Jennifer Wilson presented strategies for teaching literacy to non-native English speakers ages 3-5. The key components are:
1) Focus on oral language development through songs, stories, and actions before expecting reading and writing.
2) Immerse children in the language by using everyday phrases, labeling items, and exposing children to English TV and books.
3) Teach the sounds of the language systematically while continuing to provide rich vocabulary through stories, pictures, and questions.
ABC song for kids an easy and effective way to learn English alphabet. Songs rhymes for kids in English help your children to develop their memory and improve listening skill. For more Information Visit here. https://bit.ly/2UzT4Q6
Fun ways to Teach English for Very Young LearnersHertiki Marsaid
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.
ABC song for kids an easy and effective way to learn English alphabet. Songs rhymes for kids in English help your children to develop their memory and improve listening skill. For more Information Visit here. https://bit.ly/2UzT4Q6
Fun ways to Teach English for Very Young LearnersHertiki Marsaid
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.
Propagace stránek: E-mailing krok za krokemMichal Blažek
Prezentace Propagace stránek: E-mail Marketing Krok za krokem na konferenci "Jak vytvořit stránky na WordPressu", dne 28.11.2015 v HUB Praha. Upozorňuji, že se jedná o prezentaci pro úplné začátečníky. Některé věci byly úmyslně zjednodušené nebo vynechané.
3ª edição. Traz os seguintes artigos: O Desenvolvimento Territorial Sustentável a partir da Escala Local /A Experiência da Iniciativa art do PNUD na América Latina em Desenvolvimento Econômico Local / Desenvolvimento Territorial e Economia Solidária (ESOL): conexões com a geração local de trabalho e renda /Agente de Desenvolvimento – um elo entre a administração pública municipal e os pequenos negócios / A Contribuição do Instituto Sicoob PR com o Desenvolvimento Local e Sustentável por meio da Disseminação da Cultura Cooperativista / NIT (Núcleo de Inteligência Territorial) – A importância dos indicadores municipais
English is an essential language that is spoken worldwide, and it is becoming increasingly important for children to learn it from a young age. However, teaching English to very young children can be a challenging task, and it is essential to make it fun and engaging to capture their attention and keep them interested.One of the most effective ways to teach English to young children is to make the learning experience enjoyable and entertaining. Using games, songs, and interactive activities, children can learn new words and phrases in a fun and exciting way.
As a teacher, it is important to create a safe and comfortable learning environment where children can express themselves and experiment with the language without fear of making mistakes. Incorporating a variety of learning styles, such as visual, auditory, and kinesthetic, can help children to absorb the language more effectively and retain the information better.
Learn more about literacy learning in the Early Years at the British International School of Boston, and discover what parents can do to support literacy learning at home.
APLX DATA ANSWERSVerb Present tense Verb Past tense Verb.docxfestockton
APLX DATA ANSWERS
Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural
Run Ran Running Intern Interns
Eat Ate Eating Laptop Laptops
Walk Walked Walking Homework Homework
Study Studied Studying Man Men
Swim Swam Swimming Person People
Practice Practiced Practicing Table Tables
Encounter Encountered Encountering House Houses
Admire Admired Admiring China(flatware) 瓷器 China
Hit Hit Hitting Car Cars
Sleep Slept Sleeping Goose Geese
Drive Drove Driving Volcano Volcanoes
See Saw Seeing Syllabus Syllabi
Do Did/Done Doing Potato Potatoes
Help Helped Helping Tooth Teeth
Cut Cut Cutting Woman Women
Bring Brought Bringing Glasses 眼镜 Glasses
Intern Interned Interning Computer Computers
Shower Showered Showering Deer Deer
Arise Arose Arising Foot Feet
APLX DATA L2
Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural
Run Ran running Intern Interns
Eat ate eatting Laptop Laptops
Walk walked walking Homework Homeworks
Study Studied Studying Man men
Swim swam swimming Person people
Practice practiced practicing Table tables
Encounter encountered encounterring House houses
Admire admired admiring China(flatware) 瓷器 Chinese
Hit hitted hitting Car Cars
Sleep slept sleepping Goose Gooses
Drive drove driving Volcano Volcano
See saw seeing Syllabus Syllabus
Do did doing Potato potatos
Help helped helping Tooth teeth
Cut cutted cutting Woman Weman
Bring brought bring Glasses 眼镜 Glasses
Intern Intern Interning Computer Computers
Shower showered showerring Deer Deer
Arise arised arising Foot Feet
16/20 17/20 12/20
APLX DATA L1
Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural
Run Ran Running Intern Interns
Eat Ate Eating Laptop Laptops
Walk Walked Walking Homework Homeworks
Study Studied Studying Man Men
Swim Swam Swimming Person People
Practice Practiced Practicing Table Tables
Encounter Encountered Encountering House Houses
Admire Admired Admiring China(flatware) 瓷器 China
Hit Hit Hitting Car Cars
Sleep Slept Sleeping Goose Geese
Drive Drove Driving Volcano Volcanoes
See Saw Seeing Syllabus Syllabi
Do Did/Done Doing Potato Potatoes
Help Helped Helping Tooth Teeth
Cut Cut Cutting Woman Women
Bring Brung Bringing Glasses 眼镜 Glasses
Intern Interned Interning Computer Computers
Shower Showered Showering Deer Deer
Arise Arose Arising Foot Feet
L1 Native speaker(baseline)
· Age: 21
· From Van Nuys, CA
· Length of L1 study: Native
· Education level: Junior at UCSC
· Linguistics major
· Father and mother both speaks English
· Mother is native english speaker, Father is Guatemalan.
