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Project work is ideal for teaching primary school children for several reasons. It integrates different activities into a coherent end product, giving children a sense of achievement. Project work educates the whole child by developing their intellectual, physical, social, and emotional skills. It also allows children to learn through experience and integrates language skills naturally as children use language to complete the project. Project work has other advantages like catering to different abilities, needs, and interests in a mixed ability class.
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B094 final aston university a4 report 2column v3
This document summarizes a research study that investigated global practices in teaching English to young learners. The study utilized surveys completed by 4,696 teachers from 144 countries as well as classroom observations in Colombia, Italy, Korea, Tanzania, and the UAE. The research aimed to understand policies/syllabi that guide English teaching, identify major pedagogies used, examine teachers' roles and challenges, and find effective local solutions. Key findings included common profiles for young learner teachers, emphasis on communicative approaches, shared responsibilities and difficulties across contexts. Five recommendations focused on strengthening teacher training, experience sharing, English language development, and expanding teaching materials.
Duda Costa
This document provides an overview of teaching unplugged principles and methods. It discusses using conversation and emergent language over materials. Lesson plans focus on interactive activities like discussing favorite objects and superheroes. Routines are suggested like reflecting on lessons and vocabulary reviews. Student portfolios are recommended to track language development over time. The document emphasizes letting language emerge organically through relevant learner-driven content and interaction between the teacher and students.
Marina Kladova
The document discusses designing language tasks within the framework of Task-Based Language Teaching (TBLT). It describes various types of tasks such as listing, ordering, matching, comparing, problem-solving, and storytelling. Examples are provided for each task type, along with guidance on how to grade the tasks. The document also outlines Jane Willis' framework for TBLT, which includes pre-task preparation, task planning and reporting, and post-task language analysis and practice. Checklists are provided to ensure tasks meet TBLT principles of being meaningful, engaging, and communicative.
English for Young Learners - Teaching Speaking
I like chocolate too. Potatoes are okay.
S2: (Turns over a picture of an apple). I like apples.
(Turns over a picture of broccoli). I don't really like
broccoli.
And so on. The students take turns asking about
their preferences using the pictures provided.
25 + set inductions
1. Set inductions, also known as anticipatory sets or warm ups, are short activities at the beginning of a lesson to get students ready to learn. They should take no more than 2-5 minutes.
2. Examples of effective set inductions include using objects, guests, audio clips, changing seating arrangements, or having students do skits. Creative activities can help engage students and relate to the upcoming lesson.
3. Routines like doing a chant, reviewing the calendar, and greeting students individually help create predictability and remind students of behavioral expectations. Short games, songs, and other guided practice activities can reinforce new vocabulary or concepts from the lesson.
The young learner
Teaching young language learners requires special considerations due to their unique characteristics. Young learners are defined as children between ages 5-12 years old. They have short attention spans but are curious, energetic, and imaginative. Effective teaching strategies for young learners include keeping lessons interesting and lively, incorporating sensory activities, and focusing on meaningful language use. It is also important to consider each student's intellectual development level and individual needs, as young learners learn best through concrete experiences. Different types of students, such as distracted, lazy, or overactive students require tailored teaching approaches. The key is to engage students and get them excited about learning English.
Teaching English for children
1. The document discusses techniques for teaching English to children, including using visual aids, realia, pictures, and gestures to introduce topics.
2. Sample activities described are having children describe objects using "a" and "an", playing online grammar games to practice articles, and creating a classroom board game to practice articles and verbs.
3. Tips for creating classroom games emphasize using simple words, prompts, examples, images, and mystery to engage children.
Language Learning Through Tasks & Activities
The document discusses using tasks and activities to support language learning for children. It describes tasks as the environment for learning and should be used to check understanding and evaluate learners. Tasks engage active learners and help make sense of activities, though teachers need to ensure real understanding. Demands on learners and support provided are important to balance. Tasks should break activities into clear language learning goals and manageable steps. Stages of preparation, core activities, and follow up help structure effective tasks. Balancing demands with appropriate support produces optimal language learning.
