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In English-speaking countries, they have integrative motivation, the desire to learn the language to fit into an English-language culture. They are more likely to want to integrate because they 1. Generally have more friends and family with English language skills. 2. Have immediate financial and economic incentives to learn English. 3.
Enculturated apes Kanzi, Washoe, Sarah and a few others who underwent extensive language training programs (with the use of gestures and other visual forms of communications) successfully learned to answer quite complex questions and requests (including question words "who", "what", "where"), although so far they have failed to learn how to ask ...
Also in this particular column, the teacher shall ask the students to differentiate between the answers to their questions and ideas in other columns and the idea they found interesting. At last, the teacher shall help the students to consult other sources which would answer their questions which are not mentioned in the text. [1]
Students go around the classroom asking and answering questions about each other. The students wish to find all of the answers they need to complete the scavenger hunt. In doing this activity, students have the opportunity to speak with a number of classmates, while still being in a low-pressure situation, and talking to only one person at a time.
Secondary English program lesson plans, for example, usually center around four topics. They are literary theme, elements of language and composition, literary history, and literary genre. A broad, thematic lesson plan is preferable, because it allows a teacher to create various research, writing, speaking, and reading assignments.
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Sheltered instruction employs various methods to support English language learners (ELLs) in comprehending content while developing language skills simultaneously. One effective approach involves the use of visual aids, such as charts, diagrams, and multimedia resources, to enhance understanding and make abstract concepts more tangible.