Games And Rounds For Children
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The document discusses strategies for teaching children a foreign language. It recommends using imitation, repetition, and telegraphic speech as children learn. Teachers should emphasize meaning over form and use games, materials, and interactions to create a meaningful context for language learning. The teacher's speech is important to support communication through gestures and expressions. Recommended phrases are provided to begin and end activities, finish an activity, and congratulate children.
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Topic 4
Here are some activities to practice pronunciation of new sounds:
- I-spy games where children guess objects or pictures starting with a target sound
- Sound bingo using pictures of objects with the target sound
- Sound lotto using picture cards with the target sound
- Sound charades where children act out words with the target sound for others to guess
- Sound flashcards where children repeat words showing the target sound
- Sound chains where children take turns saying a word starting with the last sound of the previous word
- Songs, rhymes and chants focusing on words with the target sound
- Tongue twisters emphasizing the target sound
Week 1Hi my name is Gloria, I am sixty three years old, and I pl.docx
Week 1
Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day - especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language.
Language learningthere is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound "ma - ma - ma" of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us.
Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child's brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants!
Adult’s help children learn language primarily by talking with them. It happen when a mother coos and ba.
Classroom language journal
This document provides information and advice about teaching English to young learners. It discusses how children acquire their first language by listening from birth and repeating words. As teachers, using similar techniques like caretaker talk can help students learn English naturally. The document emphasizes using English in the classroom and recasting what students say in their native language into English. It also covers developing social skills, classroom routines, classroom management strategies like time-out areas, and an example of effective classroom management in a video of Lilia's classroom.
Classroom language journal
The document provides guidance for teaching English to young learners. It discusses using "caretaker talk" which involves repeating words and associating the sounds with visuals, as parents do when helping children learn their first language. Examples are given of conversations between teachers and students that demonstrate this technique. The document also emphasizes the importance of exposing children to a lot of English and encouraging their efforts to speak in the new language.
Teaching young learners
The document provides guidance for teaching English to young learners. It discusses using gestures, actions, and pictures to help children understand; allowing children to use their mother tongue for communication; and recasting what children say in English into proper English. It also recommends introducing English slowly with enjoyable activities, repeating familiar routines, and using drawings and pictures. Classroom management techniques include using proximity, developing relationships with students, and explaining expected behaviors in a positive way.
Journal kindertrech checked (2)
This document summarizes a student teacher's practicum teaching English to 4-5 year olds at a Kindergarten in Argentina. It describes 5 lessons taught over 2 weeks, noting challenges of teaching a second language to young children for the first time. The student found classroom management difficult but saw the children engage with songs and activities. While progress was limited in 5 short lessons, the experience provided valuable insights into teaching young learners and room for growth in skills like patience.
206 1593-1-pb
This study examined how to modify the Teaching Proficiency through Reading and Storytelling (TPRS) method to better engage middle school Spanish students and maintain classroom structure. The researcher conducted an action research project comparing a baseline TPRS lesson to a modified lesson. In the baseline lesson, students became disruptive and the classroom structure broke down. In the modified lesson, the researcher added clear expectations, a visual element, and opportunities for choral response. Analysis found that students were more positively engaged during the modified lesson, suggesting these modifications can help support TPRS in secondary language classrooms.
Primer narrative
Grecia Roldán completed her practicum at Granaderos de San Martin primary school n° 25 in Santa Rosa, Argentina. On her first day, she felt nostalgic being back in a primary school and excited but nervous to take on teaching. She observed teacher Jorgelina Rodriguez's fifth grade class and was impressed by how the teacher kept the students engaged and organized through interactive activities focused on vocabulary, numbers, and personal information. The students seemed motivated and focused. Roldán also led activities like a number dictation and helped the students. Over the next days, the students warmed up to Roldán and the other trainee, asking their names and greeting them. Roldán felt
Languagerichenvironment 131209134801-phpapp02
The document describes how to set up a language-rich classroom environment to promote language development in young children. The author outlines their floor plan which includes group seating, a block area, and cozy seating to encourage student interaction and communication. A variety of activity centers are proposed to engage students in different subjects and allow them to work with different peers throughout the day. The teacher's role is to facilitate student collaboration and encourage language use through story time, discussion, and letting students share their own stories. Research supports that reenacting stories and peer interaction can boost narrative skills and literacy.
Language rich environment
The document discusses setting up a language-rich classroom environment to promote language development in young children. The author describes their classroom layout with group seating, a block area, and cozy seating to encourage student interaction and communication. Various activity centers are proposed to engage students in different subjects and allow them to interact with peers at different tables. The teacher's role is to facilitate learning through guidance, story time, and encouraging students to discuss what they read and share their own stories. Research suggests that reenacting stories and peer interaction can boost narrative skills and literacy growth in young learners.
Kindergarten Observations
- The document summarizes two lesson observations of a kindergarten English class consisting of 5-year-old students in Ushuaia, Argentina.
- In both lessons, the teacher effectively utilized Total Physical Response and Natural Approach principles, incorporating songs, gestures, pictures and varied activities to engage the students.
- The first lesson introduced vocabulary about animals, while the second expanded on this topic, differentiating between domestic and wild animals. Strategies like songs, counting, and interactive activities helped maintain student focus.
- The observer notes the teacher's strong classroom management skills and ability to personalize instruction for each student. Areas for further development included inviting more oral student production.
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