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B094 final aston university a4 report 2column v3
This document summarizes a research study that investigated global practices in teaching English to young learners. The study utilized surveys completed by 4,696 teachers from 144 countries as well as classroom observations in Colombia, Italy, Korea, Tanzania, and the UAE. The research aimed to understand policies/syllabi that guide English teaching, identify major pedagogies used, examine teachers' roles and challenges, and find effective local solutions. Key findings included common profiles for young learner teachers, emphasis on communicative approaches, shared responsibilities and difficulties across contexts. Five recommendations focused on strengthening teacher training, experience sharing, English language development, and expanding teaching materials.
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This document provides an overview of teaching unplugged principles and methods. It discusses using conversation and emergent language over materials. Lesson plans focus on interactive activities like discussing favorite objects and superheroes. Routines are suggested like reflecting on lessons and vocabulary reviews. Student portfolios are recommended to track language development over time. The document emphasizes letting language emerge organically through relevant learner-driven content and interaction between the teacher and students.
Marina Kladova
The document discusses designing language tasks within the framework of Task-Based Language Teaching (TBLT). It describes various types of tasks such as listing, ordering, matching, comparing, problem-solving, and storytelling. Examples are provided for each task type, along with guidance on how to grade the tasks. The document also outlines Jane Willis' framework for TBLT, which includes pre-task preparation, task planning and reporting, and post-task language analysis and practice. Checklists are provided to ensure tasks meet TBLT principles of being meaningful, engaging, and communicative.
English for Young Learners - Teaching Speaking
I like chocolate too. Potatoes are okay.
S2: (Turns over a picture of an apple). I like apples.
(Turns over a picture of broccoli). I don't really like
broccoli.
And so on. The students take turns asking about
their preferences using the pictures provided.
25 + set inductions
1. Set inductions, also known as anticipatory sets or warm ups, are short activities at the beginning of a lesson to get students ready to learn. They should take no more than 2-5 minutes.
2. Examples of effective set inductions include using objects, guests, audio clips, changing seating arrangements, or having students do skits. Creative activities can help engage students and relate to the upcoming lesson.
3. Routines like doing a chant, reviewing the calendar, and greeting students individually help create predictability and remind students of behavioral expectations. Short games, songs, and other guided practice activities can reinforce new vocabulary or concepts from the lesson.
The young learner
Teaching young language learners requires special considerations due to their unique characteristics. Young learners are defined as children between ages 5-12 years old. They have short attention spans but are curious, energetic, and imaginative. Effective teaching strategies for young learners include keeping lessons interesting and lively, incorporating sensory activities, and focusing on meaningful language use. It is also important to consider each student's intellectual development level and individual needs, as young learners learn best through concrete experiences. Different types of students, such as distracted, lazy, or overactive students require tailored teaching approaches. The key is to engage students and get them excited about learning English.
Teaching English for children
1. The document discusses techniques for teaching English to children, including using visual aids, realia, pictures, and gestures to introduce topics.
2. Sample activities described are having children describe objects using "a" and "an", playing online grammar games to practice articles, and creating a classroom board game to practice articles and verbs.
3. Tips for creating classroom games emphasize using simple words, prompts, examples, images, and mystery to engage children.
Language Learning Through Tasks & Activities
The document discusses using tasks and activities to support language learning for children. It describes tasks as the environment for learning and should be used to check understanding and evaluate learners. Tasks engage active learners and help make sense of activities, though teachers need to ensure real understanding. Demands on learners and support provided are important to balance. Tasks should break activities into clear language learning goals and manageable steps. Stages of preparation, core activities, and follow up help structure effective tasks. Balancing demands with appropriate support produces optimal language learning.
Teaching children english
The document discusses strategies for teaching English to children. It recommends making lessons fun, using gestures and visuals, encouraging participation, and recycling language through games, songs and stories. Young children learn best through exposure rather than explicit instruction. The document also discusses adapting techniques for very young learners versus older children, developing multiple intelligences, and using activities like TPR, listening, drawing and role plays.
Fun ways to Teach English for Very Young Learners
Games play a central role in English lesson. They can be used to give practice in all language skills and be used to practice many types of communication. Games also encourage, entertain, teach and promote fluency. However, as teachers, we have to be aware in choosing the games for our students. Well-chosen games are helpful as they give children a break and at the same time allow them to practice language skills. To make games work in class, the teachers must have the rules, instructions, time management, praises and rewards. These are the following games that can be used to teach English for very young learners: Passing Activity, Shooting Letters, Do What I Say and Not What I Do, Find Someone Who, Miming, Memory, Snowball, Running Dictation, Blindfold, BINGO, Whispering, Guess Who, Find the Difference, Fishing, Hopscotch, Paper Airplanes, Listen-Color, Chopstick, Role-Play, and Musical Chair. All in all, games make the young learners become more active and they are willing to participate during the English lesson.
