Glossary of Usage Later and Latter

The words later and latter look similar, but their meanings arent quite  the same. Definitions The adverb  later means after a particular time or any time after the present. Later is also the comparative form of the adjective late. The adjective latter means occurring at or near  the end of an activity. Latter also  refers to the second of two persons or things already mentioned. Examples Though Amy said that she would join me later, I never saw her again.The porch light went out, then the light in the hall. A second later, a light went on upstairs at the side of the house, shining into a tree  that was still covered with leaves.(John Cheever, The Country Husband. The New Yorker, 1955)Sacajawea in her younger days seems, as you state, to have had her full share of trouble, but in her old age she was more fortunate. Her  latter years  on the reservation were passed in peace and plenty.(Reverend John Roberts quoted by  Grace Raymond Hebard in  Sacajawea,  A Guide and Interpreter of the Lewis and Clark Expedition, 1939)There are two kinds of worries: those you can do something about and those you cant. Dont spend any time on the latter.(attributed to Duke Ellington)[I]f were worried about the longer-term implications of current policies,  the buildup of greenhouse gases is a much  bigger deal than the  accumulation of low-interest debt. It’s biza rre to talk about the latter but not the former.(Paul Krugman,  What About the Planet? The New York Times,  October 7, 2016) Idiom Alerts Sooner or Later The expression sooner or later means eventually  or at  some unspecified time in the future. The boy was looking at the dead roadside trees. Its okay, the man said. All the trees in the world are going to fall sooner or later. But not on us.(Cormac McCarthy, The Road. Knopf, 2006) Catch You Later The expression catch you (or see you) later means Goodbye for now, but I will see you again at some later time. I’m going to call your grandmother later on this morning to see if I can stop over. When is a good time to call?Anytime, she’s an early riser. Probably been up for hours already.â€Å"Still, I think I’ll wait till nine or so.Cool. I’ll catch you later, girl. Tell Nana I said hi.Will do, I said and disconnected. (Victoria Laurie, A Vision of Murder. Signet, 2005) Practice (a) Were it left to me to decide whether we should have a government without newspapers, or newspapers without a government, I should not hesitate a moment to prefer the ______.(Thomas Jefferson in a  letter to Edward Carrington, January 16, 1787)(b) A little _____ that afternoon, when George had done his chores and finished his homework, he decided to go back next door.(Stephen Hawking and Lucy Hawking, George and the Big Bang. Simon Schuster, 2012) Answers to Practice Exercises (a) Were it left to me to decide whether we should have a government without newspapers, or newspapers without a government, I should not hesitate a moment to prefer the latter.(Thomas Jefferson in a  letter to Edward Carrington, January 16, 1787))(b) A little later that afternoon, when George had done his chores and finished his homework, he decided to go back next door.(Stephen Hawking and Lucy Hawking, George and the Big Bang, 2012)

