Learning to listen in english nov 10th
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This document provides guidance for teaching listening skills to young English language learners. It recommends that teachers initially focus on using games, songs, rhymes and stories with visual or written support to help students become accustomed to listening in English. It emphasizes the importance of giving students confidence by ensuring they understand they don't need to understand everything, and by clearly explaining the purpose of listening activities. Finally, it outlines different types of listening tasks and the importance of preparing, engaging and following up with students during and after listening activities.
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The document provides techniques for improving listening skills in English. It discusses the importance of listening and describes active listening as making a conscious effort to understand not just words but the total message. It recommends practicing listening to obtain information, understand meanings, and learn. Specific techniques include using background knowledge, figuring out the purpose, being selective, being active, listening for the gist first, and using a three-step process of pre-listening, while-listening, and post-listening activities. Suggestions to improve include using the internet, radio, films, dictation, and songs.
lecture 1.pptx
This document discusses teaching English to preschool and primary students. It argues that starting foreign language education at age 5 allows for enhanced cognitive development. Learning a new language at a young age helps improve memory, thinking, speech skills and pronunciation. The document outlines the content and goals of English education for preschoolers, which includes greetings, games, daily activities and holidays. It recommends techniques like direct instruction, showing and naming objects, and guessing games to engage students. Control and assessment of language skills is an important part of ensuring the educational goals are being met.
Detosil reading drills
This document provides directions for using a set of remedial reading drills to help children who are behind in reading. It describes how to introduce the phonic method to students, teach sound blending, and use the drills with techniques like grapho-vocal exercises. Teachers are advised to start with Drill 1, stress accuracy over speed, and supplement the drills with simple sentence and story reading once students have mastered certain sounds. The goal is to help students develop correct responses to written symbols and gain independent reading skills.
Lesson plan
The document provides a lesson plan for an English class on the topic of jobs. The 45-minute lesson is for a group of 20 beginner level students aged 15-20. It includes objectives to have students name different jobs using the structure "What do you do?", practice pronunciation, and produce questions and answers about jobs. The lesson uses techniques like silent way, audio-lingualism and role plays. It assesses students' performance and provides homework assignments.
Giáo án tiếng anh lớp 12 thí điểm năm học 2017 - 2018 (full)
- The document is a lesson plan for teaching English to 12th grade students in Vietnam.
- It introduces the textbook, units, tests and requirements for the class. It also outlines four lesson procedures with activities to teach vocabulary, pronunciation, grammar and language skills.
- The lessons focus on life stories, introducing vocabulary and a reading, discussing people's life choices, and practicing the past simple and past continuous tenses.
How to teach listening 1
This document provides guidance on teaching listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some of the difficulties both teachers and students face with listening are described, such as students trying to understand every word. The document then gives some top tips for teaching listening, such as preparing students with vocabulary and questions before listening, playing recordings multiple times, and doing post-listening activities like group discussions. A successful listening activity incorporates reducing distractions, ensuring quality sound, and giving students tasks to do between classes. The document concludes with sources for additional information on teaching listening.
How to teach listening 1
This document provides guidance on teaching listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some of the difficulties both teachers and students face with listening are then outlined, such as students trying to understand every word or getting distracted. The document offers top tips for pre-listening, while listening, and post-listening activities. These include giving students questions to guide their comprehension and playing recordings multiple times. A successful listening activity is also described that reduces distractions and engages students with predictions. The document concludes by listing sources of different listening materials and exercises.
Similar to Learning to listen in english nov 10th (20)
Helping the Older Student with Limited Listening Comprehension
Helping the Older Student with Limited Listening Comprehension
Giáo án tiếng anh lớp 12 thí điểm năm học 2017 - 2018 (full)
Giáo án tiếng anh lớp 12 thí điểm năm học 2017 - 2018 (full)
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Tkt module 2. part 1. unit 18
This document discusses identifying and selecting aims for lessons. It explains that aims focus on functions, grammar structures, vocabulary, language skills, or topics. Good aims are based on what learners already know and need to know. Main aims describe the most important things to achieve, like practicing polite requests. Subsidiary aims show language or skills needed to meet main aims, like revising modal verbs. Personal aims focus on improving one's own teaching. After selecting aims, teachers choose teaching aids and materials and later check if aims were achieved. Aims describe what learners will learn, while procedures are the steps teachers and learners will take in the lesson.
The Language Experience Approach
The document discusses the Language Experience Approach (LEA), a teaching method that uses students' own words and experiences to help develop reading and writing skills. It involves students dictating a story about a personal experience, which the teacher writes down. Students then read the story repeatedly. This helps reading comprehension as students are reading self-generated material. The LEA supports vocabulary growth and provides opportunities for meaningful reading and writing activities linked to students' own experiences and oral language.
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Cognitive code approaches
Cognitive approaches to language teaching were developed in the 1960s and focus on consciously using a grammar-based syllabus while also allowing students to practice using language in meaningful ways. These approaches teach subskills like pronunciation and writing letters before moving to real communication, starting with basic units like phonemes and working up to more complex sentences and discourse. Lessons follow a highly structured deductive process where creative language use comes later, and students are expected to produce language correctly from the beginning through practice with temporally sequenced but sometimes unmotivated exercises.
Grammar translation method
Different ideas taken from other slides and the book called Make it happen from Interactive to Participatory Language Teaching.
