This book examines methods for teaching English as a foreign language (TEFL) in Egyptian preparatory schools, specifically the use of listening comprehension in English language classes. As a long-time teacher of preparatory school students, Mohamed Eltawila noticed that his colleagues were not using listening comprehension in their teaching, although listening exercises were in the textbooks and there was time to teach them during the instruction period. Instead, teachers were concentrating on speaking, reading and writing skills. Eltawila used interviews with ten colleagues at a public school in rural Egypt to explore the reasons why listening comprehension tended to be overlooked. Based on results of a questionnaire and review of the literature, Eltawila presents a set of recommendations for including more listening comprehension in Egyptian instruction of the English language. He concluded that EFL teachers at schools in Egypt need more training in teaching listening comprehension; teaching aids that include listening comprehension; improved supervision that includes listening comprehension; and class examinations that include listening comprehension.
The focus of language teaching in recent years has been in promoting oral skills in order to respond to students need for effective communication. However, the general observation in teaching English Language in most schools in Nigeria is that there is a complete neglect of listening comprehension which is one of the fundamental language skills. This book contains a report of a study carried out in teaching secondary school students listening comprehension using Audio Visual materials such as flash cards, audio tapes, CDs etc. The findings reported in this book will be of immense benefits to teachers, teachers-in-training, curriculum planners, policy makers, parents and the society in general since it is geared towards improving students’ oral English performance in schools and colleges.
A focused, 50-60 hour course for the revised Cambridge English: First (FCE) for Schools exam from 2015. This Workbook provides further practice of language and vocabulary introduced in the Compact First for Schools Second edition Student's Book. Topics and exam tasks follow the progression of language in the Student's Book units. It also features an eight-page section focusing on the consolidation and extension of skills for the Writing paper. Downloadable Audio contains the listening material for the Workbook listening activities and includes exam-style listening tasks.
It seems that in most of English classes in Iran little attention is paid to the role of pre-listening activities in promoting L2 learners listening comprehension. Hence, the objective of this study is to compare the effect of different pre-listening activities on Iranian EFL learners listening comprehension. The data for this study was collected from 75 students as they were involved in a variety of pre-listening activities. They were divided into three groups. The first experimental group was involved in pre-question activities, the second experimental group was involved pre-teaching vocabulary and the third experimental group was involved in visual support. After treatment each group was given a test to answer.Data analysis has been done with Statistical Package for Social Sciences software The findings in this study indicate a statistically significant effect of pre-question activities compared with pre-teaching vocabulary and visual support on learners' listening comprehension. The study suggests some procedures to be considered in EFL classrooms. Teachers can use pre-question activities to give learners opportunity for obtaining higher rates of listening comprehension.
The purpose of this study was to assess the status of implementation of co-curricular activities in secondary schools. The objective of this study was to assess the status of implementation of co-curricular activities in Secondary schools of Special Zone of Oromia Surrounding Finfine and to suggest the possible solutions for the problem that secondary schools encountered during implementation. This book may give insight idea on how much co-curricular activity can be implemented in Secondary schools of Oromia Special Zone Surrounding Finfine of Ethiopia. In doing so, it may also create an awareness of co-curricular activities in secondary schools, shows the strength and weakness of co-curricular program that has been implemented, contribute the better practices of co-curricular program, make beneficiary the policy makers in a way that they can simply design instruction of co-curricular activities and the school community and students benefit from the service provided from ongoing activities.
The Active Listening series is a three-level listening course in North American English. It draws on recent research in comprehension, and offers students 20 engaging, task-based units, each built around a topic, function, or grammatical theme. In the first two levels (Introducing and Building), students learn to listen through a careful balance of activities, including listening for gist, listening for specific information, and making inferences. In the third level (Expanding), listening activities are content-based, drawing on real information from a variety of sources.
Computer Aided Language Learning (CALL) has become widely used globally in the last three decades but it is not yet being used to its full advantage in Egyptian schools. Many problems encountered by Egyptian students in learning English as a foreign language could be handled by integrating and using CALL. However most CALL applications are not well-known in Egypt. Therefore, the aim of this work is to suggest integrating a type of CALL, Text Manipulation Software (TMS), into the Egyptian context to deal with students’ reading problems. An overview of the Egyptian context, the reading problems encountered there, the theoretical background and practical implementations of TMS, as well as how to train Egyptian teachers in using it and how to evaluate these practical implementations are discussed.
