL students, however. Articles, which are part of a class of words called "determiners," are the little words "a," "an," and "the."  Speakers of Chinese, Japanese, Korean, and other Asian languages who are acquiring English tend to leave articles out entirely at first, and then gradually learn to add them, sometimes in the wrong places.  The rules for article use are surprisingly complex and subtle, and there are so many exceptions that approaching articles through rules is impractical.            Â

84. Ling. 5302 TESOL Reading And Writing Teaching esl composition Purpose, Process, and Practice. But if you must miss a lecture, do the reading and homework, get notes and information from http://ling.uta.edu/~laurel/5302description.html

Ling. 4354/Ling. 5302 TESOL Reading and Writing* Summer 2003 Professor: Laurel Smith Stvan Classroom: 215 Trimble Hall, Tues./Thur. 5:00-6:50 p.m. Office: 410 Hammond Hall Office Hours: T/Th 3:00-4:30 p.m. and by appointment Phone: E-mail: stvan@uta.edu Course Description In this class we'll be looking at the application of linguistic and TESOL theory to the teaching of L2 reading and writing with an emphasis on pedagogical strategies, materials, and assessment; attention will be given to current and past research and practices. Prerequisite: LING 5301 (can be taken concurrently). Goals and Objectives Whether you are taking this course as part of the TESOL certificate, the MA-TESOL or as an elective in another track, this graduate-level course is intended to help you achieve three objectives: Acquiring knowledge about the current and past approaches to teaching reading and writing to ESL students in secondary and university level settings. Learning to construct and evaluate, through hands-on analytical experience, tasks needed by the teacher of ESL reading and writing courses, including lesson planning, text book evaluation, and the use of assessment techniques. Practice in reading TESOL literature on L2 reading and writing in order to gain insight into both the kinds of questions asked in this field and typical ways of researching the answers.

85. Teaching Children English Vocabulary, ELT, ESL teaching children english vocabulary, esl, elt, tefl, tesl, K12. Let them discuss what each question is testing eg a composition tests grammar, http://www.onestopenglish.com/News/Magazine/children/exams.htm

Free Resources Professional Support Jobs Lesson Share ... Home The Magazine for English Language Teachers Teaching children Teaching teenagers News lessons Methodology Preparing young learners for exams Many children around the world, especially teenagers, have to take formal English language examinations. These may be internationally recognised exams like the Cambridge First Certificate or a local examination like the Sri Lankan O Level or Hong Kong Certificate in English. This month we are looking at how teachers can help students do as well as they possibly can in these exams, while maintaining motivation and enjoyment in English classes. Some of the problems of preparing students for English exams are: Preparing for exams can be very stressful for students There never seems to be enough time Exam preparation classes can become very boring Teachers find it hard to find suitable materials for exam preparation lessons apart from practice tests Doing practice tests can be very demotivating for students when they do badly in them

86. Proulex (ESL And French As A Second Language Institute At The Idioms, fables and other links for esl students and teachers, Useful Lists for TEFL/Tesl Grammar help Interlink Language Centers http://yhspatriot.yorktown.arlington.k12.va.us/~cmgajadh/esllink.html

87. King County Library System--Homework Help--Music-Educational Games Games to help one learn about instruments and composers, as well as other games, solve musical puzzles, and experiment with composition and performance. http://www.kcls.org/hh/musiceducational.cfm

Library Services Find Your Library Ask a Librarian Library Cards Reserve a PC ... eBooks Reading Book Alert Book Clubs eBooks-Audio eBooks-Text ... TeenZone Library Resources ESL/Literacy New Music Traveling Library Center Special Collections ... Search/Site Map About KCLS Board of Trustees Friends Foundation KCLS Employment ... Email This Search the Web with Google Search KCLS Homework Help Music - Educational Games Games to help one learn about instruments and composers, as well as other games, are offered here by the National Arts Centre of Canada. Classics for Kids - Games To teach music and rhythm, games are offered here by Classics for Kids, a radio show about classical music especially for kids. Creating Music Created by composer Morton Subotnick, this site offers kids the chance to play musical games, solve musical puzzles, and experiment with composition and performance. DSO Kids This site, created by the Dallas Symphony Orchestra, includes games that teach about music.

