ELT - 2013- First test

PC-ELT.2012

PC-2012

Project Citizen-ELT, 2012

Christmas with teachers-2012

ELT Training Program-2012

Gerund and infinitive

Some verbs can be followed by a gerund or an infinitive, but with a difference in meaning. begin dread forget keep need regret remember start stop try Some verbs can be followed by a gerund or an infinitive with little difference in meaning can't bear can't stand cease continue hate like love neglect prefer propose REMEMBER Although the difference in meaning is small with these particular verbs, and gerunds and infinitives can often be used interchangeably, there is still a meaning difference. Using a gerund suggests that you are referring to real activities or experiences. Using an infinitive suggests that you are talking about potential or possible activities or experiences. Because of this small difference in meaning, gerunds and infinitives cannot always be used interchangeably, such as in the examples below Examples: • The British reporter likes living in New York. HE LIVES IN NEW YORK AND HE LIKES WHAT HE EXPERIENCES THERE. • The British reporter likes to live in New York whenever he works in the United States. HE LIKES THE OPTION OR POSSIBILITY OF LIVING IN NEW YORK WHEN HE WORKS IN THE UNITED STATES. • I like speaking French because it's such a beautiful language. I LIKE THE EXPERIENCE OF SPEAKING FRENCH, AND THE WAY IT MAKES ME FEEL WHEN I SPEAK THE LANGUAGE. • I like to speak French when I'm in France. I PREFER THE OPTION OF SPEAKING FRENCH WHEN I AM IN FRANCE

LEARNING STRATEGIES

Learning strategies refer to methods that students use to learn. This ranges from techniques to improve memory to better studying or test-taking strategies. For example, the method of “loci” is a classic memory improvement technique; it involves making associations between facts to be remembered and particular locations. In order to remember something, you simply visualize places and the associated facts. Oxford´s (1990) work on strategies is the most widely known among language eachers in recent years. In her book ,she presents a strategy system which is divided into two major classes: DIRECT STRATEGIES Group I: MEMORY STRATEGIES A. Creating mental linkages: i. Grouping ii. Association/elaborating iii. Placing new words into a context B. Applying images and sounds i. Using imagery ii. Semantic mapping iii. Using keywords iv. Representing sounds in memory C. Reviewing well i. Structured reviewing D. Employing action i. using physical response or sensation ii. using mechanical techniques Group II: COGNITIVE STRATEGIES A. Practicing i. Repeating ii. Formally practicing with sounds and writing systems iii. Recognizing and using formulas and patterns iv. Recombining v. Practicing naturalistically B. Receiving and sending messages i. Getting the idea quickly ii. Using resources for receiving and sending messages C. Analyzing and reasoning i. Reasoning deductively ii. Analyzing expressions iii. Analyzing contrastively (across languages) iv. Translating v. transferring D. Creating structure for input and output i. Taking notes ii. Summarizing iii. Highlighting Group III: COMPENSATION STRATEGIES A. Guessing intelligently i. Using linguistic clues ii. Using other clues B. Overcoming limitations in speaking and writing i. Switching to the mother tongue ii. Getting help iii. Using mime or gesture iv. Avoiding communication partiaññy or totally v. Selecting the topic vi. Adjusting or approximating the message vii. Coining words viii. Using a circumlocution or synonym INDIRECT STRATEGIES Group I. METACOGNITIVE STRATEGIES A. Centring your learning i. Overviewing and linking with already know material ii. Paying attention iii. Delaying speech production to focus on listening B. Arranging and planning your learning i. Finding out about language learning ii. Organizing iii. Setting goals and objectives iv. Identifying the purpose of language task v. Planning for a language task vi. Seeking practice opportunities C. Evaluating your learning i. Self-monitoring ii. Self-evaluating Group II: AFFECTIVE STRATEGIES A. Lowering your anxiety i. Using progressive relaxation, deep breathing or meditation ii. Using music iii. Using laughter B. Encouraging yourself i. Making positive statements ii. Taking risks wisely iii. Rewarding yourself C. Taking your emotional temperature i. Listening to your body ii. Using a checklist iii. Writing a language learning diary iv. Discussing your feelings with someone else Group III. SOCIAL STRATEGIES A. Asking questions i. Asking for clarification ii. Asking for correction B. Cooperating with others i. Cooperating with peers ii. Cooperating with proficiency users of the new language C. Empathizing with others i. Developing cultural understanding ii. Becoming aware of others thoughts and feelings