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This presentation deals with the multi-sensory approach for language teaching (built on James Asher’s method of TPR ) and gives an example on how to imply this in your calssroom.
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This document discusses how early childhood learning benchmarks can be taught through arts activities. It provides examples of three sample activities - a visual art activity incorporating coloring and cutting, a music activity involving passing instruments to rhythms, and an interactive storytelling activity using movement. Each activity is designed to target specific benchmarks like fine motor skills, language skills, social skills, and more. The document also provides supplemental information on how the arts stimulate brain growth, can help with healing, and engage both rational and emotional thinking in children.
Things you can do to improve your students
The document provides tips for improving students' English skills, including teaching sounds and blending, "tricky words", using English during specific times, creating a speaking chart for monitoring progress, teaching grammar rules orally and through physical objects, teaching grammar inductively through games without direct instruction, using smartboards to display sentence structures, and making grammar learning fun through games.
TIPS FOR ESL TEACHERS
The document provides tips for improving students' English skills, including teaching sounds and blending, "tricky words", using English during specific times, creating a speaking chart for monitoring progress, teaching grammar rules orally and through physical objects, teaching grammar inductively through games without direct instruction, using smartboards to display sentence structures, and making grammar learning fun through games.
Things you can do to improve your students
The document provides tips for improving students' English skills, including teaching sounds and blending, "tricky words", using English during specific times, creating a speaking chart for monitoring progress, teaching grammar rules through oral exercises and examples, using physical objects to encourage talking, teaching grammar inductively through games without direct instruction, using smartboards to display sentence structures, and making grammar learning fun through games.
Successful teaching no.1 2019
This document describes seven vocabulary activities that can be used in primary school English classes. It discusses the importance of vocabulary in language learning and presents classroom activities focused on teaching vocabulary through graphic organizers, songs, videos, worksheets, interactive presentations, dictionaries, and miming games. The activities target vocabulary related to body parts, Halloween, clothes, fruit, and animals. Examples are provided for how to implement each activity, including instructions, materials, and worksheets.
Untitled (3)
A kindergarten class consisting of 11 girls and 9 boys will work on phonemic awareness skills through singing, dancing, games, and other activities. The teacher will use assessments to monitor students' progress in identifying and manipulating sounds. Parents will have access to tools on social media and the web to help their children practice skills at home.
Práctica Docente I - González Soledad - Lesson plan 1
The lesson plan is for a 45 minute English class for 3-5 year olds focused on body parts vocabulary. It includes 5 activities: 1) Assembling a body puzzle, 2) Singing and doing motions to "Head, Shoulders, Knees and Toes", 3) Creating hand-foot monsters by painting hands and feet on cardboard plates, 4) Clean up, and 5) Singing goodbye. Scaffolding strategies such as demonstrations and translations are included to support language development. The teacher aims to develop various skills like vocabulary, motor skills, creativity and collaboration through interactive activities using songs, movement, and art.
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Do and understand
- 2. An ideal supplement for any main coursebook or teaching material for children aged 9-13 Language learning takes place in a joyful atmosphere The development of receptive skills (listening) goes before the productive skills (speaking) Children learn by what they hear, see and do (combination of listening, demonstration/movement and visual anchors )
- 3. The basis is the multi-sensory approach for language teaching (built on James Asher’s method of TPR ) When pupils acquire new information, it comes to them through their senses: they learn from what they see, hear and actually do. When we are processing information, thinking or remembering, our visual, auditory and kinaesthetic neurological systems are activated. Our memory of vocabulary works associatively. Corresponding forms of presentation, processing and practice are essential for building an effective active vocabulary. Stories carry a strong motivation and stay well-anchored in the learner’s memory.
- 4. Choose the story, prepare the flashcards for multi-sensory introduction of vocabulary, print practice worksheets Settle the context - activate your students. E.g. Topic “My daily routine” – Story “Off to school”
- 6. Present pictures. Name them or brainstorm the words that are associated with drawings. Anchor each word with hand gesture, mime or movement. Repeat several times, changing the procedure. Present the written form of each word. Play games (words – numbers, jumbled letters). Children close their eyes. Pronounce the words. They repeat after you and try to visualise the objects. (use voice variations) “Read my lips” What is missing? Remove all cards for children to name all the words from memory (they can point the spot on the board)
- 8. Introduce the story using a combination of voice and mime. Children imitate you silently Children demonstrate their comprehension be performing gestures as you tell the story (teacher shouldn’t make any movements this time) Give sentences in jumbled order – test children’s comprehension. Use the picture worksheets. Read the sentences in jumbled order for learners to point. Read one more time in jumbled order for students to number the pictures. Check how well students did.
- 9. Reconstruct by first letters. First do it orally with mime and gestures. Divide them into pairs or let them individually reconstruct the story in a written form. Use a variety of techniques to work with the story Scrambled sentences Putting the story back in order Puzzle
- 10. From reproduction to production Once you have intensively practised a story with your learners, you may ask them to give commands in your place. They can do this in pairs, groups or teams. Creative production: a model Challenge your students to come up with creative ideas as to how the model could be changed. It’s a good step for creative story-telling!
- 11. 1. Asher J. (1988) Learning another language through action 2. Gerngross G., Puchta H. (1996) Do and understand