88. ESL Exams: 20 TOEIC Tips (EnglishClub.com) 20 free TOEIC Tips to help you improve your TOEIC score. Learn English esl Exams TOEIC 20 TOEIC Tips. TOEIC Practice Session TOEIC Tips http://www.englishclub.com/esl-exams/ets-toeic-tips.htm

English Club ESL Learning Centre ESL Exams TOEIC : 20 TOEIC Tips TOEIC Practice Session TOEIC Tips 20 TOEIC Tips Set a goal So, you've decided to take the TOEIC test. Congratulations! The first thing you should do is set a goal. If you are taking the test in order to apply for a job, find out what proficiency level is required. Most entry level positions require a minimum score of 600. Management positions may require a higher score, such as 800. Choose a goal that is achievable. If you aim too high, you will be disappointed. Remember, you can take the test as often as you want if you don't mind paying the fee. Understand the test Before you start studying for the test, make sure you understand the format of each section. You will be tested on your listening and reading comprehension skills. By doing model or practice tests, you will become very familiar with the TOEIC. The test should become "second nature" to you before you attempt the real thing. Make a study plan Procrastination is one of the key reasons students fail the TOEIC test. You may book your TOEIC test months in advance. However, the day you decide to take the TOEIC test should be the day you start to study.

89. ESL Resources And Links esl English as a second language resources and links for international students. Advanced composition provides students with information required to http://eslus.com/esl/resource.htm

ESL - English as a Second Language INTERLINK Language Centers Helping Students Succeed RESOURCES Bookmark this page of great learning resources to use whenever you need information. ESL Practice Reference Shelf Resources Writing/Reading ... Reciprocal Links If you know other good sites that you think should be included, contact the webmaster! CONTACT WEBMASTER mfeder@mines.edu American Consortium of Universities Overview Locations Curriculum ... Home INTERLINK Language Centers 2110 Bonvue Drive Golden, CO 80401 U.S.A Tel (303) 278-8337 Fax (303) 278-4055 INTERLINK@MINES.EDU ESL Practice Click on the sites below for practice with grammar and listening and other activities. gigantic site of resources for ESL students and teachers including idioms, slang, quotes, a job center, and discussion forums Activities for ESL Students study materials for students of English as a second language LinguaCenter links to ESL resources developed for learners at the University of Illinois, Urbana-Champaign and elsewhere. INTERLINK ESL Resource Center ESL resources and links for international students Randall's Cyber Listening Lab audio lessons help students of the English language improve their pronunciation and knowledge of important words and phrases ESL Movie Guide ESL movie guides with each synopsis featuring a list of the major characters, a plot summary and an extensive glossary of vocabulary and cultural references

90. Grammar EnglishCLUB Grammar This site includes grammar lessons for EFL/esl students. Grammar help - Includes grammar help pages and interactive languages http://webtech.kennesaw.edu/jcheek4/grammar.htm

Grammar American Heritage Book of English Usage - "With a detailed look at grammar, style, diction, word formation, gender, social groups and scientific forms, this valuable reference work is ideal for students, writers, academicians and anybody concerned about proper writing style." Antagonyms - Visit this page for fun with words. Do you know what an antagonym is? Common Errors in English - "The aim of this site is to help you avoid low grades, lost employment opportunities, lost business, and titters of amusement at the way you write or speak." Daily Grammar - "Daily Grammar sends you e-mail messages with a grammar lesson five days of the week and a quiz on the sixth day. You can look at all the lessons in our Archive section. Doctor Grammar - Your Rx for writing ills. Elements of Style - A classic reference book concentrating on rules of usage and principles of composition. EnglishCLUB Grammar - This site includes grammar lessons for EFL/ESL students. Some of the lessons also have grammar exercises for you to test what you have learned. And if you still don't understand something about grammar, just ask a question in the Grammar Help Forum. English Language Club - ThinkQuest Focusing on Words - "A rich source of information that will enhance your English-vocabulary skills! Experience the wonder of words by focusing on the Latin and Greek elements used in English."