Exploring the relationship between bullying and care through surveying students in a sample of South African Catholic schools, this study speaks to the important role of teachers in securing student wellbeing, as well as the significance of institutional culture in influencing the interactions of bullying and care.This study investigated the extent and nature of bullying in a sample of Catholic schools, and specifically explored the relationship between bullying and the ethos of care in schools. An assumption tested in the study was that there would be less bullying in schools where students felt that teachers showed more care and concern towards them. While gender differences are the most striking, differences along lines of language (and possibly, therefore, race) are evident too, albeit to a lesser extent.
Compact Preliminary for Schools is a focused, 50 - 60 hour course for Cambridge English: Preliminary for Schools, also known as Preliminary English Test (PET). The Audio CD features recordings of all listening material in Units 1-8 including sample speaking tasks. It also includes a recording of the practice test Paper 5 Listening.
Choose an official Cambridge English course for the most authoritative exam preparation available! COMPACT FIRST FOR SCHOOLS is a concise and focused course which thoroughly prepares B2-level students for all five papers of Cambridge English First for Schools, also known as First Certificate in English (FCE) for Schools. Eight units provide 50-60 hours of core material to maximise the performance of school-age learners. Key features: the Workbook provides extra practice in Reading, and Writing and exam-style Listening for each unit of the Student's Book; the Audio CD includes all the recordings for the listening exercises; grammar and vocabulary exercises for each unit teach students to avoid common mistakes identified in Cambridge's unique collection of real exam candidates' answers; a six-page Writing section provides further dedicated practice for this part of the exam.
Secondary education is the phase of education following primary education. Except in countries where only primary or basic education is essential, secondary education includes the final phase of unavoidable education and in many countries it is utterly compulsory. The next step of education is habitually college or university. Secondary education is characterized by transition from primary education for minors to tertiary, "post-secondary", or "higher" education (e.g., university, vocational school) for adults. Depending on the system, schools for this episode or a part of it may be called secondary schools, high schools, gymnasia, lyceums, middle schools, sixth-form, sixth-form colleges, vocational schools and preparatory schools, and the exact sense of any of these varies between the systems.
This book is a theoretical review as well as an empirical analysis of the effects of linguistic, formal, and content schema building activities on L2 listening and reading comprehension. In the first two chapters, the theoretical aspects of the issue are reviewed. The next three chapters elaborate on an empirical attempt to describe the nature of the relationships among the aforementioned factors. The results of the empirical analysis seem to suggest that although there are no statistically significant differences among the different types of schema building activities, they are all significantly more conducive to the development of both L2 listening and reading comprehension than the control condition. The findings of the present study may have theoretical as well as practical implications for language learners, teachers, and syllabus designers.
Oxford Grammar for Schools is a 7-level series that helps you understand and practise grammar, supporting and extending what you learn in your coursebook. Understand the grammar: Look at the "Can do" statements to find out what you will learn; See grammar in action: dialogues and examples. Activate your language skills: Learn by listening - not only by reading. Practise communicating with the correct pronunciation. Use the grammar you've learned in "real-life" writing activities. Songs (in levels 1 -3) and games use the grammar and make it easier to remember. Make progress: Choose from three levels of exercises. Try the revision unit activities that practise more than one grammar topic. Recycle and build on grammar you learned in other levels. Rate your progress with the end-of-unit self-evaluation boxes. Prepare for exams with exam-style questions.
The main purpose of this study is to analyze how ludic activities promote listening comprehension development in third graders. In order to achieve that goal, two specific objectives were stated for the study: First, to promote listening skills development through ludic based activities in third graders; and second, to encourage third graders to learn the foreign language through fun and enjoyment. The main research question addressed in this study is the following: To what extent do ludic activities help students develop listening comprehension in third graders? Additionally, two sub-questions related to the main one emerged: 1- What sort of ludic activities have a greater impact on listening comprehension development? 2- How is comprehension manifested as a result of ludic activities? The study was carried out during a month in which relevant data was collected. Six ludic activities were implemented with a sample of ten subjects, third graders, aged 7 and 9. The setting for the study was Rufino Jose Cuervo, an elementary public school located in Tunjuelito zone, at the south of Santa Fe de Bogota - Colombia.
Secondary education in Kenya, unlike primary education, is yet to be free and universal. Financing secondary education is mainly the responsibility of parents while the government partly participates in paying salaries and allowances to school administrators and teachers as well as providing bursaries for some of the needy students. To supplement what is available through traditional sources of funds, schools can engage in income generating activities. This book notes that schools have a number of income generating activities, but which do not contribute much to the school budget. Major problems that school managers faced in implementation and management of income generating activities are identified in this book. The book also notes that there are resources that can be utilized to generate more income for secondary schools. This book concludes that schools have not fully utilized the opportunities available for income generation, despite the fact that they still experience shortage of funds. As such, it is recommended that school administrators take income-generating activities more seriously and that schools employ qualified personnel to manage income-generating initiatives.