Môn tiếng Anh Cambridge Primary giúp các em giao tiếp một cách tự nhiên, hiệu quả, phát triển các kỹ năng quan trong để các em tiếp thu thông tin bằng tiếng anh một cách tự nhiên.
Chương trình giảng dạy này sẽ phát triển năng lực tiếng Anh dựa trên chương trình được thiết kế thành công trong bất kỳ nền văn hóa nào giúp thúc đẩy sự hiểu biết về văn hóa thế giới của học sinh.
Chương trình Cambridge tiểu học hay Cambridge Primary là một chương trình giáo dục quốc tế dành cho học sinh tiểu học tuổi từ 5-11. Chương trình Cambridge tiểu học giúp các em phát triển tốt thành người tự tin, có trách nhiệm, phản xạ nhanh và sáng tạo.
Chương trình Cambridge tiểu học được giảng dạy hoàn toàn bằng tiếng Anh ở 3 môn học: Toán, Tiếng Anh và Khoa học
Đã được thẩm định tại hơn 160 quốc gia.
Chương trình Cambridge đã được thẩm định tại hơn 160 quốc gia, được giảng dạy bởi mô hình song ngữ tại hơn 10.000 trường trên thế giới, với hơn 8 triệu học sinh theo học. Rất nhiều quốc gia có nền giáo dục tiến bộ trên thế giới như Anh, Thụy Điển, Hà Lan, Đức, Ý, Tây Ban Nha… đã sử dụng song song chương trình Cambridge với chương trình quốc gia. Lý do Cambridge được giảng dạy rộng rãi là do tính linh hoạt của chương trình, giúp các quốc gia giảng dạy song song Cambridge với chương trình giáo dục sở tại.
Nền tảng giáo dục cho bật trung học
Chương trình Tiểu học Cambridge giúp xác định điểm mạnh và điểm yếu của học sinh, hỗ trợ quá trình học tập và phát triển của các em. Chương trình này chuẩn bị cho các em học sinh có thể chuyển tiếp một cách vững vàng lên hệ THCS Cambridge và cao hơn nữa.
Xem thêm tại: http://bambienglish.com/chuong-trinh-cambridge-tieu-hoc-quoc-te/
Thông tin liên hệ
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Most English teachers make students study grammar and vocabulary, practise functional dialogues but they make little attempt to teach pronunciation in any overt way. They may feel they have too much to do and they may claim that without a formal pronunciation syllabus and without specific pronunciation teaching, many students seem to acquire pronunciation in the course of their studies. Pronunciation teaching not only makes students aware of different sounds and sound features, but can also improve their speaking. Pronunciation allows students to get over serious intelligibility problems. The question of what aim to achieve may arise in connection with teaching pronunciation. Many students do not want to sound like native speakers, they wish to be speakers of English as an international language and it does not imply trying to sound exactly like someone from Britain or Canada. (Harmer 2003: 184). It has become customary for English teachers to consider intelligibility as the prime goal of pronunciation teaching. It means that students should be able to use pronunciation which is good enough for them to be understood. If their pronunciation is not up to this standard, there is a serious danger that they will fail to communicate effectively. So the aim of teaching pronunciation is to require our students to work towards an intelligible pronunciation rather than achieve a native-speaker quality.
Most English teachers make students study grammar and vocabulary, practise functional dialogues but they make little attempt to teach pronunciation in any overt way. They may feel they have too much to do and they may claim that without a formal pronunciation syllabus and without specific pronunciation teaching, many students seem to acquire pronunciation in the course of their studies. Pronunciation teaching not only makes students aware of different sounds and sound features, but can also improve their speaking. Pronunciation allows students to get over serious intelligibility problems. The question of what aim to achieve may arise in connection with teaching pronunciation. Many students do not want to sound like native speakers, they wish to be speakers of English as an international language and it does not imply trying to sound exactly like someone from Britain or Canada. (Harmer 2003: 184). It has become customary for English teachers to consider intelligibility as the prime goal of pronunciation teaching. It means that students should be able to use pronunciation which is good enough for them to be understood. If their pronunciation is not up to this standard, there is a serious danger that they will fail to communicate effectively. So the aim of teaching pronunciation is to require our students to work towards an intelligible pronunciation rather than achieve a native-speaker quality.
This presentation will provide several instructions to improve Vocabulary Learning.
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This presentation will provide several instructions to improve Vocabulary Learning.