91. Untitled Document In this class, testing serves 2 purposes to help determine grades and to evaluate the In order to progress from esl 022 to esl 031 you must pass http://www.brookdalecc.edu/fac/modlang/ESL 022 Syllabus.htm

ESL 022 Intermediate English as a Second Language II (3 credits) Syllabus Students will demonstrate the ability to speak, read and write English, and to discuss and evaluate American culture, customs and current events. They will also interact with native speakers of the language. (Prerequisite: A grade of "C" or higher in ESL 021 or as a result of placement test.) This course is the second level of intermediate ESL, the third course in a 7-course program. Materials: New Interchange 2: Student's Book New Interchange 2: Workbook New Interchange 2: Student Cassette (B) or CD (B) both formats are available. These materials are available in the college store. UNIT OBJECTIVES UNIT 9 TOPICS GRAMMAR Life in the past, present, and Time contrasts; future; changes and contrasts; conditional sentences consequences with if clauses UNIT 10 TOPICS GRAMMAR Abilities and skills; job Gerunds; short preferences; personality responses, clauses traits; careers with because UNIT 11 TOPICS GRAMMAR Landmarks and monuments; Passive with by

92. ESL 2510 homework homework is to be completed before the beginning of the class for which ELLIS Computer Program The esl Department is equipped with a computer http://www.oaklandcc.edu/eslah/BobWebsite/ESL 2510 syllabus F04.htm

ESL 2510 (Section A1522/11781 Fall 2004) Writing and Reading for Academic Purposes III Class Room/Time: B203 (OCC Auburn Hills Campus)/Tuesdays – 12:15-4:10pm ESL/ISA Office Tel.: Instructor: Bob Bruhn Office: Office Hours: Tuesdays 4:15-5:45, Thursdays 9:00-11:30am Office Tel.: E-mail: rcbruhn@oaklandcc.edu PASS Office: Room B112 Tel.: 248-232-4080 IIC: Room B110 Tel.: 248-232-4435 Course Description: This course emphasizes the processes of writing and reading for academic purposes. Students will be exposed to U.S. culture and other world cultures through the introduction of cultural rhetorical styles and English logic patterns. Through simulated academic tasks, students will develop personal strategies to enhance their reading and writing abilities. Techniques for time-pressure writing and synthesizing and documenting information from written texts will be introduced. Resources such as computers, IIC, and the library will be utilized through class assignments. This course will explore in-depth the general education attributes to communicate effectively, to learn independently and collaboratively, and think critically and creatively. Course Objectives Students will be able to: Understand and demonstrate the reading and writing processes and their relationship Understand audience, purpose, and tone as a reader

93. Syllabus 184 It is strongly recommended that students just beginning the esl Program have a You may also check our online WebCT site for homework assignments and to http://staffwww.fullcoll.edu/kjohnson1/syllabus184.htm

ESL 184 CRN 13647 Low-Advanced English for Non-Native Speakers of English Fall 2005 TR 7:30-9:50am Room 735 Kathi A. Johnson Office: 1324-01 Voice: 714-992-7439 Fax: 714-447-4097 kjohnson1@fullcoll.edu http://staffwww. fullcoll.edu/kjohnson1/ Office Hours: Mon 10-11am Tue 1-2pm Wed 11am-12n Thu 10-11am Online Resources: WebCT Webgrade Fullerton College Library HAVE A GREAT SEMESTER! Students who have previously completed a course in English as a Second Language must have received an A, B, C, or CR in ESL 83 to be eligible for this course. It is strongly recommended that students just beginning the ESL Program have a Compass test score of 160-171 to succeed at the ESL 184 level. Course Objectives: You will learn how to: interpret advanced reading materials, and be able to recognize main idea, identify major points and implied information, and draw conclusions. expand vocabulary and idioms, and use structural and context clues to understand new words. interpret graphs, charts, tables, and diagrams. write an informal summary of a reading.