1. When did you begin to study English?
My mother was a college freshman when she gave birth to me. As a result, she needed a babysitter or some sort of daycare to take care of me while she went to school and worked. She taught me basic English words and phrases that any parent would begin to teach their toddler. However, while she was busy, and once she found a trustworthy but inexpensive daycare to dr ...
APLX DATA ANSWERSVerb Present tense Verb Past tense Verb.docxarmitageclaire49
APLX DATA ANSWERS
Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural
Run Ran Running Intern Interns
Eat Ate Eating Laptop Laptops
Walk Walked Walking Homework Homework
Study Studied Studying Man Men
Swim Swam Swimming Person People
Practice Practiced Practicing Table Tables
Encounter Encountered Encountering House Houses
Admire Admired Admiring China(flatware) 瓷器 China
Hit Hit Hitting Car Cars
Sleep Slept Sleeping Goose Geese
Drive Drove Driving Volcano Volcanoes
See Saw Seeing Syllabus Syllabi
Do Did/Done Doing Potato Potatoes
Help Helped Helping Tooth Teeth
Cut Cut Cutting Woman Women
Bring Brought Bringing Glasses 眼镜 Glasses
Intern Interned Interning Computer Computers
Shower Showered Showering Deer Deer
Arise Arose Arising Foot Feet
APLX DATA L2
Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural
Run Ran running Intern Interns
Eat ate eatting Laptop Laptops
Walk walked walking Homework Homeworks
Study Studied Studying Man men
Swim swam swimming Person people
Practice practiced practicing Table tables
Encounter encountered encounterring House houses
Admire admired admiring China(flatware) 瓷器 Chinese
Hit hitted hitting Car Cars
Sleep slept sleepping Goose Gooses
Drive drove driving Volcano Volcano
See saw seeing Syllabus Syllabus
Do did doing Potato potatos
Help helped helping Tooth teeth
Cut cutted cutting Woman Weman
Bring brought bring Glasses 眼镜 Glasses
Intern Intern Interning Computer Computers
Shower showered showerring Deer Deer
Arise arised arising Foot Feet
16/20 17/20 12/20
APLX DATA L1
Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural
Run Ran Running Intern Interns
Eat Ate Eating Laptop Laptops
Walk Walked Walking Homework Homeworks
Study Studied Studying Man Men
Swim Swam Swimming Person People
Practice Practiced Practicing Table Tables
Encounter Encountered Encountering House Houses
Admire Admired Admiring China(flatware) 瓷器 China
Hit Hit Hitting Car Cars
Sleep Slept Sleeping Goose Geese
Drive Drove Driving Volcano Volcanoes
See Saw Seeing Syllabus Syllabi
Do Did/Done Doing Potato Potatoes
Help Helped Helping Tooth Teeth
Cut Cut Cutting Woman Women
Bring Brung Bringing Glasses 眼镜 Glasses
Intern Interned Interning Computer Computers
Shower Showered Showering Deer Deer
Arise Arose Arising Foot Feet
L1 Native speaker(baseline)
· Age: 21
· From Van Nuys, CA
· Length of L1 study: Native
· Education level: Junior at UCSC
· Linguistics major
· Father and mother both speaks English
· Mother is native english speaker, Father is Guatemalan.