Teaching young learners
This document discusses principles and strategies for teaching young English language learners. It explains that young children acquire language naturally through social interaction and play. Effective teaching strategies include using routines, scaffolding, and making lessons fun, meaningful, and supported. Teachers should draw on theories from Piaget, Vygotsky and Bruner to create interactive lessons that build on children's innate language learning abilities.
Practical teaching technique for Young Learners
The document discusses techniques for teaching English to young learners, focusing on the four skills of listening, speaking, reading, and writing.
For listening, it recommends activities like "listen and do" where students follow instructions, "listen for information" where they listen for details, and "listen and color" where they color pictures based on descriptions.
For speaking, it suggests pair work and group work, where students practice describing pictures, buildings, and directions to each other.
For reading, it discusses reading aloud individually or in groups, as well as silent reading.
For writing, it covers techniques like matching, dictation, fill in the blank exercises, and organizing or copying information.
Teaching listening to young learners
This document discusses teaching listening skills to young learners. It defines listening and distinguishes it from hearing. It explains that listening is an important language skill that serves as a foundation for other skills like speaking, reading, and writing. It also outlines techniques for developing listening skills in the classroom, including total physical response activities, syllable clapping, rhyming words, and minimal pairs. The goal is to prepare children to read by developing their auditory patterns and listening comprehension.
Teaching English to Children
This document provides guidance on teaching English to children. It notes that children learn best through watching, listening, imitating, and doing hands-on activities. As learners, children are not able to understand grammatical rules and need non-verbal clues. The document recommends making English fun and encouraging for children by using gestures, pictures, games, songs, and stories. It also stresses the importance of variety in lessons to match children's short attention spans.
English for Young Learners
The document outlines various controlled, guided, and free writing activities for developing writing skills in young English language learners. Controlled activities include straight copying, matching, organizing and copying, delayed copying, copying from a book, and dictation. Guided activities involve fill-in exercises and writing letters, cards, and invitations with some support. Free writing involves pre-writing activities to generate ideas and language followed by various types of free composition such as dialogues, descriptions, letters, and stories with teacher feedback focused on content over accuracy. The document emphasizes making writing enjoyable and gradually increasing student independence.
DEVELOPING SPEAKING LESSON PLANS
This document provides guidance on developing effective speaking lesson plans. It begins by explaining that an organized teacher with well-structured lesson plans can best motivate students and provide useful language practice. It then outlines the key steps in creating a lesson plan, including determining the topic, developing objectives and activities, and providing feedback. Various classroom activities are proposed to develop students' speaking skills through discussion, role plays, interviews and other interactive exercises. The document concludes by emphasizing the importance of teaching speaking and providing a rich communicative environment for students to practice.
Speaking Activities in the Foreign Language Class
This document outlines speaking activities that can be used in foreign language classes. It describes three main types of speaking activities: individual oral discussions between teacher and student; interactive oral activities like role-plays, debates, and oral presentations done by students; and "lighter" oral games and songs. It provides examples of how to structure individual oral exams, role-plays, debates and oral presentations to gradually develop students' speaking skills and prepare them for external exams. It emphasizes creating an engaging, student-centered approach to practicing speaking in each foreign language class.
Let's Talk! Speaking Activities for Students with a Low Level of English
Let's Talk! Speaking Activities for Students with a Low Level of EnglishEmbajada de EE.UU. en el Perú
Encourage your students to talk more using these easy tips, activities, and lessons! This webinar will help you plan easy and effective lessons, creating confident, motivated, English language speakers.
By the end of this webinar, teachers will be able to:
- Understand how speaking activities can help improve all areas of English language study.
- Be able to incorporate four new activities into your class to get your students talking.
- Know the steps for getting the most out of speaking practice time.