94. Coa250 Also, plan to spend at least two hours on homework for each hour we spend in esl writing classes are designed to focus on particular writing problems http://jayrubin.homestead.com/coa250.html

@import url(http://www.homestead.com/~media/elements/Text/font_styles.css); Syllabus College of Alameda Fall 2005 Required Texts: Rules for Writers Grassroots (8th Ed.) American Heritage Dictionary The Peralta Press Spring 03 80-Page College-Ruled Composition Book Grading: During the course, students will work toward earning a total of 1100 points.  A final course total of 900 points earns an "A," 800 points earns a "B," 700 points earns a "C," and 600 points earns a "D."  Keep in mind that, while a "D" grade will allow 250 students to advance toward 250D, a "C" grade must be earned for 250D students to advance to English 201AB.  Assignment values are as follows:   4 Essays 4 Exams Tutorial Journal A Community of Writers: except, of course, when someone else is speaking, especially your instructor! For Your Information 250AC Exit Skills: Students must be able to Write a 300-word, clear, sustained and coherent essay reflecting a Write in complete sentences, avoiding run-ons, fragments, and

95. Resources For Teachers Miscellaneous resources for EFL/esl learners and teachers BJ Pinchbeck s homework Helper The Digital Education Network A resource for teachers and http://www.ruthvilmi.net/hut/Resource/

Resources for Teachers Resources for teachers with URLs (not complete) Language Learning Activities on the Web Activities for the classroom Associations for Teachers ... miscellaneous resources Activities for the classroom Activities using science sites on the Internet. Lesson Plan Place Netsurfer Digest Seven Wonders of the World ... Activity Search - Interesting activities for grades 1-8. A Day in the Life of Cyberspace Comenius Group Virtual English Language Center Dave's ESL Cafe Roadmap - An interesting on-line training workshop for those who need to know the basics for getting around on the Internet. And it's free! OPPulent pages for Students and Teachers of English as a Second Language Global Community Project BioPoem Exchange Project WINGS - publishes writing of students on the SL-lists. E-mail Penpal Opportunities for Students Exchange - publishes writings of non-native English speakers from all over the world, and provides English self-study materials. International E-Mail Tandem Network Connecting With Nature Interclass Projects on the Internet A well-designed presentation by Ron Corio.

96. Universalstudios homework Students are asked to create a vocabulary quiz using the True or False method B How could you help someone who was afraid of roller coasters? http://www.teachnet-lab.org/unhs/vitulano3.htm

Julie Vitulano Topic: Task II English Regents Practice Grade: ESL - Intermediate Unit: Universal Studios Escape, Orlando Florida Lesson 1: Jargon Aim: What are the characteristics of jargon? Instructional Objectives: Students will be able to identify jargon associated with roller coasters; and be able to create visuals and use them in their presentations on roller coaster jargon; and be able to create a vocabulary quiz. Materials: Computers with Internet access; word processing program; large drawing papers; drawing markers. Do Now: The teacher mixes up the following the words on the blackboard: swings; monkey bars; see saws; bikes; roller blades; skate boards; bungie jumping; paragliding; scuba diving. The students are directed to group the words in three groups. Motivation: After this exercise is completed the teacher writes these three words on the board: airtime; brake run, lap bar. The students are asked if they know what these words have in common. The answer or lack of the correct answer should lead to the discussion of jargon. Development: 1. After the class makes the connection that certain words and phrases are used specifically for a particular subject, they are directed to

97. Working With Non-native English Speakers The following is a writing sample from one esl student, along with some analysis of When I write essays and journals as English composition assignments, http://www.idbsu.edu/wcenter/ww116.htm