1. When did you begin to study English?
My mother was a college freshman when she gave birth to me. As a result, she needed a babysitter or some sort of daycare to take care of me while she went to school and worked. She taught me basic English words and phrases that any parent would begin to teach their toddler. However, while she was busy, and once she found a trustworthy but inexpensive daycare to dr.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. Goals for the session
• To understand what literacy really
means. Or try to!!!
• To identify essential components to
ensure success.
• To focus on strategies to teach reading
and writing to non-native English
speakers from3-5 years old.
3. I never try to teach pupils.
I only try to provide conditions in
which they can learn.
4. What is Literacy? . . .
BLA; BLA; BLA.
Can it be the same for non
native speakers of English?
6. Set the stage
• Create a supportive enviroment.
• Be methodical and stick to the
routines and class rules.
• Stimulate a love for the new
language.
• Find constant connections with
everyday life.
• Make them laugh.The sillier the
better!!!
• Sing and talk a lot in English.
• Give chunks of classroom language
not vocabulary lists.
7. The Four Skills
• Until children have listened for a long
time to the new language and have
begun to produce words, it is
unrealistic to expect them to read and
write.
9. Children who cannot or do not listen are at a
huge disadvantage when beginning the literacy
process in a second language.
There’s always one or two in every class
They seem to be switched off for language
learning
• Observe
• Listen
• See
• Witness
• Experience
• Feel
• Explore
• Try out
10. The recipe for success is:
• Lots and lots of listening and singing.
• Listening to stories and acting them out.
• A stress free environment.
• A good role model.
• Lots of images to connect to objects.
• Use Infant Directed Speech or
motherese as you would when talking to a
baby.
11. Classroom Language.
Be natural. Don’t think grammar.
• Hang up your coat. Put it on. Take it off.
• Put the paper in the bin. Do up your buttons.
• Line up. Tie up your laces. Tidy up!
• Look, listen and Be Quiet ! (Dream on)
• Sit down, stand up, Zip up your coat!!!
• Put it in the bin!!
• Colour in your picture.
• That’s wonderful, beautiful, marvellous!!!
• (So, non native teachers of English beware, make sure
you know your phrasal verbs).
13. Most language learning takes
place before the age of two
• Babies brains are programmed to pick up
on new sounds from different languages.
• If those sounds haven’t been heard before
the age of two, the human vocal aparatus
shuts down the parts it deems unecessary
and therefore it is much more difficult to
articulate these sounds later.
14. Jwilson2014
Role play is a great way to practise language in a
stress free enviroment.
Masks really help to give confidence.
Kids needs to hear the word before
they can say the word, decode or read
the word, and then finally write the
word.
15. TalkTime all the time
• Rich Experiences
• Rich Language Experiences-
• Reading and Writing this can be a
picture
• Rich Text Great story books
• Rich Images but nothing abstract
• Rich Talk-DAILY! Routines 20-30
minute carpet session
• Rich Questions
• Use intonation as a teaching tool
16. Leading Research says……
• Storybook Learning has an essential
role in literacy development in young
children. Particularly within the family.
So, create a cozy, classroom
environment for story time.
17. Experts also say…………..
• Literacy in English when initiated early improves
accent, intonation stress and understanding.
• Oral language is the foundation for literacy
development. Kids that are poor in their mother
tongue usually have more problems learning the
second language
• Children’s experiences with the world and with print
greatly influence their ability to learn in later life. So
make them fall in love with books!
18. Demonstrate Writing
• Make the connection of language to print.
Use the same script as in mother tongue
writing.
Their words=meaning
PICTURES ARE WRITING
• Do NOT correct infant writing
It’s not motivating to see lots of red pen!
Write the correct version underneath
19. Give them a reason to write
• Make writing something important
• Like writng an invitation to the class party
• Write a guided story (always funny or scary)
together. Scary and funny sticks!!
• Include things close to kids that they can
relate to. My weekend! Classroom diary!
• My head teacher always ends up eaten by the
shark. It’s pay back time!!!!
20. Provide a wide selection of
wonderful children’s books
Read them great stories!