The board
The document discusses the use of boards in schools. It asks a series of questions about boards, including what kinds are most common, how teachers should write for all students to see, how to consider visual learners, ways to make boards interactive, and ten ways boards can be used. The purpose of the questions is to get readers thinking about best practices for utilizing boards as a teaching tool in the classroom.
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Board games are games played with pieces that are placed on, removed from, or moved across a board. There are different types of board games, some that simulate real life and others that are more abstract. Board games have been played throughout history in most cultures and the oldest known board game dates back to 3300-2700 BC in Egypt. They became widely popular in the early 20th century. Now many board games are available as computer games or can be played online. Board games are a valuable tool for language learners as they help students practice word skills like identifying sounds, rhyming, synonyms and antonyms.
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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.
Deciding how frequest and how long language lessons should be
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.
Choosing the style to suit the mood
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Choosing a coursebook (teachin iii)
This document provides guidance on choosing an effective coursebook. It discusses factors for teachers to consider, including their own needs and those of their learners. A good coursebook can help teachers by providing structured content and materials to supplement their own teaching. However, no single coursebook will be perfect for every class, so teachers should evaluate their specific learners and objectives. Potential issues with coursebooks include boring activities, lack of challenging materials, and over-reliance on similar content across books. The document provides a checklist for teachers to use in selecting a coursebook best suited to their situation.
4.the significance of the way we check understanding
The document discusses effective ways for teachers to check understanding in English primary classrooms without over-relying on translations. It recommends that teachers observe students' faces and actions rather than constantly asking if they understand every word, as this implies students must understand everything to respond and discourages risk-taking. Teachers should allow students to operate in the second language by guessing at unknown parts and focusing on whole messages and meaning rather than individual words.
3.children´s instinct to play and fun
Children have a natural capacity for finding fun and drama in play, allowing their individual personalities to emerge. Games are a powerful way for learning, as children will often take an activity and make it their own by adding their own creative twists and interpretations that are sometimes even better than the original idea. Through play and fun, children are actively living and experiencing language in a real way.
2. children´s creative use of limited language resources
This document discusses children's creative use of language in early development. It notes that children are very creative with concepts, grammatical forms, and inventing new words by analogy or other means. This is a fundamental part of language development, and is also present in those learning a second language. Children have an ability to understand messages and interpret new sounds, words and structures based on this. The document recommends using gestures, intonation, demonstration and actions to convey meaning when teaching children language. It advises providing opportunities for children to communicate out of necessity and to construct unpredictable language on their own through activities like games. Mistakes should be expected and guidance provided as children desire to communicate and build their understanding of a new language.
1.children´s ability to grasp meaning
Children have a strong ability to grasp meaning from a language before understanding individual words through cues like intonation, gestures, facial expressions and actions. To effectively teach English to primary students, teachers should use these same cues to convey meaning and help children interpret new sounds, words and structures in the language as they did with their first language. It is important to maintain students' ability to understand messages over purely verbal instructions alone.
Stages of Second Language Acquisition
There are typically five stages of second language acquisition:
1. Pre-production - Students are silent and rely on gestures and visuals, with a receptive vocabulary of 500 words.
2. Early production - Students have 1-2 word phrases and 1000 word vocabulary, answering yes/no questions.
3. Speech emergence - Students have 3000 word vocabulary, initiate simple conversations with some grammatical errors.
4. Intermediate fluency - Students have 6000 word vocabulary, ask questions for clarification and work in grade level classes with support.
5. Advanced fluency - It takes 4-10 years for students to achieve academic language proficiency, though they still need support in some content areas like writing.
Types of language teaching approach oct
The document discusses six common language teaching approaches used in primary schools:
1. Audio-lingual focuses on repetition, memorization, and imitation through dialogues. It is teacher-centered but still used due to familiarity.
2. TPR uses physical movement to develop listening without pressuring students to speak early. Action songs, rhymes, and stories are forms of TPR.
3. The communicative approach emphasizes social interactions through meaningful tasks like problem-solving, interviews, and creative activities. It focuses on developing communicative competence but may overlook accuracy.
4. Task-based learning uses tasks for students to communicate and achieve real goals. Lessons involve preparation, task completion,
Why to use games to teach english
The document discusses the benefits of using games in language learning classrooms for young learners. It states that games help students practice language skills in a fun and engaging way. They improve motivation, encourage cooperation, and help students sustain interest over long periods of learning. Additionally, games provide opportunities for language practice, create meaningful contexts for use, and allow students to interact and communicate and learn vocabulary in a relaxed environment.
Naturalist intelligence presentation
This document discusses naturalistic intelligence, which involves observing and understanding patterns in nature. Children with strong naturalistic intelligence are sensitive to the environment and living things. They learn best when outdoors in nature, and enjoy subjects like biology. Activities that engage naturalistic intelligence include collecting natural items like leaves and flowers, using scientific tools, and learning about the environment. One suggested activity is having children collect and organize leaves into groups of trees, flowers, and bushes.
Power point in the classroom technology in the classroom
This document discusses using PowerPoint in the classroom and provides tips for teachers. It notes that PowerPoint can be an effective tool for teaching when used properly, as it can engage students and accommodate different learning styles. However, overuse of PowerPoint risks boring students. The document also provides resources for teachers to learn PowerPoint and find media to include in their presentations. Teachers are advised to have backup plans for technology failures and to reflect on whether PowerPoint enhances learning.
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