Deciding how frequest and how long language lessons should be
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The document discusses the optimal length and frequency of language lessons for children. It notes that lessons over an hour are too long and exhausting for children, while lessons under 30 minutes are too short and fragmented. The best approaches are either to combine shorter lessons into longer blocks of time or spread lessons out over the week. Combining lessons helps children retain information better between sessions but requires more preparation. Longer individual lessons are more efficient but risk behavior issues, while shorter sessions are more demanding on teachers and students.
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How to teach english to kindergarten children
Young children learn a foreign language most effectively through full immersion that mimics growing up with the language. This involves integrating the second language across subjects, ample opportunities for meaningful discourse, and exposure to native speakers. Older students require more explicit grammar instruction combined with communication. Policymakers should support age-appropriate teaching, be realistic about limited instruction, and recognize proficiency develops outside class through conversation practice. Effective foreign language teaching depends on variables like age, time available, and language differences.
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The document provides suggestions to improve an English language school (OLS). It suggests that the school should have more modern equipment for teaching English and implement more tests during courses instead of relying solely on final exams. It also recommends that teachers speak more English in class, make lessons more engaging, focus on both grammar and communication, and encourage the use of authentic materials. Additionally, it advises students to work hard, attend classes frequently, prepare for lessons, and respect teachers and classmates. The overall goal of the suggestions is to enhance the learning environment and help students develop their English skills.
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The document provides instructional modifications for teachers to help second language learners. It suggests pre-teaching specialized vocabulary and having students keep personal glossaries. Teachers should use visual aids, hands-on activities, clear instructions with visuals, highlight key terms, simplify language, allow more time for responses and assignments, and provide dictionaries and tutoring support. When assessing students, tests should focus on content knowledge rather than language ability, use visuals, and allow more time to complete tests.
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2. There are different theories on the best way to teach a second language. Some argue the best approach mirrors how children acquire their first language through comprehensible input. Others believe learning requires conscious attention to the language as well.
3. Good language learners and teachers have certain key characteristics. Good learners try new things, aren't afraid of mistakes, and practice whenever possible. Good teachers consider cultural backgrounds, potential language barriers, and provide scaffolding to support
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The document discusses pacing through an English coursebook over the school year. It recommends initially allocating units to school terms based on the book's suggested timeline but allowing flexibility based on student needs. Teachers should not rush through content and should respect students' learning rhythms, taking more time on areas where students need longer. The schedule also needs to account for school events that may interrupt regular study.
Choosing the style to suit the mood
The document discusses different teaching styles and strategies to engage students based on their mood and energy level. It suggests starting with settling activities like copying words if students are restless, and more active strategies like discussions if they are energetic. Examples given include flashcard drills, partner work, discovery activities, and journals. The goal is to choose a style that calms or stimulates students as needed for optimal language learning.
3.children´s instinct to play and fun
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2. children´s creative use of limited language resources
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1. The document provides 10 tips for teaching young learners or children. Some of the key tips include making clear, fair and consistent rules; using students' names often; showing students what to do rather than just explaining; nurturing trust between teacher and students; and creating well-planned, predictable lessons to give students security and confidence.
2. Additional tips include being pleasantly surprised when students interact in English, reassuring students that their English attempts are understood and approved of, showing respect to students, and using English as a tool to build students' self-esteem.
3. Overall, the tips suggest creating a positive, structured and encouraging learning environment for young students where they feel supported to take risks
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The document provides information and suggestions for useful teaching tools and activities including projects, spelling bees, and English corners. It discusses setting up projects that allow students to creatively write about topics they have learned. Spelling bees are proposed as a fun competition to improve spelling skills. English corners are defined as dedicated classroom spaces with materials for extra practice in speaking, reading, vocabulary, and games. Overall the document encourages engaging students through interactive activities to boost motivation in learning English.
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The document discusses expectations and approaches for teaching young learners to speak English. It recommends starting with basic vocabulary, greetings, songs, and rhymes to give students a quick sense of progress. Formulaic language using memorized chunks is important in early stages when spontaneous speech is limited. A variety of speaking activities is needed that involve pairs, groups, and movement, while allowing students to record themselves to focus on pronunciation and building confidence in using English. Teachers should develop different activity types and interaction patterns to maximize talk time and sustain speaking practice.
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Why use stories and readers in the class ppt
Stories and readers can be effectively used in language classrooms. They provide an engaging introduction to the target language in context. Stories motivate learners and exercise their imagination. Listening to stories builds confidence and encourages social and emotional development as it is a shared experience. Teachers can use stories to introduce and revise vocabulary, develop listening skills, and reinforce language structures. Stories also help develop conceptual skills like prediction and guessing meaning. Readers support the broader school curriculum by reinforcing conceptual development, thinking strategies, and study skills. When choosing readers, teachers should consider factors like age, language level, interests, and difficulty.
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Flashcards are a simple yet effective teaching resource that appeal to visual and kinesthetic learners. They can be used to present, practice, and recycle vocabulary in fun activities for students of any age. Flashcards can be purchased, obtained from publishers, or easily made yourself using pictures, drawings, or images from the internet. Making your own allows you to tailor the flashcards to specific needs and topics. A variety of memory, drilling, identification, and movement-based games can be played using flashcards to keep students engaged.
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Deciding how frequest and how long language lessons should be
- 1. D O M I N I Q U E U R R U T I A Deciding how frequent and how long language lessons should be
- 2. Any idea?
- 3. More than an hour is too much for language lessons. Children will be too exhausted at the end of the lesson. English lessons
- 4. English lessons Less than half an hour the lesson will be very insubstantial and fragmented.
- 5. Answer Combine hours or spread them through the week.
- 6. Combine hours or spread them through the week advantages: Children do not lose sight between sessions. Children have more chance of remembering work. You can deal with a few simple things each lesson.
- 7. Combine hours or spread them through the week, disadvantages: Frequent lessons will take more preparation than longer sessions. Short sessions are more demanding for teachers and students. Less space for children to do their own thing.
- 8. Longer lessons, advantages: You do not have to spend more time recapping at the beginning of each lesson. Longer lessons encourage us to make economic multiple use of our prepared materials. We are more likely to leave children the space to process things for themselves.
- 9. Longer lessons disadvantages: Kids are more likely to present behaviour problems. They are more difficult for inexperienced language teachers.