Tacogue mth 1 230pm eng 160
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Grade 3 class of 30 students in a rural school for the 2023-2024 school year. The author wants to teach English abroad but realizes learning a language is difficult. As a prospective teacher, their goal is to help indigenous students speak English clearly by having a better understanding of letter-sound pairings, word formations, and pronunciation. The author will teach English phonology focusing on alphabet knowledge, phonics, word recognition, and phonological awareness to help indigenous students with difficulties in phonics and word identification when speaking. They will have students memorize the English alphabet with proper pronunciation to improve recognition of letters and ability to sound out words to ensure success in language learning.
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This document discusses common pronunciation problems faced by Indonesian learners of English as a non-native language. It begins by introducing the topic and noting that pronunciation is difficult for non-native speakers due to differences in sound systems between their first language and English. Some specific problems mentioned include pronouncing sounds that don't exist in Indonesian, such as the 'bow' sound; differences in where sounds occur; and different allophones of similar sounds. The document emphasizes that overcoming these problems requires repeated practice to train the ears and mouth to accurately identify and produce English sounds. Proper pronunciation is important for intelligibility as a non-native English speaker.
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2013 supporting the eal students in the mfl classroom
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Funenglishforkidsbookforteachers 131019142657-phpapp02
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The document provides a curriculum for teaching English to 5-year-olds, including suggested units on topics like the body, animals, and food. It outlines aims, intended learning outcomes, vocabulary, grammar, activities and classroom management strategies. The curriculum is designed to be adapted as needed and to make learning English fun for young children through a variety of engaging games, songs and activities.
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2014 supporting the eal students in the mfl classroom
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
https://pdfecosystem.com/english-with-fun-for-kids-how-to-teach-english-to-ve...
This document provides guidance for teaching English to young children ages 3-6. It discusses why teach English at a young age, advice for teaching, curriculum development, classroom management, and provides sample lesson plans and activities. The goal is to teach basic vocabulary and grammar in a fun, engaging way through songs, games, stories and arts activities. The curriculum is organized into units like animals, food, weather, and family. The emphasis is on listening, speaking, and using visual aids over reading and writing.
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The ministry of Education rises pre the educative community of the country the new curriculum for English.
2 efl
This document outlines the objectives and approaches for teaching English as a foreign language at the elementary school level in Ecuador. It discusses three main curricular threads: 1) communication and cultural awareness, with a focus on introducing learners to different cultures through the English language; 2) oral communication, including developing listening, speaking, and interaction skills through songs, games, role plays and partner/group work; 3) reading, with an emphasis on developing comprehension, study skills, creating a literacy-rich environment, and incorporating cross-curricular content. The overall goal is to help learners establish a foundation for lifelong English language learning through meaningful, authentic contexts and a learner-centered approach.
2 efl
This document discusses the English as a Foreign Language curriculum for the elementary level of basic general education in Ecuador. It aims to lay the foundation for developing students' reading, writing, and oral communication skills through meaningful contexts. Students will learn English through fun and engaging tasks and texts rather than rote memorization. The curriculum focuses on introducing students to English in an authentic way through various subjects, activities, songs, and cultural contexts. It emphasizes communication, cultural awareness, listening skills, and developing oral production through repetition, movement, and encouragement.
Culturally and linguistically diverse students
The document discusses opportunities that culturally and linguistically diverse classrooms provide for both students and educators. It describes how valuing each student's unique background and experiences can foster respect and improve learning outcomes. It then provides details about a specific Ukrainian student, including his home life, school experiences, academic strengths and challenges, particularly with phonics and reading multisyllabic words. The student's cultural and linguistic "funds of knowledge" from traveling and speaking multiple languages at home are also discussed.
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The document discusses different approaches to using a student's mother tongue in an English language classroom. It argues that using the mother tongue can help students understand new concepts by relating them to what is already known. It also allows students to feel secure enough to ask questions and explain problems. However, there is a risk they will hear too little English. The document provides practical ideas for balancing mother tongue and English use, such as giving instructions in both languages or teaching classroom language phrases. The overall approach is to use English as much as possible while avoiding student confusion.
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- 1. Grade school; Level 3; Class size of 30; school in the rural, On school year 2023-2024. I enrolled in a Bachelor of Arts in English Language Studies program because I want to improve my English-speaking skills as well as learn other languages, and I want to teach English abroad because it is a lucrative field. However, as time passed, I came to a number of realizations: learning a language is difficult. And it is because of this sentiment that I feel compelled to share my English language knowledge. In mainstreamed Philippine classrooms, learning English phonology is a significant obstacle for indigenous students. As a prospective educator, my goal is to have an indigenous learner speak clearly to people in English. To do so, the learner must have a better understanding of letter-sound pairings, a vibrant understanding of words and their formations, and acceptable pronunciation. I will teach English Phonology to the IP students, focusing on Alphabet Knowledge, Phonics and Word Recognition, and Phonological Awareness. Indigenous students clearly had difficulties with phonics and word identification when it came to speaking. In this regard, I will have them memorize the English Alphabet with proper pronunciation, which will highlight their ability to recognize, name, and sound out letters in upper and lower cases, because familiarity with English alphabets ensures learner success in language learning, especially in speaking. I'll also perform oral reading and comprehension exercises. This will aid students in accurately pronouncing English words, which will increase their capacity to absorb meaning and improve their ability to use English terms or expressions in both speaking and writing. Due to the fact that Indigenous students have among the lowest literacy rates, I will teach them. I understand that serving their needs in remote places is difficult, and that traditional education programs fail to consider their cultures, languages, and contemporary circumstances. In an effort to meet these problems, I'm working on a thesis about producing a workbook for Kaolo IP students. My desire of being a teacher in Japan remains unfulfilled, but I feel that before we teach in other countries, we must first address the challenges in education in our own country, particularly in Indigenous communities.