Strategies for Teaching English Language Learners Essay

English Language Learners (ELL) require appropriate education in the English language. Reading, writing, listening, pronunciation, vocabulary, and grammar are important for an ELL student to learn. Educators should use individualized lesson plans that will cater to each student’s abilities and knowledge of the secondary language. An ELL classroom is formed with students who do not have the capability to speak or read English fluently. These students are unable to participate in a mainstream classroom without some type of help. The ELL classroom will give students more time to practice English. Comprehensible Input Comprehensible input is academic learning messages. An ELL student must participate if they want to learn the material.†¦show more content†¦Specific feedback is necessary on areas that need to be mastered and areas needing improvement. Check the student understanding during the lesson and at the end of the lesson provide specific feedback to help the student succeed. Grouping Structures and Techniques Before implementing grouping in an ELL classroom, there are three things that need to be thought about â€Å"the teaching context, the teaching content and the individual learner† (Mustfa, 2002). After the decision to use grouping has been made an educator must figure out what outcome they want from their students. ELL educators should view grouping as a good technique. According to Mustfa (2002) educators â€Å"can begin with the process of information gathering, by looking at their teaching context, reviewing their teaching content and by getting to know their learners individually. When all this information is taken into consideration, the teachers will be ready to make effective decisions with regard to the process of grouping for teaching and learning activities in ELL classrooms.† Some researchers believe that grouping ELL students is an ineffective technique. The ELL students will be less likely to speak English if they are grouped together. These students will speak to each other in their native language and have no reason to speak to another in English. There are many techniques that can be used in a group setting. BuildingShow MoreRelated50 Strategies For Teaching English Language Learners1257 Words   |  6 Pages Book Review: 50 Strategies for Teaching English Language Learners Name Affiliation Date Book Review: 50 Strategies for Teaching English Language Learners Introduction Fifty Strategies for Teaching English Language Learners, Third Edition has been co-authored by Adrienne Herrell and Michael Jordan. It provides various methods that classroom teachers can apply while teaching the English language learners. Examples found in the book illustrate how both students and teachers canRead MoreTeaching And Learning Strategies For Teaching English Language Learners4159 Words   |  17 Pagestool and/or technology-program in primary classrooms for teaching English Language Learners was conducted. 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Educators useRead MoreCapstone Essay1044 Words   |  5 PagesExplain how understanding specific English language learners needs guided the choice of instructional strategies to support the content and language learning. It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL studentsRead MoreThe Approaches And Practices Of Language Teaching Essay1327 Words   |  6 PagesApproaches and Practices in Language Teaching Communicative Practices in Language Teaching What is communicative language teaching (CLT)? Brown (2014, p. 236) offered the following four interrelated characteristics as the definitions of CLT: 1. CLT helps students develop the four competences instead of merely focusing on their linguistic competence or grammatical competence 2. CLT enables learners to use the language for meaningful purposes in authentic situations. Learning language forms are not the aimRead MoreThe Effects Of Listening Strategy Instruction On Learners Autonomy Of The Iranian Efl Learners1049 Words   |  5 PagesIn the process of teaching English, listening strategy instruction as one of the language learning strategy is the missing piece of the puzzle of most language teaching classrooms. This is more obvious when most learners criticize about their ability in listen appropriately. In fact, language learners do not know the nature of listening, how to improve their listening, and how to overcome the listening comprehension problems occurring while listening. Because of insufficient researches in the field

Philippine Basic Education Curriculum free essay sample

A curriculum defines what the learner will learn and can possibly guide when the learner learns the information from the lesson. Why do we have a National Curriculum? In the Philippines, we have a national curriculum implemented nationwide in all public elementary and secondary schools. It is called the Basic Education Curriculum (BEC). The private schools have the option to enrich or modify the BEC as circumstances in their schools dictate. Why is it important that our country follow a national curriculum? Some of our students are very mobile. Sometimes in the course of the school year ,they change residence and transfer to another school. Furthermore, the DepEd uses the national curriculum as the standard for assessing your performance and the performance of your pupils. There must be only one standard for all. History of Restructured Curriculum As we all may know, there were other education acts before the 1980’s that influenced earlier national curricula. We will write a custom essay sample on Philippine Basic Education Curriculum or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The National Elementary School Curriculum (NESC) implemented from 1984 to 2002 and the New Secondary Education Curriculum (NSEC) implemented from 1991 to 2002. This serves as background information for the superior understanding of the present Basic Education Curriculum (BEC). Department of Education Culture and Sports (DECS) had conducted surveys and experimental programs which helped them revealed the deficiencies of the previous curricula implemented by the Department. In 1970’s, The Presidential Commission Study Philippine Education (PCSPE), Survey of the Outcomes of Elementary Education (SOUTELE), and the Experimental Elementary Education program (EEEP) discovered that our elementary students performed poorly especially in the 3R’s. Their studies went deeper and revealed the deficiencies in the curricula themselves. One of the findings revealed that the elementary school curriculum was overloaded starting from Grade One. The National Elementary School Curriculum (NESC) The 1983 National Elementary School Curriculum was deemed the answer to the problems revealed by the previously mentioned surveys. First, a comprehensive plan known as the Program for Comprehensive Elementary Education (PROCEED) was prepared. From this big program was derived the sector program known as the Program for Decentralized Educational Development (PRODED). With assistance from the World Bank, PRODED encompassed several reform measures to improve elementary education. In the implementation of the NESC, mastery learning was emphasized. The students were expected to acquire the required competencies with at least 75% mastery. In other words, a child must be able to answer at least seven (7) out of ten questions in a formative test. The New Secondary Education Curriculum (NSEC) When the first batch of students who went through the NESC graduated, the Bureau of Secondary Education (BSE) implemented the NSEC in the schools. Of course, like the NESC, it had to undergo field try-outs and on the basis of the results, was revised and finalized.