Presentation provided by UTPB West Texas Literacy Center, an HSI funded program. HSI is a federally funded program granted by the Department of Education Title V programs. Developed by Ana Miller, M.A., Reading Specialist
A selection of strategies and techniques for the teaching of both EAL and non-EAL learners - cloze and others for focusing students' attention on texts themselves (rather than only meaning)
This was part of our school's Teacher Development Workshop. In this particular workshop we delved into the realm of vocabulary teaching. We established some common grounds about vocabulary, then we went on to discuss common ways of teaching lexical items to students as well as testing them.
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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1. Cambridge Primary English
Curriculum outline for 2015, 2016 and 2017
Cambridge Primary combines a world-class curriculum with high-quality support for teachers and
integrated assessment. The curriculum is dedicated to helping schools develop learners who are
confident, responsible, reflective, innovative and engaged. Cambridge Primary has curriculum
frameworks for English (including English as a Second Language), Mathematics and Science which
have been designed to engage learners in an active and creative learning journey.
Cambridge Primary offers an optional testing structure
to assess learner performance and report progress for
both learners and parents. These assessments provide an
international benchmark that enables teachers to identify
learner strengths and weaknesses within individuals and
class groups and develop further teaching and learning
support using the information from the test results.
Cambridge Primary Progression Tests are available to
schools registered for Cambridge Primary for stages 3–6.
These tests are marked by teachers and come with full
mark schemes and marking guidance. At the end of
Cambridge Primary, schools can also offer Cambridge
Primary Checkpoint, a diagnostic test which offers
comprehensive feedback at the end of the Cambridge
Primary stage.
On the following pages, you will find some examples from
the Phonics, spelling and vocabulary strand for stages 1, 3
and 5 of the Cambridge Primary English curriculum.
The curriculum frameworks for each subject for
Cambridge Primary are organised into six stages.
They reflect the teaching target for each year group
and provide comprehensive learning objectives.
For Cambridge Primary English, the curriculum is
presented in five content areas or ‘strands’. These are
further subdivided into ‘substrands’. The framework
promotes an enquiry-based approach to learning to
develop thinking skills and encourage intellectual
engagement. The five strands and substrands are:
Phonics, spelling and vocabulary
Grammar and punctuation
• Reading
• Writing
Reading
• Fiction and poetry
• Non-fiction
Writing
• Fiction
• Non-fiction
• Presentation
Speaking and listening
The curriculum aims to enable learners to communicate
confidently and effectively and to develop critical skills
in order to respond to a range of information, media and
texts with enjoyment and understanding.
Learners who follow this framework will develop a first-
language competency in English based on a curriculum
designed to be successful in any culture and to promote
cross-cultural understanding. The Cambridge Primary
English curriculum framework provides a solid foundation
on which the later stages of education can be built.
2. Stage 3
Strand: Phonics, spelling and vocabulary
• Use effective strategies to tackle blending unfamiliar
words to read, including sounding out, separating into
syllables, using analogy, identifying known suffixes
and prefixes, using context
• Use and spell compound words
• Know irregular forms of common verbs
• Use effective strategies to tackle segmenting
unfamiliar words to spell, including segmenting
into individual sounds, separating into syllables,
using analogy, identifying known suffixes and
prefixes, applying known spelling rules, visual
memory, mnemonics
• Learn rules for adding -ing, -ed, -s to verbs
• Extend earlier work on prefixes and suffixes
• Explore words that have the same spelling but
different meanings (homonyms), e.g. form, wave.
Stage 1
Strand: Phonics, spelling and vocabulary
• Hear, read and write initial letter sounds
• Know the name and most common sound associated
with every letter in the English alphabet
• Identify separate sounds (phonemes) within words,
which may be represented by more than one letter,
e.g. ‘th’, ‘ch’, ‘sh’
• Use knowledge of sounds to read and write single-
syllable words with short vowels
• Blend to read, and segment to spell, words with final
and initial adjacent consonants, e.g. b-l, n-d
• Begin to learn common spellings of long vowel
phonemes, e.g. ‘ee’, ‘ai’, ‘oo’
• Use knowledge of sounds to write simple regular
words, and to attempt other words
• Spell familiar common words accurately, drawing on
sight vocabulary
• Use rhyme and relate this to spelling patterns
• Recognise common word endings, e.g. -s, -ed
and -ing.
Cambridge Primary English Curriculum outline for 2015, 2016 and 2017