E-BOOK

 1. INTRODUCING FUNCTIONAL GRAMMAR by GEOFF THOMPSON

Introducing Functional Grammar, third edition, provides a user-friendly overview of the theoretical and practical aspects of the systemic functional grammar (SFG) model.  The third edition is updated throughout, and is based closely on the fourth edition of Halliday and Matthiessen’s Introduction to Functional Grammar. A glossary of terms, more exercises and an additional chapter are available on the companion website at: www.routledge.com/cw/thompson. Introducing Functional Grammar remains the essential entry guide to Hallidayan functional grammar, for undergraduate and postgraduate students of language and linguistics.

DOWNLOAD HERE

2. MAKING SENSE OF FUNCTIONAL GRAMAR by GEROT-WIGNELL

What do you think when you hear the word ‘grammar’? As a student in school you may have thought of it as a set of exercises to get right in English class. Now, as a person who is studying language in some depth, you will find that grammar is much more. This section is organised around the questions:

• What is grammar?

• Why do we need to know about grammar?

• How can we characterise or talk about grammar?

DOWNLOAD HERE

3. HOW TO TEACH ENGLISH by JEREMY HARMER

How to Teach English is a practical guide for teachers who are at an early stage in their careers and for those studying for the CELTA, Certificate in TESOL and TKT exams. This new edition has been fully revised to reflect recent methodological developments and includes a DVD with clips from actual classes demonstrating good teaching practice a comprehensive glossary of teaching terminology, including terms required for the TKT exam.

DOWNLOAD HERE

1 4. BASIC ENGLISH GRAMMAR BOOK 1 by ANNE SEATON.Y.H MEW

Lesson by lesson, this book provides basic instruction  in the eight parts of speech—nouns, pronouns, verbs,  adjectives, adverbs, prepositions, conjunctions, and  interjections—as well as the standard patterns of English  sentences.

DOWNLOAD HERE 

2. 5. Comprehension Strategies for English Language Learners by MARGARET BOUCHARD

This book is dedicated to my parents, fred and Elvira max, who taught me early in live value learning. This is my wish fir every child in the world.

DOWNLOAD HERE

3. 6. The Farlex Grammar Book: Complete English Grammar Rules by PETTER HERRING

This book is written according to the standard styles and spellings used in American English. While major differences between American and British English are usually addressed, some information in the book might not coincide with the styles, tendencies, or preferences of other English-speaking communities.

DOWNLOAD HERE

4. 7. Reading Comprehensions Skills and Strategies by any means

Reading Comprehension Skills and Strategies is designed to reinforce and extend the reading skills of your students. The fun, high-interest fiction and non-fiction selections will spark the interest of even your most reluctant reader. The book offers your students a variety of reading opportunities—reading for pleasure, reading to gather information, and reading to perform a task. Characters throughout the book prompt the student to apply one of the strategies to the reading selection and includes a relevant

DOWNLOAD HERE

8. ACCESS FOR ELSS LISTENING, READING, WRITING, AND SPEAKING By BOALS, PH.D.

The WIDA Consortium is pleased to provide this collection of sample  ACCESS for ELLs^® test items for educators interested in a better understanding  of this English language proficiency assessment. While the security of test items  in actual use in WIDA assessments is a top priority, it is also extremely important  that educators have good, freely available sample items that provide a strong  sense for them, their students, parents, and the general public of what taking  the ACCESS for ELLs^® English language proficiency assessment entails.

DOWNLOAD HERE

 9. SPEAKING AND LISTENING RESOURCE BOOK By BILL THOMAS

The authors of the original First Steps edition, developed by the  Department of Education of Western Australia, and the efforts of  the many individuals who contributed to that resource.

 

DOWNLOAD HERE

MK CALL PREPARATION

 1. MENGEDIT  GAMBAR (DOWNLOAD HERE)

2. AUDIOCITY (DOWNLOAD HERE)

3. MOVIE MAKER (DOWNLOAD HERE)

4. GOOGLE FORM (DOWNLOAD HERE)

5. QUIZIZ  (DOWNLOAD HERE)

HOW TO IMPROVE YOUR ENGLISH SPEAKING SKILLS

1.        Write down important information from the recording

Important information conveyed by the man in this audio is:

1.      You have to practice and speak if you want to improve your English speaking skills

2.      Studying grammar and listening to English alone will never improve your speaking

3.      There’s a technique that allows you to learn to speak English by yourself

4.      No speaking partner is required

CONCLUDING PARAGRAPH

DEFINITION OF CONCLUDING PARAGRAPH

            The conclusion is the final paragraph of the essay. A concluding paragraph is the last paragraph in an academic essay and generally summarizes the essay, presents the main idea of the essay, or gives an overall solution to a problem or argument given in the essay.

THEORY OF PRESUPPOSITION

Presupposition is what the speaker assumes to be the case prior to making an utterance. The concept of presupposition is often treated as the relationship between two propositions. Entailment, which is not a pragmatic concept, is what logically follows from what is asserted in the utterance. Speakers have presuppositions while sentences, not speakers, have entailments.