- Have a helpful worksheet with all the information and resources you need for many weeks worth of speaking activities.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Sara Hendricks has taught English around the world for 12 years. She received her Masters Degree in TESOL from UW River Falls in the USA. She enjoys studying and teaching gender equality in the classroom, rapid vocabulary acquisition and support for indigenous languages. Sara currently lives and teaches in a small town in Mexico with her husband and three kids.
► Find the webinar here: https://youtu.be/452zzK6nqUo
► Types of Speaking Activities: https://goo.gl/UFZGsK
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERULesson plan speaking
This lesson plan is for an 8th grade English class that aims to foster retention of action verbs through a lively dice game. Students will be divided into groups, each receiving an action card with verbs numbered 1-6. Taking turns, students will roll the dice and must act out the verb that corresponds to the number rolled. Choosing engaging verbs will bring fun and action to the classroom. To evaluate learning, students will practice acting out verbs for the class to guess.
Types of Speaking Activities
Handout shared during the June 2018 RELO Andes Webinar entitled "Let's Talk! Speaking Activities for Students with a Low Level of English"
► Find the webinar here: https://youtu.be/452zzK6nqUo
► Main presentation: https://goo.gl/hqfCu8
Encourage your students to talk more using these easy tips, activities, and lessons! This webinar will help you plan easy and effective lessons, creating confident, motivated, English language speakers.
By the end of this webinar, teachers will be able to:
- Understand how speaking activities can help improve all areas of English language study.
- Be able to incorporate four new activities into your class to get your students talking.
- Know the steps for getting the most out of speaking practice time.
- Have a helpful worksheet with all the information and resources you need for many weeks worth of speaking activities.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Sara Hendricks has taught English around the world for 12 years. She received her Masters Degree in TESOL from UW River Falls in the USA. She enjoys studying and teaching gender equality in the classroom, rapid vocabulary acquisition and support for indigenous languages. Sara currently lives and teaches in a small town in Mexico with her husband and three kids.
► Find the webinar here: https://youtu.be/452zzK6nqUo
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
To speak or not to speak... That is the question!
This document provides guidance on teaching speaking skills to English language learners. It begins with definitions of speaking and teaching speaking. Speaking is the primary mode of communication, and teaching speaking involves helping learners use appropriate words, sentences, and social language. The document outlines elements of successful speaking activities, such as providing input and integrating skills. It also discusses the teacher's role in increasing learner participation and types of activities that can enhance fluency, such as games, role-plays, and interviews. The document concludes with advice on resources for teachers and strategies for improving students' conversation and pronunciation skills.
Teaching young learners may 2013 david q
The document discusses strategies for teaching young learners English, including considerations for their shorter attention spans, energy levels, and motivations compared to adult learners. It provides tips for managing mixed abilities in the classroom, keeping students engaged, and incorporating games and activities that practice pronunciation and vocabulary. Specific techniques mentioned include varying interactions, moving from familiar to unfamiliar material, providing praise and a sense of accomplishment, and linking new targets to old ones.
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This document discusses using drama to teach English to students with diverse needs. It describes teaching English in remedial schools, hospital wards, orphanages, and home visits to students with disabilities, diseases, poverty, behavioral issues, and lack of prior education. Drama is presented as a holistic teaching method that develops students socially, physically, intellectually, creatively, and emotionally. It engages multiple intelligences and learning styles. The benefits of drama for language learning, empowerment, fluency, literacy, and thinking are outlined. Drama techniques are described for teaching pronunciation, body language, interaction, role-playing, and making language fun and meaningful.
Workshop for teachers of English to young learners in Sudan
The document discusses best practices for teaching English to young learners (YLs). It covers topics like the characteristics of YLs, how YLs learn according to theorists like Piaget and Vygotsky, the importance of creating a stress-free and interactive environment, using familiar materials, and teaching methodology focused on communication, repetition, and relating new concepts to students' lives. Examples of simple hands-on materials are provided, like using the students' bodies to learn letters, real-world objects, pictures, and games to engage YLs in an active and meaningful way.
GAMES IN ENGLISH TEACHING AT ELEMENTARY LEVELS
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Using Games in Teaching Vocabulary
This document discusses using games to teach vocabulary. It explains that games can help lower students' affective filters, promote active participation and problem solving, and cater to different learning styles. It then provides an example lesson plan that uses several vocabulary games, including ambiguous pictures, association, matching, and crossword, to teach occupation-related vocabulary to 5th and 6th grade students. The games are designed to engage students physically and intellectually while reinforcing the new vocabulary terms based on theories of multiple intelligences, learning styles, constructivism, and total physical response.