The Never-Ending School Essays - Susquehanna Valley,

The Never-Ending School The trouble with our times is that the future is not what it used to be. Everything is constantly changing, our world, our culture, and our education. The fact that the traditional school calendar may have worked many years ago does not mean that it is the best thing for the younger generations today. Concerned parents, teachers and the government are constantly searching for ways to develop the education of schools in America. That is why I am proposing to make the switch from the traditional school calendar to a year-round education. It would eliminate issues such as overcrowding, the costliness of the traditional calendar, and interrupted education. Year-round education is a modified school calendar that reorganizes the school year to provide more continuous learning by dividing the long summer vacation into shorter, more frequent breaks. It was stated in an article by the NAYRE (National Association for Year Round Education), that at the turn of the century there was over a billion teenagers attending high school. This statistic introduces the question Where are we going to put them all? Well, by implementing the year round systems there are many different possible solutions to this question. One imparticular would be to revise the class schedules. This advantage has made YRE particularly attractive in areas that are experiencing a rapid rise in population. It is most often applied in schools that are hit the hardest by overcrowding. In order for YRE to increase the capacity of a school, it must operate on a multi-track program. This means that the facility embraces three, four or five different calendars, with a portion of stu dents and faculty assigned to each. The instructional blocks and vacation times are staggered so that there is always a group of students on break. It can increase a school's capacity by as much as 33 percent. This advantage has made year-round education particularly attractive in areas that are experiencing a rapid rise in population. Soccorro Independent School District in El Paso, Texas, began its conversion to year-round education in 1991. School officials looked to YRE to assist in accommodating a rapidly rising enrollment. Using a four-track system, they were able to increase the capacity of the most overcrowded schools by one-third. Based on their success, all of the schools in the district switched to some form of a year-round calendar in the next three years. Soccorro administrators and faculty stress that they consider the reorganization of the calendar to have as many economic benefits as well. By not having to build a new school or add on to an existing facility has been for the most part responsible for the yearly increase in the number of schools switching to a year-round calendar over the past decade. The chief reason, however, for converting to a yearround education is to avoid the cost of building a new school. Expenses would be incurred for building design, engineering, construction, and furnishing, as well as for infrastructure reconstruction (streets, sewers, water, utilities, and furniture.) In 1987, a study for the California State Board of Education indicated that it would cost nearly $4 million to build a 24-classroom elementary school (720 students), and more than $6 million to build a secondary school addition to accommodate 720 students. The Oxnard (CA) Unified School District converted to year-round education in 1976. In the 1984-85 school year, its elementary enrollment increased by 644 students. If the district had been on the traditional nine-month calendar, it would have needed an additional school, at a cost of $5 million. It is believed that by converting to year-round education the district saved $16 million in new building costs over a 13-year period. Another example is the Pleasant Valley School District where officials are budgeting $71 million on a building project because classroom space is needed to get their kindergarten kids out of the churches that are currently substituting for their classrooms. That's an important concern, but with the Pleasant Valley Board's wasteful $71 million building program, the kindergarten kids are stuck in the churches for at least two years. However, Implementing year-round schooling now would take the kids out of the churches, and it would do it now, not in two years.