HOW TO MAKE A READING REPORT

 

1.      Read a long passage and make a report in form of written and spoken! Then identify these following parts:

a.       Topic

The topic of this article is “Not saying Thank You as often as I should”.

b.      Pattern of Organization

The Pattern of Organization of this article is “List of Items”.

c.       Thesis Statement

The Thesis Statement of this article is “In almost all situation, saying Thank You is a better response than most things we say and these are 7 common situations when we say all kinds of things, but should say Thank you instead”.

d.      Supporting Points (man idea of each paragraph)

Get to Know the Education System Before and After Technology

The application of educational technology is currently the centre of world attention. Every learning program requires technology that is considered capable of guaranteeings uccessful learning. Currently education requires ideas about how people learn and whatneeds to be done to support learning (Galvis and Carvajal, 2022). where technology isbelieved to support learning. Schools in Indonesia are also competing in improving technology-based learning programs. Technology is developing so rapidly that it causes manyc hanges that make a difference in learning systems, but there are also similarities between learning systems before and after technology.

SUPERLATIVE ADJECTIVES

What are adjectives?

Adjectives are words that describe nouns, adjectives can give us information such as the size or age of a noun. Adjectives can also tell us someone’s opinion about a noun or describe how someone is feeling, we use superlative adjectives to compare three or more people places or things.

CHILDREN'S LEARNING STYLE

 Learning styles is a term that refers to different ways in which we learn, process, and retain information. All young children learn through meaningful hands-on experiences—through touching, doing, and moving. And children also learn through seeing and hearing. As you observe your child, you will begin to identify strengths and preferences that tell you something about your child’s preferred learning style.

You want to foster your child’s strengths, but remember that it helps to challenge him to grow as well. Your child can excel in a variety of areas. Therefore, offer a variety of experiences to help your child develop new strengths and interests that will broaden his or her understanding of the world.

Types of Learning Styles

These are the four main types of learning styles:

• Visual (learn through seeing)

• Auditory (learn through hearing)

• Tactile (learn through touch)

• Kinesthetic (learn through doing and moving)

• What types of toys does she prefer? Does she prefer quiet activities or lots of movement?

• Does he like to read books and draw pictures? Does he prefer to be shown how to do something rather than being told verbally?

• Is she active? Does she like to move and participate in more active activities?

• Is he drawn to numbers and patterns?

• Adequate periods for movement

• Group circle and music time

• Learning centers in the classroom that include a myriad of experiences (for example, reading corner, block area, manipulatives/fine motor area, outdoor play, and art)

Visual learners learn through seeing. Children who are visual processors tend to observe a parent’s or teacher’s body language and facial expressions for content and learn through demonstrations and descriptions. They tend to have well-developed imaginations and often think in pictures. Too much movement or action in a classroom may cause distraction for them. For older children who read, written instructions may help clarify verbal directions.

Auditory learners learn through listening. Children who are auditory processors learn through participating in discussions and talking things through. Verbal directions may help clarify instructions or written information. Too much noise may be distracting and children with this strength may learn best in a quiet environment.

Tactile learners learn through touch. Children who are more tactile prefer activities or projects that allow them to use their hands. Your child may prefer doodling or drawing to aid memory.

Kinesthetic learners learn through moving and doing. Children who are more kinesthetic learn through physical sensations and may have trouble sitting still for long periods. A hands-on approach that allows your child to actively explore her physical world helps her learn best.

How Can You Determine Your Child’s Learning Style?

The best way to learn about your child’s learning style is to observe what he or she is doing. Actions, interests, and preferences will provide information about how he or she is processing information.

If your child has developmental delays, you may find that you often focus on what your child isn’t yet doing. Instead, try to focus on his strengths and favorite activities. All children, even the most challenged, have interests and preferences. Identifying these helps increase a child’s motivation for learning.

Speak with family members and your child’s team to develop an inventory of toys, objects, and activities that are meaningful for your child. Ask yourself questions like these:

How Can You Support Your Child’s Learning Style?

Parents and teachers have a tremendous influence on children. Understanding how a child learns can improve how we teach them. Early childhood programs are often organized in a way that supports the range of children’s strengths and needs.

This includes having:

This supports participation of children with a wide range of learning styles, while also exposing children to experiences they may not typically seek out.

As adults, we can help children better understand their strengths and individual differences, while supporting challenges. You can seek out real-world experiences that extend your child’s learning. For example, if your child is interested in fish and aquatic life, visit an aquarium. Your child will retain more information and develop a broader understanding of the world if information is meaningful and presented in a way that meets his or her individual learning style.

References:

Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York, NY: BasicBooks.

Edwards, L. (2002). The Creative Arts: A Process Approach for Teachers and Children. Upper Saddle River, NJ: Merrill Prentice Hall.

TIPS FOR LISTENING COMPREHENSION TEST

 You can find below some tips on how to tackle listening comprehension tests:

Tips during the exam:

1. 
   Make good use of the time you’re given before listening to:
   • read and understand the questions and possible answers
   • highlight, circle…keywords