THE USE OF LUDIC ACTIVITIES TO ENCOURAGE ENGLISH LEARNING AT THE HIGH SCHOOL...
THE USE OF LUDIC ACTIVITIES TO ENCOURAGE ENGLISH LEARNING AT THE HIGH SCHOOL...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
teaching English to young learners in Indonesia
The document discusses effective teaching of English to young learners in Indonesia based on socio-cultural learning theories. It organizes the requirements into five pillars: 1) knowing the characteristics of children, 2) understanding how children learn, 3) comprehending language acquisition, 4) appreciating how English is learned as a foreign language in Indonesia, and 5) applying principles to facilitate English learning. Some proposed practices include using English at all times, creating a print-rich environment, employing activity-based and varied techniques to maintain interest, focusing on functional English, and providing routines to promote acquisition.
Grouping students (Chapter 8 by Harmer)
The document discusses different ways teachers can group students in the classroom, including whole-class teaching, individual work, pairwork, and groupwork. It outlines the advantages and disadvantages of each approach, and provides guidance on organizing effective pair and groupwork through considerations like task type, creating diverse groups, and establishing procedures. The goal is to encourage cooperation while maximizing student participation and independence.
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Pastor Elio Marrocco's "The Message Of 1 Thessalonians" sermon at New Life Christian Church on April 27, 2014. You can learn more about New Life Christian Church here: http://www.newlifecc.ca
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Teaching children english
The document discusses strategies for teaching English to children. It recommends making lessons fun, using gestures and visuals, encouraging participation, and recycling language through games, songs and stories. Young children learn best through exposure rather than explicit instruction. The document also discusses adapting techniques for very young learners versus older children, developing multiple intelligences, and using activities like TPR, listening, drawing and role plays.
Fun ways to Teach English for Very Young Learners
Games play a central role in English lesson. They can be used to give practice in all language skills and be used to practice many types of communication. Games also encourage, entertain, teach and promote fluency. However, as teachers, we have to be aware in choosing the games for our students. Well-chosen games are helpful as they give children a break and at the same time allow them to practice language skills. To make games work in class, the teachers must have the rules, instructions, time management, praises and rewards. These are the following games that can be used to teach English for very young learners: Passing Activity, Shooting Letters, Do What I Say and Not What I Do, Find Someone Who, Miming, Memory, Snowball, Running Dictation, Blindfold, BINGO, Whispering, Guess Who, Find the Difference, Fishing, Hopscotch, Paper Airplanes, Listen-Color, Chopstick, Role-Play, and Musical Chair. All in all, games make the young learners become more active and they are willing to participate during the English lesson.
Teaching young learners
This document discusses principles and strategies for teaching young English language learners. It explains that young children acquire language naturally through social interaction and play. Effective teaching strategies include using routines, scaffolding, and making lessons fun, meaningful, and supported. Teachers should draw on theories from Piaget, Vygotsky and Bruner to create interactive lessons that build on children's innate language learning abilities.
Practical teaching technique for Young Learners
The document discusses techniques for teaching English to young learners, focusing on the four skills of listening, speaking, reading, and writing.
For listening, it recommends activities like "listen and do" where students follow instructions, "listen for information" where they listen for details, and "listen and color" where they color pictures based on descriptions.
For speaking, it suggests pair work and group work, where students practice describing pictures, buildings, and directions to each other.
For reading, it discusses reading aloud individually or in groups, as well as silent reading.
For writing, it covers techniques like matching, dictation, fill in the blank exercises, and organizing or copying information.
Teaching listening to young learners
This document discusses teaching listening skills to young learners. It defines listening and distinguishes it from hearing. It explains that listening is an important language skill that serves as a foundation for other skills like speaking, reading, and writing. It also outlines techniques for developing listening skills in the classroom, including total physical response activities, syllable clapping, rhyming words, and minimal pairs. The goal is to prepare children to read by developing their auditory patterns and listening comprehension.
