This document provides guidance on developing students' speaking skills through simple classroom activities like using pictures to have students describe their pets, listening to songs to practice vocabulary, and doing show-and-tell style presentations. It also discusses evaluating student progress using the Common European Framework of Reference for Languages, which divides language proficiency into basic, independent, and proficient user levels further divided into beginner, intermediate, and advanced sublevels. The goal is to create opportunities for students to practice speaking and build confidence in using the language outside the classroom.
Powerpoint includes lots of animation - please download file and view at full screen.
Accompanying Powerpoint: http://www.slideshare.net/mod83/toms-tefl-p2-phonics-programme
More available at http://www.tinyurl.com/tomstefl
This is to follow the P1 programme:
P1 Workbook - http://www.slideshare.net/mod83/toms-tefl-p1-phonics-workbook
P1 Powerpoint - http://www.slideshare.net/mod83/toms-tefl-p1-phonics-programme
This is an 'off-the-shelf' Hong Kong curriculum-based P2 Phonics Programme I've developed to follow on from my P1 materials.
The Powerpoint (247 slides) and Workbook (31 pages) sections include:
- Action Alphabet and Phonics Song revision.
- Minimal pairs (a/e, b/p, d/t, r/l, f/v - all easily confused).
- Animated 3-letter blends (a, e, i, o, u).
- Long and short vowel sound activities.
- Short vowel sound animated word families (a, e, i, o, u)
- Animated diagraphs (ch, sh, th, ck)
- Magic/Silent 'e'
- Animated initial consonant clusters/blends (bl/br, cl/cr, fl/fr, gl/gr, pl/pr)
It is based on an Education Bureau suggested Scheme of Work and KS1 of the HK curriculum. The animated diggers, blenders and cranes are inspired by proven methodology from Sesame Street!
28. The advantage of musical
materials is that they are
so readily available to the
teacher …
29. … and so
immediately
motivational to
most students.
Alan Maley
Resource Books for Teachers
30. 1. Listen to the song and fill in the gaps
with the given words.
You’ve got a a) __________
He’s got a cat
She’s got a b) __________
They’ve got a pet
Animals are our friends
Let’s have a c) ________ or two
look at this One for d) ______ and one for e) _______.
Turtles, birds or f) __________
handout
Brown, g) _______ or white
Funny, cool and nice
h) __________ are alright.
mice fish pet dog
animals black me you
2. Write the name of the animals from the
song in the correct places.
a. __________ b. __________ c. __________
d. __________ e. __________ f. __________
Let ’em Speak Way to Go!
Acção de Formação Porto Editora
31. 1. Listen to the song and fill in the gaps
with the given words.
You’ve got a a) __________
He’s got a cat
She’s got a b) __________
They’ve got a pet
Animals are our friends
Let’s have a c) ________ or two
look at this One for d) ______ and one for e) _______.
Turtles, birds or f) __________
handout
Brown, g) _______ or white
Funny, cool and nice
h) __________ are alright.
mice fish pet dog
animals black me you
2. Write the name of the animals from the
song in the correct places.
a. __________ b. __________ c. __________
d. __________ e. __________ f. __________
Let ’em Speak Way to Go!
Acção de Formação Porto Editora
32. 1. Listen to the song and fill in the gaps
with the given words.
You’ve got a a) __________
He’s got a cat
She’s got a b) __________
They’ve got a pet
Animals are our friends
Let’s have a c) ________ or two
look at this One for d) ______ and one for e) _______.
Turtles, birds or f) __________
handout
Brown, g) _______ or white
Funny, cool and nice
h) __________ are alright.
mice fish pet dog
animals black me you
2. Write the name of the animals from the
song in the correct places.
a. __________ b. __________ c. __________
d. __________ e. __________ f. __________
Let ’em Speak Way to Go!
Acção de Formação Porto Editora
33. Listen to a song and order the animals
cat birds dog
mice turtles fish
48. example division
A B C
basic user independent user proficient user
A1 A2 B1 B2 C1 C2
A2+ B1+ B2+
http://www.coe.int/T/DG4/Portfolio/documents/Framework_EN.pdf