Word Works Learning through writing at Boise State University Number 116 April 2002 Published by the Boise State Writing Center Working with non-native English speakers by Gail Shuck and Debbie Paxton The ever-increasing multilingual student population at Boise State, as at most colleges across the nation, is creating a wonderfully diverse atmosphere on campus. Alongside the virtues of a diverse campus, however, come some unique learning issues for these students and pedagogical issues for faculty. The national organization of college writing instructors, the Conference on College Composition and Communication, has addressed these issues in a position statement urging college personnel to "recognize the regular presence of second-language learners . . . , to understand their characteristics, and develop instructional and administrative practices that are sensitive to their linguistic and cultural needs." (See the full text of the CCCC position statement As a means of supporting and integrating non-native English speaking students into academic life, Boise State currently offers three programs:

98. Language And Cognition Department Courses esl 1315 consists of nine hours of holistically integrated instruction There will be written homework assignments and various kinds of inclass writing. http://www.hostos.cuny.edu/oaa/lac/courses.htm

Language and Cognition Department Courses ESL 1315 BASIC ENGLISH AS A SECOND LANGUAGE I 2.5 credits (9 equated/billable), 9 hours Prerequisite: Placement through the ACT Writing Skills Assessment Test ESL 1315 consists of nine hours of holistically integrated instruction designed to develop and reinforce students' reading, writing, oral, and aural abilities. By developing, reinforcing, and expanding students' basic literacy, literary, and language skills, Basic ESL I will lay the sociolinguistic foundations needed for functional and communicative competence and the taking of content courses in English. ESL 1320 BASIC ENGLISH AS A SECOND LANGUAGE II 2.5 credits (9 equated/billable), 9 hours

99. Esl1010ln Course Objectives esl 1010 is designed to develop the student’s proficiency A note on homework The answers to exercises in Essential Idioms in English http://www.tntech.edu/fl/faculty/null/esl1010ln.htm

Tennessee Technological University ESL 1010: English as a Second Language FALL SEMESTER, 2005 COURSE POLICIES Instructor: Dr. Linda Null Office: Henderson Hall 312 Office telephone: Departmental telephone: 931-372-3432 (leave message with secretary) E-mail: lnull@tntech.edu Office hours: 8-9, 10-11 F and by appoinment Class meeting time: Mondays, 6-9 p.m. in SH 212 Course Objectives: General language proficiency objective: The student will build on his or her awareness of and use of basic English structure and vocabulary (including essential idioms) with an aim to improve writing skills in an academic setting. Reading objectives: Students will be expected to be able to read critically selected texts covering a broad range of subjects; to be able to discuss the readings intelligently both orally and in written form; to be able to skim and scan texts for specific information and linguistic analysis. Writing objectives: Students will be able to use reading texts as rhetorical models and as points of departure for in-class and extramural compositions with the aim to improve control of content, organizational, and language skills (i.e., mechanics, vocabulary, and proper usage). Required texts and materials: Smalley, Regina L., et al.

100. Vol 31 No 3, July - September 1993 Page 38 Selfcorrection and rewriting has proven successful in both esl and EFL settings To help develop accuracy, we correct student errors, offer constructive http://exchanges.state.gov/forum/vols/vol31/no3/p38.htm

Vol 31 No 3, July - September 1993 Page 38 PREVIOUS CONTENTS SEARCH NEXT HUNGARY Self-Correction and Rewriting of Student Compositions: The Correction Code by Nancy Marie Wood After spending hours correcting student compositions, we are often disappointed when we return papers to our students, only to see them glance at their grade and tuck them away in a book or notebook. We may wonder what, if anything, they have learned from their work. In my years of teaching writing to intermediate and advanced learners of English as a second or foreign language, I have found that the use of a correction code to guide students in correcting their own errors makes writing more of a learning activity. Using the correction code does not make marking papers more efficient, but it does provide students with an opportunity to learn from their mistakes and to gain confidence in their ability to write. Sample Correction Code SYMBOL TYPE OF ERROR cap capitalization P punctuation SP spelling add a word optional number (singular or plural) SV subject-verb agreement VT verb tense VF verb form (gerund, participle, etc.

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

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