Teaching English to Children
This document provides guidance on teaching English to children. It notes that children learn best through watching, listening, imitating, and doing hands-on activities. As learners, children are not able to understand grammatical rules and need non-verbal clues. The document recommends making English fun and encouraging for children by using gestures, pictures, games, songs, and stories. It also stresses the importance of variety in lessons to match children's short attention spans.
English for Young Learners
The document outlines various controlled, guided, and free writing activities for developing writing skills in young English language learners. Controlled activities include straight copying, matching, organizing and copying, delayed copying, copying from a book, and dictation. Guided activities involve fill-in exercises and writing letters, cards, and invitations with some support. Free writing involves pre-writing activities to generate ideas and language followed by various types of free composition such as dialogues, descriptions, letters, and stories with teacher feedback focused on content over accuracy. The document emphasizes making writing enjoyable and gradually increasing student independence.
DEVELOPING SPEAKING LESSON PLANS
This document provides guidance on developing effective speaking lesson plans. It begins by explaining that an organized teacher with well-structured lesson plans can best motivate students and provide useful language practice. It then outlines the key steps in creating a lesson plan, including determining the topic, developing objectives and activities, and providing feedback. Various classroom activities are proposed to develop students' speaking skills through discussion, role plays, interviews and other interactive exercises. The document concludes by emphasizing the importance of teaching speaking and providing a rich communicative environment for students to practice.
Speaking Activities in the Foreign Language Class
This document outlines speaking activities that can be used in foreign language classes. It describes three main types of speaking activities: individual oral discussions between teacher and student; interactive oral activities like role-plays, debates, and oral presentations done by students; and "lighter" oral games and songs. It provides examples of how to structure individual oral exams, role-plays, debates and oral presentations to gradually develop students' speaking skills and prepare them for external exams. It emphasizes creating an engaging, student-centered approach to practicing speaking in each foreign language class.
Let's Talk! Speaking Activities for Students with a Low Level of English
Let's Talk! Speaking Activities for Students with a Low Level of EnglishEmbajada de EE.UU. en el Perú
Encourage your students to talk more using these easy tips, activities, and lessons! This webinar will help you plan easy and effective lessons, creating confident, motivated, English language speakers.
By the end of this webinar, teachers will be able to:
- Understand how speaking activities can help improve all areas of English language study.
- Be able to incorporate four new activities into your class to get your students talking.
- Know the steps for getting the most out of speaking practice time.
- Have a helpful worksheet with all the information and resources you need for many weeks worth of speaking activities.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Sara Hendricks has taught English around the world for 12 years. She received her Masters Degree in TESOL from UW River Falls in the USA. She enjoys studying and teaching gender equality in the classroom, rapid vocabulary acquisition and support for indigenous languages. Sara currently lives and teaches in a small town in Mexico with her husband and three kids.
► Find the webinar here: https://youtu.be/452zzK6nqUo
► Types of Speaking Activities: https://goo.gl/UFZGsK
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERULesson plan speaking
This lesson plan is for an 8th grade English class that aims to foster retention of action verbs through a lively dice game. Students will be divided into groups, each receiving an action card with verbs numbered 1-6. Taking turns, students will roll the dice and must act out the verb that corresponds to the number rolled. Choosing engaging verbs will bring fun and action to the classroom. To evaluate learning, students will practice acting out verbs for the class to guess.
Types of Speaking Activities
Handout shared during the June 2018 RELO Andes Webinar entitled "Let's Talk! Speaking Activities for Students with a Low Level of English"
► Find the webinar here: https://youtu.be/452zzK6nqUo
► Main presentation: https://goo.gl/hqfCu8
Encourage your students to talk more using these easy tips, activities, and lessons! This webinar will help you plan easy and effective lessons, creating confident, motivated, English language speakers.
By the end of this webinar, teachers will be able to:
- Understand how speaking activities can help improve all areas of English language study.
- Be able to incorporate four new activities into your class to get your students talking.
- Know the steps for getting the most out of speaking practice time.
- Have a helpful worksheet with all the information and resources you need for many weeks worth of speaking activities.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Sara Hendricks has taught English around the world for 12 years. She received her Masters Degree in TESOL from UW River Falls in the USA. She enjoys studying and teaching gender equality in the classroom, rapid vocabulary acquisition and support for indigenous languages. Sara currently lives and teaches in a small town in Mexico with her husband and three kids.