• Spot The Dog stories and Maisy Mouse
for three year olds
• Anything by Eric Carle, Nick Sharatt and Tony Ross
Four year olds
• The Gruffalo Julia Donaldson, Handa’s Surprise
Eileen Browne, We’re going on a bear hunt Michael
Rosen. Traditional fairy tales (with a twist)
for the five year olds. (No Disney God Forbid)
21. Encourage parents to read to
their kids in their own
language if they don’t speak
English
• Children who are fluent and have a
good level of language in their mother
tongue can easily transfer their
knowledge to the second language.
• So if parents ask how they can help,
tell them to talk and sing a lot and read
to them in their mother tongue.
22. Exposure to theExposure to the
languagelanguage
15 Minutes of T:V every day in15 Minutes of T:V every day in
EnglishEnglish
Just an episode of Pepa PigJust an episode of Pepa Pig
Or Dora The Explorer is enoughOr Dora The Explorer is enough
23. Don’t forget………
• Literacy learning is nurtured by responsive
adults. (Make them love English)
• Literacy learning is deeply rooted in a
child’s culture and family so always
include the family in your teaching.
(So be literate in L1)
• Being literate always follows the same
steps. First we listen, then we talk then
read and finally we write.
• (So watch T:V in English)
24. “The Big Five” up to five
• Holistic approach to teaching the very young.
It’s never just about reading and writing.(Lots of HuGs )
• Vocabulary input through songs and stories
• Make them scared and make them laugh!!!
• Between 70/80% of class time is oral work
• Phonetics teaching of the individual sounds. 5/10
minutes (maybe not every day!!!)
• Three letter word building and beginning to decode.
• Exposure to the language
25. Begin to teach the sounds of the
English Language from 4 years old
One each week. Be systematic!
Non native students need more
time to build up vocabulary
In the 3 year old classroom
teacher input should be
80%Oral and Listening skills
Colouring in (although a nice
quiet activity) is not
Unfortunately Learning
English
26. Begin to teach sounds in this
order
so kids can start to three
letter word build ASAP
No more than 5/10 minutes a day
Don’t get carried away with phonics for
non native speakers of English real
language input is much more important
• S, A, T, P ,N CK, E, H, R, M, D,
G ,O, U, L ,F , B, AI, J ,OR, EE,
• This is usually as far as I get with Spanish 5
year olds plus first fifty high frequency
words with parents help.
Don’t forget classroom vocabulary!!!
And all the vocabulary input from songs and
stories.
27. What games to play?
• I spy with my little
eye………….
• Pairs or memory
games (pelmanism)
• Simon Says (My
personal favourite)
• Key Word Bingo
• Magnet board
figures
• Song and action for
each letter
• Hang Man (another
favourite) with steps and a shark
waiting at the bottom
Usually for my head teacher.
• I packed my bag to go to
London and in my bag I
put a…..
• Who’s got…?
28. Tricky Words
At the same time as you are
teaching individual sounds, don’t
forget about high frequency words
that are not decodable. In The five
year old class. Get parents
involved. Try ten every 15 days.
30. Walls Talk…
• Label everything in
the classroom in
English.
• Have the students
names on display
• Always write
teachers
explanations of
what’s on display.
• Have word banks at
children’s height.
• Have the alphabet on
display also at the
right height
• The calendar
• The weather chart
• The daily helpers
• The numbers
31. • A good story can keep you going for
two and sometimes three weeks of
classroom time and that’s a session
every day.
32. What do I do with a
book?
• Read aloud, Retell, Revisit. Focus on Key words.
• Look for patterns of words that look the same
• Focus on new words. The title, the author.
• Prediction about the story. Use repetitive language
• Shared reading, Group reading (Oxford reading Tree) .
• Changing the story ending. Tell the story wrong
• Make comics, draw pictures. Understand and sequence the
stroy
• Finishing sentences. Say who the characters are.
• Inventing dialogues act out the story
• Don’t read the book. Tell the story!!!!
33. How to choose a story
• Find texts with a repetitive element
• Text with a strong story line, beginning,
middle end.
• Texts with rhythm and that match the
pictures
• Nice images, a big copy for whole class
reading.
• Be easy for children to retell
34. Look after your voice
It’s exhausting work and if it’s your first
year teaching English in pre- school
take lots of vitamin C, royal jelly and
gargle with antiseptic mouth wash.
Even so, by November you will probably
have no voice left. If you’re doing it
right!! This is not a joke!
35. The End
Remember . . .
Teach a child to read,
Give a gift for life!!
Teach a kid English and
it’s a job for life!!!
Thank you for your
kind attention!
Happy Teaching!