► Find the webinar here: https://youtu.be/452zzK6nqUo
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
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This document provides guidance on teaching speaking skills to English language learners. It begins with definitions of speaking and teaching speaking. Speaking is the primary mode of communication, and teaching speaking involves helping learners use appropriate words, sentences, and social language. The document outlines elements of successful speaking activities, such as providing input and integrating skills. It also discusses the teacher's role in increasing learner participation and types of activities that can enhance fluency, such as games, role-plays, and interviews. The document concludes with advice on resources for teachers and strategies for improving students' conversation and pronunciation skills.
Teaching young learners may 2013 david q
The document discusses strategies for teaching young learners English, including considerations for their shorter attention spans, energy levels, and motivations compared to adult learners. It provides tips for managing mixed abilities in the classroom, keeping students engaged, and incorporating games and activities that practice pronunciation and vocabulary. Specific techniques mentioned include varying interactions, moving from familiar to unfamiliar material, providing praise and a sense of accomplishment, and linking new targets to old ones.
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Workshop for teachers of English to young learners in Sudan
The document discusses best practices for teaching English to young learners (YLs). It covers topics like the characteristics of YLs, how YLs learn according to theorists like Piaget and Vygotsky, the importance of creating a stress-free and interactive environment, using familiar materials, and teaching methodology focused on communication, repetition, and relating new concepts to students' lives. Examples of simple hands-on materials are provided, like using the students' bodies to learn letters, real-world objects, pictures, and games to engage YLs in an active and meaningful way.
GAMES IN ENGLISH TEACHING AT ELEMENTARY LEVELS
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
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THE USE OF LUDIC ACTIVITIES TO ENCOURAGE ENGLISH LEARNING AT THE HIGH SCHOOL...
THE USE OF LUDIC ACTIVITIES TO ENCOURAGE ENGLISH LEARNING AT THE HIGH SCHOOL...UNIVERSIDAD MAGISTER (Sitio Oficial)
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Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
teaching English to young learners in Indonesia
The document discusses effective teaching of English to young learners in Indonesia based on socio-cultural learning theories. It organizes the requirements into five pillars: 1) knowing the characteristics of children, 2) understanding how children learn, 3) comprehending language acquisition, 4) appreciating how English is learned as a foreign language in Indonesia, and 5) applying principles to facilitate English learning. Some proposed practices include using English at all times, creating a print-rich environment, employing activity-based and varied techniques to maintain interest, focusing on functional English, and providing routines to promote acquisition.
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The document outlines six methodologies used in a language learning series:
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Chapter 16 brumfit
1. Research shows that young children can learn two languages simultaneously when exposed to both languages daily at home. The early childhood years from ages 3-7 provide an optimal period for second language acquisition.
2. For young children to best acquire a second language, the conditions should resemble a home environment where two languages are used daily, with a focus on social interaction. This allows children to develop language through physical interaction, as well as listening and responding to vocal tones and gestures.
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
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Projects with yle
- 1. Projects with young learners Diane Phillips, Sarah Burwwod &Helen Dunford,OUP (1999-2008)
- 2. Why PROJECT WORK? • It is ideal for teaching Primary School Children for a number of reasons: • 1.It is an INTEGRATED UNIT OF WORK:activities linked to form a tangible end-product.Sense of ACHIEVEMENT.
- 3. 2. It educates the WHOLE CHILD: The intellectual skills of describing, hypothesizing,reading, planning, using their imagination. The physical motor skills of coloring, painting, cuttting, glueing,folding, writing. The social skills of sharing, cooperating, making decisions together,appreciating how individual contribtions can make a successful whole.
- 4. And more… Learner independence skills such as making responsible choices,deciding how to complete tasks, gathering information, evaluating outcomes. It encourages emotional and personal development.
- 5. It INTEGRATES language knowledge and skills. It is a great example of EXPERIENTIAL LEARNING. Children use the language that is needed to complete the project. It integrates language skills in a natural way. YLE learn by doing, without forcing an analytical approach.
- 6. Other ADVANTAGES: o It caters for mixed ability classes. o Children with different abilities, needs and interests can be integrated. o A project allows for flexibility within the curriculum. o (*) See handouts.